Summary of All Programmes

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SECTION A
GENERAL REQUIREMENTS
1. INTRODUCTION
i) Although the NCE, as a qualification, is common to all the graduates of the
programme, each subject has its own unique features and therefore, demands.
These unique demands are properly articulated in the introductory pages to
each subject in the relevant booklets, requirements that are common to all the
subjects set out hereunder
2. GENERAL ADMISSION REQUIREMENTS
i) A senior secondary school certificate (SSC) NECO or GCE O Level with passes in 5
subjects including English Language, three of which must be at credit level at the same
sitting or four credits at two sittings. Two of the credits must be relevant to the course
the candidates wishes to offer. Credits in English and/or Mathematics may be required
in some courses to meet departmental requirement.
ii) A Grade II Teachers Certificate (TC II) with credit or merit in three subjects, two of
which must be relevant to the course the candidate wishes to offer. Credit/merit in
English Language and/or Mathematics may be a requirement in some courses.
iii) Teachers Grade II Certificate with a least (5) years of post qualification teaching
experience with or without the number of credit/merits in at least four subjects are
acceptable qualification.
iv) For candidates wishing to offer courses in Vocational and Technical Education, R.S.A.
or City and guilds/intermediate Certificate or the Federal Craft training Certificate in
Nigeria or abroad, is also an acceptable qualifications.
v) Associateship certificate in Education at merit level awarded by an approved institution
in Nigeria or abroad, is also an acceptable qualification.
vi) Successful candidates in the Pre-NCE final examinations who in addition take and
succeed in a selection examination organized by an accredited body would also be
qualified for admission.
vii) All candidates wishing to be considered for admission must enroll for and write the
selection examination organized by an accredited body such as JAMB.
viii) It should be noted that some colleges may, in addition to all of the above, administer
their own elimination tests an or interviews for some courses. This is legitimate.
3. COURSE REQUIREMENTS
i) The General education Course is compulsory for all registered students.
ii) All registered students must submit a supervised project before graduation. The project
may be written in the area of Education or any of the students major subjects. (This is
without prejudice to long essays or seminar papers that may be required by some
departments or in some subject areas). Three copies of such projects, typed double-
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spaced and bound (hard cover) must be submitted by each student before graduation.
The credits earned to be recoded under EDU 232.
iii) Teaching Practice is compulsory for all students and it must last for a minimum of
twelve weeks. Colleges are free to make their own arrangements for Teaching Practice.
The credits earned to be recorded under EDU 234.
iv) All registered students must control for and pass General Studies Courses before
graduation. Communication Skills, Citizenship Education, Computer Education, Basic
Maths, General English and Introduction to Library Studies are compulsory for all
students.
v) Industrial Attachment or SIWES is compulsory for all students registered for Courses in
Vocational and Technical Subjects. This is for a minimum of 16 weeks.
4. MINIMUM CREDITS REQUIRED
i) a student must earn a total minimum 128 to 132 credits to graduate, covering:
Education, Project, General Studies, Teaching Practice and a double major or two
teaching subjects.
5. EVALUATION AND ASSESSMENT METHODS
i) Continuous Assessment (C.A)
ii) End of Semester Examination
6. ATTENDANCE
A registered student for the NCE programme must attain a 75% attendance to be allowed to
write the end of Semester Examination. This is very important and all students must comply
to this policy.
7. COURSE COMBINATIONS
As these may vary from institution to institution and from time to time candidates are advised
to read the brochures produced for the selection of subject combination by the accredited
body in charge of such examinations. Please, note that a Double Major cannot be combined
with any other teaching subject.
8. QUALIFICATIONS OF ACADEMIC STAFF
i) Every academic staff should be a professionally qualified teacher (a minimum of NCE
or PGDE)
ii) A good bachelors degree (not less than a Second Lower Division) in the relevant
discipline is the minimum qualification for appointment as Lecturer III or its equivalent.
iii) H.N.D. holders, with a minimum of a merit, qualify to be appointed as Instructors.
iv) Higher Degree or additional professional qualifications in the relevant disciplines are
added advantages.
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SECTION B
COURSE CREDIT SYSTEM
1. INTRODUCTION
With the educational revolution generated by the National Policy on Education (as amended
1989) and the consequent 6-3-3-4 structure, Nigeria has had no choice but to embrace the
course credit system and Grade Point Average Phenomenon. The National Policy on Education
(1981), especially stipulates that:
A credit system which is transferable among Universities and the institutions of higher learning
on a reciprocal basis will be initiated. This is to enable a student who may be compelled to
change his residence before completing his course to finish it in another institution (S.101).
The insistence by the Government on excellence in education led to the establishment of the
National Universities Commission (NUC), the National Board for Technical Education
(NABTE) and the Commission for Colleges of Education (NCCE). These three bodies in
ministering to the academic needs at their various levels, are all agreed that the issue of
minimum standards cannot be compromised.
On its own part the Commission is geared towards ensuring that teachers earning the Nigeria
Certificate in Education (NCE) are professionally and intellectually qualified for the task of
servicing the educational system at the levels they shall be employed. Acceptable minimum
standards guarantee the acceptability if certificates earned from similar institutions. Also
acceptable levels of proficient on the job will be expected of certified holders of the NCE
Certificate.
2. DEFINITION OF COURSE CREDIT SYSTEM
The course credit system is a quantitative system if organising the curriculum in which subject
areas are broken into units which are examinable and for which students earn credit(s) if passed.
The courses are arranged in a progressive order of difficulty or in levels of academic progress,
e.g. level 1 or year 1 courses are 100 and level II or year 2 courses are 200 series.
3. ADVANTAGES OF COURSE CREDIT SYSTEM
The adoption of the course credit system for all Colleges of Education and other NCE awarding
institutions has the following merits; it
i) Allows students within limits to move at their own pace;
ii) Allows a thematic structuring of the programmes of study; i.e. ability to break courses
into convenient and manageable modules;
iii) Allows inter-departmental and inter-disciplinary collaboration in curriculum processes
(curriculum planning, development, implementation evaluation) and minimizes
duplication of courses;
iv) Permits a diagnostic approach to a students learning as well as a continuous
examination of students in each subject area;
v) Provides students with greater flexibility in taking elective courses from outside their
area of specialization, thereby broading their education base;
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vi) Facilitates inter-institution transfers, thus enhancing student mobility;
vii) Enhances comparability, national standard and national unity.
4. CREDIT UNIT
Courses are assigned weights called credit units. Credit units consist of specified number of
student teacher-contact hours per week per semester. Credit units are used in two
complementary ways; as a measure of course weighting and as an indicator of student work
load.
i) As a measure of course weighting, a course may earn 2 credit units, another 1 unit,
another 2, etc. 1 credit means 1 hour lecture per week for 15 weeks of the semester, 2
credit units may mean 1 hour lecture plus one 2 hour practical per week per semester of
15 weeks.
ii) As a measure of work load, one credit means 1 hour of lecture or tutorial per week per
semester. For another forms of teaching requiring student-teacher contact, the following
equivalents may apply:
a) two hours of seminar
b) Three hours of laboratory work, field work, studio work, practicum, stadium
supporting activity.
iii) Teaching Practice: Twelve weeks of teaching to earn credits.
iv) Student Industrial Work Experience (SIWES): Sixteen weeks of student attachment to
earn four credits.
5. STAFF/STUDENT WORK LOAD, GUIDELINES
i) Every full-time student should be required to register for a minimum of 18 and a
maximum of 24 credit units per semester except for students on field experience,
teaching practice or industrial attachment
ii) A full-time staff should have a minimum teaching load of 8 credit units per semester.
(a) For Science-based disciplines, this should mean a minimum of 9 lecture hour and
two 3 hours laboratory work per week.
(b) For Art-based disciplines, this should mean a minimum of 9 leactures and two 3-
hours laboratory work per week
(c) For certain service courses, the size may be very large, and therefore, proportionate
contact hours should be used.
6. GREDIT POINT AVERAGE (GPA)
There is considerable variation in the grading systems in operation in Nigerian Universities.
This has reflected on the Collages of Education. Most collages of Education tend to use a
combination of letter and figure grades. The letter grades range from A to F, while the figure
grades vary from 0 7, but a number of Collages use 0-4 figure grades.
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i) The commission is adopting the grading system using both letter (A-F) and figure (0-5)
grades. It is more consistent with the degree classification in use in Nigeria, and should
therefore, be adopted by the Colleges if Education.
Thus, the grading system for the NCE will be similar to what is in use in the
Universities.
ii) The percentage score, letter grade, grade point average (GPA), and Cumulative Grade
Point Average (CGPA), and the status of pass are:
A minimum pass mark of 40% (equivalent to Grade Point of 1) should be adopted by all Collages.
Also a minimum GPA of 1.00 is required for graduation.
7. DEFINITIONS OF GRADES POINT, GRADE POINT AVERAGE AND CUMULATIVE
GRADE POINT AVERAGE:
i) Grade Point: The grade point derives from the actual percentage raw score for a given
course: the raw score is converted into a letter grade and a grade point. See table 1:
Table1: Approved Scoring and Grading System
Credit
Units
I
Percentage
Score
II
Letter
Grade
III
Grade
Points
Average
(GP) IV
Grade
Points
Average
(GPA)
Cumulative
Grade Point
Average
(CGPA) V
Level of Pass
in Subjects
VI
Vary
according to
contact
hours
assigned to
each course
per week
per semester
and
according to
work load
earned by
student.
70-100 A 5 Derived by
multiplying I
& IV and
dividing by
total Credit
Units.
4.50-5.00 Distinction
60-69 B 4 3.50-4.49 Credit
50-59 C 3 2.40-3.3.49
Merit
45-49 D 2 2/50-2.39
Pass
40-44 E 1 1/00-1.49
Low Pass
0-39 F 0 0.99 Fail
ii) Grade Point Average (GPA): This is the average of weighted grade points earned in the
courses taken during the semester. The Grade Point is obtained by multiplying the Grade
Point attained in each course by the number of credit units assigned to that course, and then
summing these and divided by the total number of credit units taken for the semester.
iii) Cumulative Grade Point Average (CGPA): This is the up-to-date mean of the Grade Points
earned by the student in a programme of study. It is an indication of the students overall
performance at any point in the training programme.
CGPA = Sum of Total Grade Points X Respective Credit units for Semester
Total Credits for all courses registered by the Student
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8. SEMESTER EXAMINATIONS
With the adoption of the course credit system, examinations come at the end of every semester.
9. CONTINUOUS ASSESSMENT (CA)
The Commission approves the following
i) Weighting of 40% should be adopted for continuous assessment and 60% for semester
examinations by all the Colleges of Education in view of the work input expected from
students in the various approve programmes of study;
ii) Continuous assessment of students should be by means of formal and informal tests with the
former given greater weight. Assessment should normally be in workshops, laboratories
studios, etc. as may be applicable to respective disciplines;
iii) For effective implementation of the course credit system and the continuous assessment
scheme.
a) Each college should provide essential tools for information storage, retrieval and
analysis in the form of microcomputers along with relevant software e.g. courses
administration programmes, data bases and word processors. Such computer
application can facilities access to analytical tools which can greatly facilitates the
grading, analytical and interpretation processes;
b) The standard of teaching/instruction and quality of examinations should be raised
through the institutions of student opinion survey and peer evaluation to assess the
quality to teaching in all courses. The lecturers evaluated should be informed about the
outcome which should be discussed with them individually as a basis for
improvement.
In addition, short courses on teaching and examination methods should be mounted for staff during
the long vacation periods. The NPE (1989) recognizes the need for the training of teachers at all
levels of the educational system.
10. RESIT EXAMINATIONS
i) Resit examinations are abolished in the Colleges of Education.
ii) Students who repeat courses for any reasons should be credited with the actual marks so
earned but previous marks should also be recorded. This is in keeping with the
objectives of the courses system.
11. CONDITIONS FOR PROBATION AND WITHDRAWAL
i) the common denomination for assessing a students overall performance in programme
of study, regardless of the number of credit units taken, is the Cumulative Grade Point
Average (CGPA)
CGPA should be used as a guide for assessing students for probation and withdrawal,
taking into account the minimum CGPA of 1.00 required for graduation.
ii) Probation: Probation is a status to a student whose academic performance falls below an
acceptable standard. A student whose Cumulative Grade Point Average is below 1.00 at
the end of a particular year of study, earns a period of probation for one academic
session.
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iii) Withdrawal: a candidate whose Cumulative Grade Point Average is below 1.o at the end
of a particular period of probation should be required to withdraw from the College.
Repeating Failed Course Unit(s): Subject to the conditions for probation and withdrawal, a student
may be allowed to repeat the failed course unit(s) at the next available opportunity provided that the
total number of Credit Units carried during that semester do not exceed 24, and that the grade
earned at all the attempts shall count towards the calculation of the CGPA
12. MODERATION
i) Each Head of Department, through the Dean or Head of Division, shall recommend a
list of external examinaters to the Academic Board of the College for approval
ii) External Examiner so recommended may either come from sister institutions of the
Universities or may be respectable professionals in the field.
iii) External Examiners from Colleges of Education and Polytechnics must not be below the
rank of Principal Lecturers, while those from the Universities must be Senior Lecturers
and above. Professionals in the field must have not less than ten years post-qualification
experience before they can be appointed external examiner in their field of practice.
iv) Such External Examiners shall moderate the questions, the marked answer sheets, as
well as the projects, and send their written reports to the Academic Board.
v) In addition to all of the above, the NCCE shall appoint a monitoring team of experts in
each discipline to go round the Colleges from time to time to vet their academic
standaeds and forward written reports to the Commission.
13. ACADEMIC YEAR AND SEMESTER
i) for proper computation of contact hours for each course in a programme of study, the
Commission approves the following:
a) A two semester year (first and second semesters for regular courses) for all Colleges
of Education. A long vacation period should be adopted for vacation courses.
b) The first and Second semester should last between 17 and 18 weeks each, (including
registration, teaching and examination periods) provided that not less than 15 weeks
during each semester is devoted to teaching. Programmes of study for the long
vacation period should last between 11-12 weeks, of which is devoted to teaching.
ii) For maximum utilization of staff and resources, and to give more opportunity to
students to take additional courses under the course credit system, Colleges of Education
should be operate programmes of the long vacation period in line with the course credit
system.
14. DURATION OF THE NCE PROGRAMME
As stated in the Naional Policy on Education (1989), maximum of five years is given for a
candidate to obtain the NCE Certificate. The minimum number of years to be spent to qualify
for the award of the NCE is three.
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SECTION C
ARTS AND SOCIAL SCIENCES
SUMMARY OF COURSES
1.1 PHILOSOPHY
Man, his complex nature and the increasingly more complex society in which he lives, and
his relationship with the metaphysical world (expressed in myths and religions) have been
interesting subjects for investigation by scholars. Using various instruments (qualitative
and quantitative, or a combination of both), the AArts and Social Sciences@ disciplines have
sought to answer the basic questions concerning man, his society and his relationship with
the metaphysical world. The NCE AArts and Social Sciences programmes seek to draw the
teacher and his student into a mutual dialogue about their collective realities.
1.2 GOALS
The goals of the Arts and Social Sciences programmes include the following:-
i) to produce NCE teachers of Arts and Social Sciences subjects who are capable of
contributing meaningfully to the production of teachers of those subjects for the
Basic Education in Nigeria.
ii) to help the students acquire the basic knowledge and values needed to enhance the
quality of their lives and the life of the nation.
iii) to help the students acquire the spirit of self-reliance, positive self-image and
balanced personality;
iv) to prepare students for life-long education.
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2.0 CHRISTIAN RELIGIOUS STUDIES (CRS)
2.1 PHILOSOPHY
Nigerias philosophy of education provides that instruction should be oriented to, among
others, moral and spiritual values requisite for smooth and stable interpersonal and human
relations. The philosophy of the NCE CRS programme hinges on this preamble. It is
geared towards the production of teachers who possess full awareness of Gods relationship
with man and whose personal character and discipline reflect authentic Christian values and
virtues, such that they will be able to function effectively as custodians of sound moral and
spiritual qualities particularly in their interaction with young learners in the Basic Schools.
2.2 OBJECTIVES
At the end of the programme the student should be able to:
i) demonstrate professional proficiency for teaching Christian Religious Studies in
Primary and Junior Secondary Schools.
ii) Demonstrate sound knowledge and appreciation of the moral values needed to live
as a Christian at the various stages of growth and development.
iii) Explore the place and significance of religion in life and so make a distinctive
contribution to ones search for a faith by which to live.
iv) Express accurate knowledge of God the Father, Son and Holy Spirit needed to live
as a Christian in the community.
v) Radiate attitudes and values which are typical of a mature and responsible member
of the Christian community such as love, respect, honesty and service.
vi) Express satisfactory intellectual capacity to benefit from further education in
Christian Religious Studies.
2.3 ADMISSION REQUIREMENTS
i) General
a) A Senior Secondary School Certificate (SSC) or G.C.E. O Level with
credit passes in 4 subjects in the same sitting or at two sittings.
Two of the credits must be relevant to the course the candidate wishes to
offer. Credit in English and Mathematics will be required.
b) A Grade II Teachers Certificate (TC II) with credit or merit in five
subjects, two of which must be relevant to the course the candidate wishes to
offer. Credit/merit in English Language and Mathematics will be required.
c) For candidates wishing to offer courses in Vocational and Technical
Education, R.S.A. or City and Guilds Intermediate Certificate with the
Federal Craft Training Certificate with credits/merits in at least four subjects,
are acceptable qualification.
d) Associate Certificate in Education awarded by an approved institution in
Nigeria or abroad, is also an acceptable qualification.
e) Successful candidates in the Pre-NCE final examinations would be required
to regularise their admission with JAMB examination as case may be.
f) All candidates wishing to be considered for admission must enroll for and
write the selection examination organised by an accredited body such as
JAMB.
g) It should be noted that colleges in addition to all of the above should
administer their own qualifying tests and interviews. This is legitimate.
ii) WAIVER candidates with a grade of Pass in Mathematics at the SSCE or GCE on
TC II is acceptable.
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iii) Additional Admission Requirements
Without prejudice to the general admission requirements, candidates with relevant
diploma from the seminaries or Certificate in Theology from recognised institutions
may be considered for admission after clearance from the Commission.
2.4 FACILITIES
i) Classrooms
ii) Methodology Laboratory
iii) Staff Offices
Each Senior staff should have a comfortable furnished office to himself. There
should also be an office for support staff (Typists, Clerks) with relevant equipment
e.g. Typewriters, computer, etc.
iv) Books in the library. There must be enough books to cover all the areas of the
subject to the ratio of one student to ten books.
v) Other specialised facilities (needs)
a) RSV and other recognised versions of the Bible
b) Hebrew Texts
c) Greek Texts
d) Commentaries and journals
f) Close - Circuit Television facilities
vi) List of Equipment
a) Typewriters
b) Computer
c) Projector
d) Slides of Bible Land and Cameras
e) Maps
f) Radio/Video Cassettes
g) Reading Desks
h) Tables and chairs
2.5 PERSONNEL
i) 8 Academic staff with professional teaching qualifications (at least 2.2 degree in
C.R.S.) or staff-students ratio of 1:25 per year of study.
ii) Other Staff
a) One Typist
b) One Messenger/Cleaner
c) Clerical Officers
d) One Computer operator
2.6 MODE OF TEACHING
Various Methodological approaches should be employed during formal lessons. These
include; lectures, inquiries; discussion; dramatization; demonstration, recitation; simulation,
tutorial, and field trip.
2.7 GRADUATION REQUIREMENTS
Distributions of minimum credits required for graduation are:-
Education Courses = 36 credits
General Studies Courses = 19 Credits
Teaching Practice = 6 Credits
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C.R.S. Courses = 38 Credits
Second teaching subject = Between 36 and 38 credits
2.8 TEACHING PRACTICE - Every student is required to do Teaching Practice and the
credit earned recorded in EDUC 324.
2.9. PROJECT - Every student is required to write a project in either Christian Religious
Studies or Education and the credit earned recorded in EDUC 323.
2.10 SUBJECT COMBINATION - Christian Religious Studies as a Single Major may be
combined with any one of the following subjects:- History, Social Studies (Single Major);
Yoruba, Hausa, Igbo, English, French, Theatre Arts, Music, Fine Arts, Cultural and
Creative Arts.
COURSE
CODE
COURSE TITLE
NCE I 1st Semester
CREDIT STATUS
CRS 111 Introduction to the study of Religions 1 C
CRS 112 Early History and Religion of Israel from Genesis to
the Judges
2 C
CRS 113 Introduction to the Bible 1 C
CRS 114 Early Church History 2 C
CRS 115 Introduction to the study of elementary Greek 1 E
CRS 116 Introduction to Sociology of Religion 1 E
CRS 117 African Traditional Religion 1 E
9 Units
NCE I 2
ND
SEMESTER
CRS 121 The life and Teaching of Christ 2 C
CRS 122 The Church from the Reformation to the Evangelical
Revival of the 18
th
Century
2 C
CRS 123 From the monarchy to the fall of Judah 2 C
CRS 124 Introduction to the study of Elementary Hebrew 1 E
COURSE
CODE
COURSE TITLE
NCE I 1st Semester
CREDIT STATUS
CRS 126 Introduction to the Study of Islam 1 E
TOTAL 9 Units
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NCE II FIRST SEMESTER
CRS 211 Paul and his writings 2 C
CRS 212 Methodology of Christian Religious Studies 2 C
CRS 213 Research Methods 1 C
CRS 214 Biblical World of the Old Testament 1 E
CRS 215 Introduction to the study of the Pentateuch 1 E
CRS 216 Christian Doctrine 2 C
TOTAL 9 Units
NCE II SECOND SEMESTER
CRS 221 The Synoptic Gospels 2 C
CRS 222 Introduction to Christian Ethics 2 C
CRS 223 Exilic and Post Exilic Judaism 1 E
CRS 224 Biblical World of the New Testament 1 E
CRS 225 The History of Christianity in West Africa to the 19
th
Century
2 C
CRS 226 African Independent Church Movement 1 C
TOTAL 9 Units
NCE III FIRST SEMESTER
Teaching Practice
NCE III SECOND SEMESTER
CRS 321 St. Johns Gospel 2 C
CRS 322 The prophets of Israel 2 C
CRS 323 Ecumenism and Religious Dialogue 1 C
CRS 324 Acts of the Apostles 1 C
CRS 325 Philosophy of Religion 2
TOTAL 8 Units
Summary
NCE YEAR COMPULSORY
CREDIT UNITS
ELECTIVE TOTAL
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Year One 12 Credit Units 6 Credit Units 18
Year Two 14 Credit Units 4 Credit Units 17
Year Three 8 Credit Units - 8
Over all Total 33 Credit Units 10 Credit Units 43
Minimum Credits Required for Graduation
Compulsory - 34 Credits Units
Elective - 4 Credit Units
Total - 38 Credit Units
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ISLAMIC STUDIES
3.0 ISLAMIC STUDIES (ISS) SINGLE MAJOR
3.1 PHILOSOPHY
Islam is a comprehensive religion that pervades all aspects of man=s life including matters
of faith and practical living. For a Muslim to conduct his personal and social life in
accordance with the tenets of Islam, there is need for him to acquire an in-depth knowledge
of Islam. Islamic studies at the NCE level is therefore directed towards the development of
a balanced personality that is socially accommodating, intellectually alert, morally sound
and spiritually dedicated to the cause of Allah. As a religious study, the focus is towards the
achievement of social solidarity, ethical harmony, human equality and brotherhood in the
society, particularly the Nigerian society.
3.2 OBJECTIVES OF THE PROGRAMME
i) To acquaint the students with the broad outlines of Islam.
ii) To prepare the students to understand Islam as a culture and civilization
iii) To provide high quality training to enable graduands make rigorous and scholarly
approach to the contemporary problems of the Muslim Community with particular
reference to Nigeria.
iv) To instill in the students the spirit of God consciousness and to lead them to
appreciate and uphold the values and teachings of Islam, and to live by it.
v) To adequately prepare students to teach at the Basic Education system
vi) To give the students adequate intellectual exposure that will enable them pursue
further education in Islamic studies particularly at the B.Ed degree level.
a) A Senior Secondary School Certificate (SSC) or G.C.E. O Level with credits in 4
subjects including English Language, at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer. Credit in English and a pass in
mathematic are required.
b) A Grade II Teachers Certificate (TC II) with credit or merit in five subjects, at two
sittings two of which must be relevant to the course the candidate wishes to offer.
Credit/merit in English Language and a pass in Mathematics are required.
c) Associate Certificate in Education awarded by an approved institution in Nigeria or
abroad, with credit or merit in three subjects which should include Islamic studies is
also an acceptable qualification.
d) A Senior Arabic and Islamic Studies Certificate or Certificate in Arabic and Islamic
Studies or Higher Islamic Studies Certificate from recognised institutions will be
considered for admission provided they have not less than five credits or merits
which must include Islamic Studies; Arabic and English.
a) Successful candidates in the Pre-NCE final examinations who be required to
regularise their admission with JAMB.
f) All candidates wishing to be considered for admission must enroll for and write the
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g) It should be noted that colleges in addition to all of the above should administer their
own elimination tests and interviews.
WAIVER: A Pass in Mathematics is acceptable.
3.4 FACILITIES
i) Three Classes/Lecture rooms
ii) One Studio room
iii) Staff Offices - Each Senior Staff should have a comfortably furnished office to
himself. There should also be an office for support staff (Typists, Clerks etc.) with
relevant equipment e.g. Typewriters, reproduction machines etc.
subjects to the ratio of one student to ten books.
v) Other Specialised facilities
a) Maps of Islamic World
b) Other Historical maps, Diagrams and Charts etc
c) Arabic Typewriter
d) Computer (hard and soft wares)
vi) Audio and video cassettes
vii) Projector (overhead film projector)
viii) T.V, Radio, Tape-recorder, Video-slides
ix) Cardboards
3.5 PERSONNEL
i) The Minimum qualification for a lecturer of Islamic studies at the NCE Level is any
of the following:
- A graduate of Islamic Studies or Arabic with at least a Second Class degree
and a professional teaching qualification of not less than NCE.
- A graduate having B. Ed (Islamic Studies) or B.A Ed (Islamic Studies) with
at least Second Class Division.
- Any combined honours degree in Islamic Studies with at least second Class
division and NCE as professional teaching qualification.
- All the lecturers must have a working knowledge of Arabic
- A minimum of 8 academic staff must be appointed for the Islamic Studies
Department or staff-students ratio of 1:25 per year of study.
(ii) Others
a) One Arabic Typist
b) One English Typist
c) One Clerical Officer
d) One Cleaner/Messenger
A combination of various methods is recommended. These include lecture method,
narration (story method) discovery, dramatisation, assignments, discussion, recitation field
trips and Distance Learning methods.
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Distribution of minimum credit required for graduation are as follows:-
- Education Courses - 36 Credits
General Studies - 19 Credits
- Teaching Practice - 6 Credits
- Islamic Studies Course - 37 Credits
- 2
nd
Teaching subject - Between 36 and 38 credits.
3.8 TEACHING PRACTICE
Every student is required to do Teaching Practice and be supervised by subject specialist in
his course of study and the credit earned recorded in EDUC 324.
3.9 PROJECT
Every student is required to write a project in either Islamic Studies or Education and the
credit earned recorded in EDU 323.
3.10 SUBJECT COMBINATION
Islamic Studies as a single Major subject could be combined with any of one of the
following subjects: English, Hausa, Yoruba, Igbo; Political Science, Social Studies,
History, Geography; Economics, Arabic, Special Education, and Primary Education Studies
3.11 COURSE OUTLINE
COURSE
CODE
COURSE TITLE CREDIT STATUS
NCE YEAR I SEMESTER
ISS 111 Iman in Islam (Articles of faith) 1 C
ISS 112 Taharah (Purification) 1 C
ISS 113 Arabic I 1 C
1SS 114 Introduction to Quran Al-Karim 2 C
1SS 115 Pre-Islamic Arabian History and the life
of Prophet Muhammad (S.A.W) 1 C
TOTAL 6
SECOND SEMESTER
ISS 121 As-Salah 2 C
ISS 122 Introduction to Hadith 2 C
ISS 123 History of Khulafau AR-RASHIDUNA
(Rightly Guided Caliphs)
1 C
ISS 124 Research/Teaching Methodology 2 C
ISS 125 Introduction to Tajwid I 1 C
TOTAL 8
- 17 -
200 LEVEL FIRST SEMESTER
ISS 211 ZAKAT AND SAWM 2 C
ISS 212 ARABIC II 1 C
ISS 213 Introduction to Islamic Law 2 C
ISS 214 Islamic Philosophy 1 E
ISS 215 Muslim Thought 1 E
ISS 216 Textual Study of Hadith 2 C
TOTAL 9
2
ND
SEMESTER 200 LEVEL
ISS 221 Islamic Personal Law (Nikah; Talaq and
Mirath
2 C
ISS 222 Islamic Ethics and Morality from selected
Suwar
2 C
ISS 223 Hajj In Islam 1 C
ISS 224 Tajwid II 2 C
ISS 225 Islam in West Africa 1 E
COURSE
CODE
ISS 226 The role of some Muslim Organisations in
the Spread of Islam in Nigeria
1 E
TOTAL 9
300 LEVEL 1
ST
SEMESTER
See
EDUCATI
ON
TEACHING PRACTICE SEE
EDUCATION
C
300 LEVEL 2ND SEMESTER
ISS 321 TEXTS of the QURAN 2 C
ISS 322 Textual study of Hadith 2 C
ISS 323 Comparative Religion 2 C
ISS 324 Introduction to Sufism 1 C
- 18 -
SUMMARY
NCE YEAR COMPULSORY ELECTIVE TOTAL
YEAR ONE 12 2 14
YEAR TWO 14 4 18
YEAR THREE 07 - 07
TOTAL 33 6 39
Minimum Credit required for graduation
Compulsory = 33 Credits Units
Elective = 4 Credits Units
Total = 37 Credits Units
- 19 -
ECUMENICS (ECU)
4.1 PHILOSOPHY
The main philosophy of the programme is to produce ecumenically oriented teachers,
qualified to teach courses in the areas of religious and moral education in combination with
other teaching subjects normally in Basic 1-9 Levels of our education system.
Such teachers of ecumenism are expected to have correct sense of ethics in terms of
moral sensitivity, moral intelligence and moral courage. The curriculum strongly envisages
that the final products shall be sufficiently mature to judge the moral input of socio-
religious issues of everyday life, and be able to evaluate the contents of religious
behavioural patterns of their immediate society. The students are trained to be able to avoid
provocative sentiments, hostile words, inimical actions towards other people=s faith and be
intellectually matured enough to enquire into areas of co-operation between different
religions and denominations.
The programme incorporates and makes use of the most modern ecumenical techniques
to harmonise morality with youthful aspirations. Ecumenism is borne out by the provision
for different Religionists studying in the College. The Curriculum is also specifically
designed to cater for the great religions of the world especially in Africa and particularly in
Nigeria. It is believed that a teacher of Ecumenics should be able to hold healthy dialogue
with people of different value pursuits, no matter what country, class or creed the other may
belong.
Ecumenism attempts specially to inculcate into the life pattern of the students an evaluation
and appreciation for socially accepted standards to help them fit into the social life of the
community and society at large to enhance their commitment to national objectives.
4.2 OBJECTIVES
At the end of the programme:
1. The students will be able to analyse and evaluate the functions of religion in society.
2. The students will be able to act without religious prejudice and mix up freely with
members of other religions.
3. The students will be able to avoid hostile words and actions towards members of
other religions and inquire into areas of co-operation between religious groups.
4. The students will be able to judge the moral import of social and religious issues and
evaluate the content of religious writings.
5. The students will be able to evaluate the efforts of Religious leaders in West Africa
and use their experiences for a more healthy evangelism of the Nigerian society.
3. The students will be able to teach religion to students in Basic 1-9 of our education
system.
i) General
a) A Senior Secondary School Certificate (SSC) or G.C.E. >O= Level with
passes at credit level in 5 subjects including English Language, and
Mathematic at the same sitting or at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer. Credit in English and
mathematics may be required in some courses.
b) A Grade II Teachers= Certificate (TC II) with credit or merit in five subjects,
two of which must be relevant to the course the candidate wishes to offer.
- 20 -
Credit/merit in English Language and mathematics may be a requirement in
some courses.
Education, R.S.A or City and Guilds Intermediate Certificate with the
Federal Craft Training Certificate with credit/merit in at least four subjects,
Nigeria or abroad, is also acceptable qualifications.
e) Successful candidates in the Pre-NCE final examinations would also be
JAMB.
g) Colleges must in addition to all of the above administer their own qualifying
tests and /or interview. This is legitimate.
4.4 FACILITIES
i) Classroom: - Normal space for lectures
ii) Staff offices - Each Senior Staff should have a comfortable furnished office to
himself. There should also be an office for support staff (typists; Clerks) with
relevant equipment e.g. Typewriters and computers.
iii) Books in the Library: - There must be enough books to cover all the areas of the
iv) Other Specialized facilities
Audio visual aids
Films and video cassettes of the Religions of the World.
Text e.g. Bible, Koran other relevant documents.
4.5 PERSONNEL
i) A minimum of eight (8) academic staff are needed to mount the course or staff-
students ratio of 1:25 per year of study. Any Ecumenical teacher is expected to
possess a minimum qualification of B.D (Theo) with Diploma or Certificate in
Ecumenism; B.A. (Comparative Religion); B.A. (Islamic Studies. To head the
Department, a minimum qualification of M.A (Rel.) Or M. Theo or its equivalent is
needed. A teaching qualification not below NCE or PGDE is required.
ii) Others
a) One - Typist
b) One - Messenger/Cleaner
c) One - Clerical Officer
The teaching of Ecumenics will be by lectures, seminars, workshops, field-trips;
observations use of films, cassettes and other relevant modern gadgets on the Religions of
the world. Visits to Mosques, Churches and Shrines would form part of education
experiences.
Distribution of minimum credits required for graduation are as following.
- 21 -
- Education Courses - 36 Credits Units
- General Studies Courses - 19 Credits Units
- Teaching practice - 6 Credits Units
- Ecumenics Courses - 36 Credits Units
- 2
nd
Teaching subject - 36 38 Credit Units.
Every student is required to do Teaching Practice and the credit earned recorded in EDUC
324.
4.9 PROJECT
Every student is required to write a project in both ECUMENICS OR EDUCATION and
the credit earned recorded in EDUC 323.
Ecumenics as a single major subject may be combined with anyone of the following
subjects; Christian Religions Studies; Islamic Studies; Social Studies (Single Major).
Political Science; History; Geography; English, Yoruba, Igbo, Hausa and Political Science.
4.11 COURSE CONTENT
COURSE
CODE
NCE YEAR 1, FIRST SEMESTER
ECU 111 Introduction to the study of Religion 1 C
ECU 112 Comparative Religion 1 C
ECU 113 Introductory Study of Prophetic Religions 2 C
ECU 114 Fundamental Dispositions for Ecumenism 2 C
TOTAL CREDITS
6 Units
SECOND SEMESTER
ECU 121 African Religion and Philosophy 2 C
ECU 122 History and Religion of Islam 2 C
ECU 123 History of Christianity in West Africa 2 C
ECU 124 Introduction to the Holy Writings of the Great
Religions
2 C
TOTAL CREDITS 8 Units
- 22 -
NCE YEAR II FIRST SEMESTER
ECU 211 Ethics 2 C
ECU 212 Faith and Ecumenism 2 C
ECU 213 Contemporary Religious Issues 2 C
TOTAL CREDITS 6 Units
SECOND SEMESTER
COURSE
CODE
ECU 221 Allegiance to One=s Faith Expression 2 C
ECU 222 Understanding Religious Man 1 C
ECU 223 Religion in the Age of Science 2 C
ECU 224 Ecumenism in Action 2 C
TOTAL 7 Units
NCE YEAR III FIRST SEMESTER
Teaching Practice
SECOND SEMESTER
ECU 321 Modern Religions and Atheistic Thoughts 2 C
ECU 322 Modern Ethical Theories 2 C
ECU 323 Contemporary Moral Issues 2 C
ECU 324 Sociology of Religion 2 C
ECU 325 Myth, Dreams and Religious Experience 1 E
ECU 326 Religious Experience Paradigm for Religious
Experience
1 E
10 Units
- 23 -
SUMMARY
Year One 14 Credits - 14
Year Two 13 Credits - 14
Year Three 8 Credits 2 Credits 10
Overall Total 35 Credit Units 4 Credit Units 38
Minimum Credit Requirements for Graduation
Compulsory - 35 Credits Units
Elective - 1 Credits Units
Total = 36 Credits Units
- 24 -
HISTORY
5.1 PHILOSOPHY
Man is inevitably concerned with the nature of the past, indicators of the present and future.
History offers an understanding of the nature of the society, its values and problems through
a critical analysis and assessment of the major events in its social, political and
technological developments, the major dramatis personae and philosophies behind their
actions. The history programme at the NCE level serves not only the immediate and
mediate roles of preparing effective teachers of Nigerian and African history in the
secondary schools, but also prepares teacher trainees for further education. Pre-NCE
candidates need to regularise their admission through JAMB.
5.2 OBJECTIVES
1. To encourage in the student the growth of an awareness of his responsibilities and
opportunities as a Nigerian citizen.
2. To stimulate an appreciation of the world in which the student finds himself and to
encourage students to develop mentalities which are suitable to post-colonial era and
compatible with national and intellectual integrity.
3. To enlarge students knowledge and appreciation of the world beyond Nigeria and
Africa and to appreciate the common heritage of mankind.
4. To enable students to develop an appreciation and understanding of the historical
development in Nigeria and the contribution of our past heroes/heroines.
5. To develop in the students the capability of analysing issues critically.
6. To develop skills of the post secondary approach to the study of history in order to
inculcate professional attitude in the student so that he can effectively teach History
related subjects in primary and secondary schools in Nigeria of the 21
st
century.
7. To give students solid foundation for further studies and research in history at both
local and national levels.
5.3 ADMISSION REQUIREMENT(S)
i) General
a) A Senior Secondary school Certificate (SSC) or G.C.E. O Level with
credits in 5 subjects including English Language and Mathematics in one or
two sittings. Two of which must be relevant to the course the candidate
wishes to offer. For candidates wishing to offer History, Credit in
Government is acceptable in lieu of credit in History.
b) A Grade II Teacher=s Certificate (TC II) with credit or merit in five subjects,
Credit/merit in English Language and Mathematics are required.
Education, R.S.A. or City and Guilds Intermediate Certificate with the
Federal Craft Training Certificate, Credit/merit in at least four subjects, are
acceptable qualification.
Nigeria or abroad, is also an acceptable entry qualification.
e) Successful candidates in the Pre-NCE final examinations who also take and
succeed in a selection examination organised by an accredited body would
also be qualified for admission, but then admission must be regularized by
JAMB.
- 25 -
JAMB.
g) Some Colleges may in addition to all of the above, administer their own
elimination tests and or interviews for some courses so as to enhance the
quality of their students intake.
WAIVER: A Pass in Mathematics is acceptable.
5.4 FACILITIES
i) Classrooms
Enough classrooms, open lecture halls, and offices should be provided.
ii) Laboratories/Studies etc
In each institution there should be a History room, where specialised history
materials and equipment can be kept. Documentaries on topical historical issues
should be provided Globes, maps, realia and artifacts.
iii) Staff Office
Each Senior Staff should have a comfortably furnished office to himself with sitting
arrangement of not less than 12 students for tutorials.. There should also be an
office for support staff (Typists, Clerk) with relevant equipment e.g. computers.
iv) Books in the Library
There must be enough books to cover all the areas of the subject and beyond to the
ratio of one student to ten books.
v) List of Equipment
a) Instructional materials
b) Over head projectors
c) Maps
d) Artifact of various grades
e) Close circuit T.V for micro-teaching.
f) Video and Televisions
g) CDs and DVDs
5.5 PERSONNEL
i) Academic
A minimum of eight (8) lecturers or staff-students ratio of 1:25 per year of study are
required; with the minimum qualifications of:
a) An honours degree in History of 2
nd
class lower division grade with an NCE
Certificate or PGDE or its equivalent.
a) A Bachelor of Arts in Education and History degree (B.A. Ed), or a Bachelor
of Education degree (B.Ed) in History with at least a second class lower
division grade.
ii) Other Staff
A Clerk and typist are needed to run History Department office. In addition a
Cleaner and Messenger should be attached to the office.
- 26 -
Lectures, Discussions; Inquiry; Tutorials, Assignments, Field Trips Documentaries etc. are
recommended modes of teaching.
Distribution of minimum credits required for graduation are as follows:.
i) General Studies - 14 Credits Units
ii) Education courses - 36 Credits Units
iii) Teaching Practice - 6 Credits Units
iv) History Courses - 37 Credits Units
v) Second Teaching subject - 36 38 credits.
Every student is required to do Teaching Practice and the credit earned recorded in EDUC
324.
5.9 PROJECT
Every student is required to write a project in either History or Education and the credit
earned recorded in EDUC 323. (Institutions should endeavour to suggest topics to guide
against palgerisation.
History as a single major subject could be combined with any one of the following subjects:
Social Studies, English; C.R.S., Islamic Studies, French, Music, Arabic, Yoruba, Igbo,
Hausa, Cultural and Creative Arts, Theatre Arts.
5.6 COURSE CONTENT
COURSE
CODE
FIRST SEMESTER
HIS 111 Historiography 2 C
HIS 112 Major World Civilisation 2 C
HIS 113 West Africa Up to 1800 2 C
HIS 114 Nigeria up to 1800
TOTAL 8 C
SECOND SEMESTER
HIS 121 Egypt and the Nile Valley 1 E
HIS 122 North Africa up to 1800 1 E
HIS 123 East and Central Africa up to 1800 2 C
- 27 -
HIS 124 Economic History of Nigeria from the
earliest times to 1800
2 C
TOTAL 6
YEAR II FIRST SEMESTER
COURSE
CODE
HIS 211 Methodology 2 C
HIS 212 Research Methods and Field Trips 2 C
HIS 213 Themes in world History (1750-1919) 2 C
HIS 214 European conquest and African resistance 2 C
TOTAL 8
SECOND SEMESTER
HIS 221 Southern Africa up to 1800 2 C
HIS 222 Nigeria in the 19
th
Century 2 C
HIS 223 Economic History of African since 1800 2 C
HIS 224 Local and Regional History 2 C
HIS 225 Introduction to Archeology 2 E
TOTAL 10
YEAR THREE FIRST SEMESTER
Teaching Practice
SECOND SEMESTER
HIS 321 Nigeria in the 20
th
Century 2 C
HIS 322 Third World 2 E
HIS 323 Africa in the 20th Century 2 C
HIS 324 Southern Africa since 1800 2 E
HIS 325 World History from 1919 to the present 2 C
TOTAL 10
- 28 -
SUMMARY
YEAR ONE 12 2 14
YEAR TWO 14 4 18
YEAR THREE 6 4 10
OVERALL TOTAL 32 10 42
Minimum Credit Required for Graduation
Compulsory - 32 Credits
Elective - 5 Credits
Total - 37 Credits
- 29 -
MUSIC (SINGLE MAJOR) (MUS)
6.1 PHILOSOPHY
The importance and role of music in the growth of a child cannot be over-emphasized. The
Nigerian child in particular is born and nurtured in music. He grows and learns in the
society and he takes his exist from the world with music.
Through formal and informal education of the child, music becomes a ready and established
medium of instruction. Apart from this, music contributes immensely to the general growth
and development of the child.
It has the potential of being one of the most valuable subjects for enhancing human
personality. It is a kingpin among the various facets of culture which fashions and
mobilizes a people to attain all that is best in their lives, whether as individuals or as
corporate entities.
Music is used in achieving ends which are both musical and non-musical e.g. doing various
types of work, wrestling, in the expression of nationalism, patriotism-group solidarity and
as propaganda machinery etc. More directly, music serves other functions such as
entertainment, relaxation and the soothing of worried nerves. In fact, empirical analysis
have shown that music takes about 60-70% of the entire air time of Radio/TV programmes
the world over.
Socially, music is used at ceremonies and festive occasions to enrich and add colour to
them, in short, it serves social, political, historical, economic, religious, communicative and
moral functions in a society.
Based on the above, it is obvious that the study of music is indispensable for the
development of the Nigerian child, society and the entire nation.
6.2 OBJECTIVES
The NCE programme in Music is intended to
i) offer courses in African and Western European music;
ii) produce well qualified NCE teachers capable of teaching music at the primary and
the junior secondary school level;
iii) produce teachers for the private sector: churches, mosques, Armed Forces, Media
houses, advertising companies etc.;
iv) produce NCE teachers who are prepared and are capable of benefiting from further
education in music;
v) promote cultural continuity;
vi) make NCE teachers acquire skills in music for staff reliance..
i) General
a) A Senior Secondary School Certificate (SSCE), GCE, NECO, WASC) >O=
Level with a minimum of 5 credits including English and Mathematics at a
maximum of 2 sittings.
b) A Grade II Teacher=s Certificate (TC II) with credit or merit in five subjects,
- 30 -
Credit/merit in English Language and Mathematics may be a requirement in
some courses.
Education, R.S.A, or City and Guild Intermediate Certificate with the
Federal Craft Training Certificate with credit/merit in at least four subjects,
d) Associateship Certificate Education awarded by an approved institution in
Nigeria or abroad is also acceptable qualification.
f) Successful candidates in the Pre-NCE final examinations who also take and
succeed in a selection examination organised by an accredited body would
also be qualified for admission.
g) All candidates wishing to be considered for admission must enrol for and
JAMB.
h) Colleges should in addition to all of the above administer their own
elimination tests and interviews.
ii) Additional Admission Requirement
(a) Candidates who do not have credit in Music should be subjected to aptitude
test to be conducted by the department.
(b) Candidates may be admitted if they possess credits at the O/L GCE
/SSC/WASC/NECO, which may include a pass grade in music at a level not
below grade III of any of the following institutions:
i) The Royal Schools of music (ABRSM)
ii) Trinity College of music (LTC)
iii) Junior Secondary School (JSS)
iv) Music Society of Nigeria (MUSON)
In addition to the above, prospective candidates should pass an audition to be given
by the admitting Departments of Music.
Prospective candidates for the Pre-NCE programme in Music should have at least a
pass grade in English Language and Mathematics before admission.
WAIVER: A Pass in Mathematics at O/L GCE or SSCE is acceptable.
6.4 FACILITIES
i) Classroom
A minimum of 3 classrooms with a piano and chalkboard ruled as staves (3 or 4)
pairs of staves) in each classroom.
ii) Laboratories/Studio etc.
a) One auditorium fairly equipped for large and chamber/ensemble rehearsals
and concerts.
b) Fully and continually air conditioned rooms for the storage of various
instruments and equipment, records, cassettes, videotapes, etc.
c) About half a dozen or more practice cubicles properly sound proofed, each
with a piano or portable electronic keyboard for private practices on the piano
or any other instruments.
d) A well equipped audio room or listening room and studio.
- 31 -
iii) Staff Offices
Each Senior staff should have a comfortably furnished office to himself. There
should also be an office for support staff (Typist, Clerks) with relevant equipment
e.g. typewriters, reproduction machines, computers etc. Each lecturers office should
have an upright pianoforte.
There must be enough books to cover all the areas of the subject.
v) Other Specialized Facilities
Group One: Western Keyboard & Orchestral Instruments:
a) One grand or a good upright piano or an electronic organ or keyboard in the
auditorium. (At least an organ-manual or electric is needed).
b) Some 10 or more upright pianos - one in each practice room, classroom and
staff office. However, to minimize cost, a half of the number of pianos could
be good quality portable electronic keyboards, two (2) manual organ
c) WINDS e.g. piccolos, flutes, clarinets (B Flat, A, alto & bass), oboes,
bassoons, saxophones (alto, tenor and baritone saxes). Cor anglais, horns;
d) BRASSES: trumpets, Cornets, trombones, etc
e) PERCUSSIONS; jazz drum sets (Complete with cymbals snare drum and
high-hats), Marimba or vibraphones, or glockenspiel, tambourines, triangles
and woodblocks.
f) STRINGS: Violins, violas, violoncello, double basses, guitars (acoustic &
electric).
h) RECORDERS: descant, treble, and alto
Group Two: African Instruments
a) Idiophones: e.g. musical pots (Udu), ekwe, bells, maracas, clappers, koi-koi,
ubo-aka, xylophones, gongs etc.
b) Membranophones: Assorted types of the leather drum e.g. dundun, konga,
bongo drum, etc.
c) Chordophones: Assorted types of string instrument e.g. goge, une, Ubo-
akwara, etc.
d) Aerophones: Assorted types of wind instruments e.g. opi, oja, kakaki, etc.
Group Three
a) Electro-acoustical instruments and equipment e.g. amplifiers, loudspeakers,
microphones with stands, equalizers, synthesizers.
Group Four: Audio Visual Aids
a) Record Players
b) Cassette Players
c) C.D Players
d) Video/Audio Cassettes/and tapes, CD
e) DVD
f) Video Tape-recorders with monitors (colour TV sets), C D Videos
g) LP Records and CD of classical symphonies, concertos, string quartets etc.
6.5 PERSONNEL
- 32 -
i) Academic Staff
a) A minimum number of 8 -10 lecturers is required to run the programmes
effectively and efficiently as a single Major.
b) A Minimum qualification of a good honours degree in music (B.A Music or
B. Music or B.Ed Music) not below 2
nd
Class lower division. Those without
a teaching qualification shall be eligible for appointment; however, they shall
be given time to update themselves as certificated teachers within the first 5
years of their appointment.
c) Licentiates, Associateships and Diplomas obtained in Europe, America &
Nigeria from accredited music Conservatories, Colleges and Universities
shall be recognized and acceptable for appointments.
ii) Tutorial Staff
Highly skilled instrumentalists on African and Western instruments shall be
appointed on permanent or part-time basis as music tutorial staff or instructors.
The following qualifications will be acceptable for appointment at this levels:
a) B.A/B.ED music below 2nd Class Honours, lower Division (i.e. 2:2), HND,
NCE & OND.
Certification on a given instrument will be an advantage. With respect to
African instruments, a demonstrable performance ability on an instrument
shall be acceptable.
b) A computer music Technologist
iii) Administrative & Other Staff
a) Departmental Secretary, Typists, Messengers, Cleaners
b) Lab-technicians/Attendants - Trade Test Certificates are necessary
c) Instrument technologists. e.g. piano-tuners, repairers, African Musical
Instrument builders; appointment is either permanent or part-time.
d) Staff-students ratio of 1:10
These include:
a) Class teaching/Lecturing
b) Individual Tutorials
c) Assignment
d) Group work
e) Out door practical experiences
f) Field Trips
b) Teaching Practice
Distribution of minimum of credits required for Graduation for:
a) Single Major
Education Courses - 36 Credit Units
General Courses - 19 Credit Units
Teaching Practice - 6 Credit Units
Music Courses - 36 Credit Units
Second teaching subject - 37 Credit Units
Total for graduation - 134 Credits
- 33 -
Every student is required to do Teaching Practice and the credits earned recorded in EDUC
324.
6.9 PROJECT
Every student is required to write a project in either Music or Education and the credits
earned recorded in EDUC 323
Music as a Single Major subject could be combined with any one of the following subjects:-
Christian Religious studies, Islamic Studies, English, Yoruba, Igbo, Hausa, Ecumenics;
Theatre Arts, Social Studies, French, Political Science, Maths, Computer Science, Arabic,
Fine Art, Special Education, Physics, Culture and Creative Arts, Physical and Health
Education and Economics.
COURSE OUTLINE AND STATUS
COURSE CODE COURSE TITLE CREDIT STATUS
MUS 111
MUS 112
MUS 113
MUS 114
MUS 115
MUS 116
MUS 117
MUS 121
MUS 122
MUS 123
MUS 124
MUS 125
MUS 126
MUS 127
MUS 128
YEAR 1, FIRST SEMESTER
Theory of Music I
African Music & Appreciation I
Ear-Training and Sight-Reading I
History and Appreciation of Western Music I
Applied Music I
Ensemble Music Studies 1
Elementary Technology of Music 1
TOTAL
YEAR I, SECOND SEMESTER
Theory of Music II
African Music & Appreciation II
Ear-Training and Sight-Reading II
History and Appreciation of Western Music II
Applied Music II
Ensemble Music Studies 1I
Elementary Technology of Music 1I
Music Education I
TOTAL
1
1
1
1
1
1
1
7
1
1
1
1
1
1
1
1
8
C
C
C
C
C
C
E
C
C
C
C
C
C
E
C
- 34 -
COURSE CODE COURSE TITLE CREDIT STATUS
MUS 211
MUS 212
MUS 213
MUS 214
MUS 215
MUS 216
MUS 217
MUS 218
MUS 221
MUS 222
MUS 223
MUS 224
MUS 225
MUS 226
MUS 227
MUS 228
MUS 321
MUS 322
MUS 323
MUS 324
MUS 325
MUS 326
MUS 327
YEAR II, FIRST SEMESTER
Theory of Music III
African Music and Appreciation III
Ear-Training and Sight-Reading III
History and Appreciation of Western Music III
Applied Music III
Ensemble Music Studies III
Music Education II
Elementary Technology of Music III
YEAR 1I, SECOND SEMESTER
Theory of Music IV
African Music & Appreciation IV
Ear-Training and Sight-Reading IV
History and Appreciation of Western Music
IV
Applied Music IV
Ensemble Music Studies 1V
Outdoor Practical Experience
Music Education III
TOTAL
YEAR III, FIRST SEMESTER
Teaching practice
YEAR III, SECOND SEMESTER
Theory of Music V
Elements of Dance Choreography
Elementary Keyboard Harmony
Conducting & Ensemble Management
Applied Music V
Ensemble Music Studies V
Orchestration Fundamentals
TOTAL
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
8
1
1
1
1
1
1
1
7
C
C
C
C
C
C
C
E
C
C
C
E
C
C
C
C
C
E
C
C
C
C
E
SUMMARY
NCE YEAR COMPULSORY ELECTIVES TOTAL
Year One
Year Two
Year Three
Overall Total
13
14
5
32
2
2
2
6
15
16
7
38
- 35 -
Note: Students must pass at least two (2) out of the four elective before graduation. Minimum
Credits for Graduation
Compulsory - 32
Elective - 6
Total = 38
- 36 -
THEATRE ARTS (THA)
7.1 PHILOSOPHY
Theatre is life and it seeks the meaning of existence with the same passion and dexterity that
has characterised the work of great philosophers. For, in essence, the arts of the theatre rest
on a common foundation with all leaning on man=s capacity to explore, wonder and reflect.
The living theatre has exerted great influence on human civilization since the primitive era.
Theatre=s heritage, therefore, commands respect and there is the need to learn and teach it.
The theatre is the meeting point of all the arts such as music, dance, drama, painting,
sculpture, etc. Therefore, the teaching and learning of Theatre Arts, in Nigerian Colleges of
Education will undoubtedly provide trained teachers for Creative Arts at the Primary
School and Junior Secondary School levels. Recent developments in theatre forms and
practices have been discovered to have potent weapons for National Development.
7.2 OBJECTIVES
The NCE Theatre Arts programme is designed to
1. inculcate artistic and academic excellence in the students;
2. teach and help the student to create plays through collective improvisation and
individual scripting;
3. inculcate in our students the spirit of utilising theatre for rural development.
4. prepare qualified personnel to teach creative arts in our primary and junior
secondary school under the UBE 1 - 9 system of Education.
5. develop an outreach programme into our communities and schools. This is done
through the organization of Community Theatre Project and Performing Arts
Festivals for post-primary institutions; and
6. train students to develop an appreciation and understanding of theatrical
developments in Nigeria towards enhancing national unity, and using theatre for
national development.
i) General
a) A Senior Secondary School Certificate (SSC) or G.C.E. >O= Level with
credit, passes in 5 subjects at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer. A credit in English
Language and Mathematics and at least a pass in Literature in English are
required.
b) A Grade II Teachers=s Certificate (TC II) with credit or merit in five
subjects, two of which must be relevant to the course the candidate wishes to
offer. A credit or merit in English Language is a requirement.
c) Associateship Certificate in Education awarded by an approved institution in
Nigeria or abroad is also an acceptable qualification.
d) Successful candidates in the Pre-NCE final examinations must have their
admission rectified by JAMB.
e) All candidates wishing to be considered for admission must enrol for and
write a selection examination organised by an accredited body such as
JAMB.
WAIVER: A Pass in Mathematics may be considered.
7.4 FACILITIES
- 37 -
i) Classrooms: a minimum of six (6) classrooms.
ii) Theatre Space: a large indoor or open-air-theatre with the green room
conveniences. At least four supporting rooms, a lighting booth, a box office,
a packing space and front of house will be needed i.e.
* Woodwork/Carpentry Workshop
* Media Resource Room
* Costume/Make-up Room
* Studio for Music and Dance
* Two Changing Rooms
iii) Staff Offices: There should be HODs Office and Secretarys office. Each
senior staff should have a comfortably furnished office. There should also
be an office for support staff (typists, clerks) with relevant equipment e.g.
typewriters, reproduction machines etc.
iv) Books in the Library: there must be enough relevant books to cover all the
areas of the subject to the ratio of one student to ten books.
ii OTHER SPECIALISED FACILITIES
ii a complete lighting system
- at least 7 lamps including flood and follow spots
- 2 dimmer boards
- sewing machines
- make - up kits
- standby generators
- dimmer pack
- audio visual suite with all the necessary equipment
- video camera and video set
- a set of drum
- computer
7.5 PERSONNEL
i) A minimum of eight (8) members of academic staff are required for the
department with at least 2nd class lower degree in Theatre Arts and related
fields.
The following are the support staff required for the Department.
i) Theatre Manager
ii) Costume and Make-up Manager
iii) Carpenter
iv) A typist with computer literacy
v) A Cleaner
vi) An Office Attendant
vii) Technical Personnel: drummers, choreographers, electrician etc.
viii) Video Cameraman
The following modes of teaching would be adopted.
a) Lecture method/Tutorials
b) Practical Theatre Workshop sessions and exercises
c) Group and Individual work.
- 38 -
a.) Distribution of minimum credits required for graduation are as follows:
Education Courses - 36 Credit Units
General Studies Courses - 19 Credit Units
Teaching Practice - 6 Credit Units
Theatre Arts Courses (Single Major) - 36 Credit Units
2
nd
Teaching Subject - 36-38 Credit Units
b) Teaching Practice
Every student is required to do teaching practice and the credit earned recorded in
EDUC 324.
c) Projects
Every student is required to write a project either in Theatre Arts or Education and
the credit earned recorded in EDUC 323.
d) Subject Combination
Theatre Arts as a single major could be combined with any one of the following
subjects: English; Hausa, Yoruba, Igbo, Music, French, Cultural and Creative Arts,
Social Studies, CRS, ISS and Special Education.
COURSE OUTLINE AND STATUS FOR SINGLE MAJOR
NCE YEAR 1 - FIRST SEMESTER
COURSE
CODE
YEAR I - 1
ST
SEMESTER
THA 111 History of the Theatre 2 Compulsory
THA 112
Acting /Speech Training 1 A
THA 113 Theatre Workshop I 2 A
THA 114 Elements of Drama and Theatre 1 A
THA 115 Introduction to Theatre Management 1 A
Total Credits 7
YEAR I - 2
ND
SEMESTER
THA 121 Methodology 1 Compulsory
THA 122 Fundamental of Music & Dance 2 A
THA 123 Introduction to Technical Theatre 2 A
THA 124 Principles of Directing 1 A
THA 125 Introduction to Mass Communication 1 A
Total Credits 7 C
YEAR II - 1
ST
SEMESTER
- 39 -
THA 211 Theatre Workshop II 2 Compulsory
THA 212 Children Theatre/Drama in Education 2 A
THA 213 Introduction to Play Writing 1 A
THA 214 Community Theatre 1 A
THA 215 Studies Dramatic Literature 1 A
Total Credits 7 C
- 40 -
YEAR II - 2
ND
SEMESTER
COURSE
CODE
THA 221 Theatre Methodology II 1 Compulsory
THA 222 Nigerian Drama in English 1 A
THA 223 Theatre Research Method 1 A
THA 224 Introduction to Electronic Media 2 A
THA 225 Directing Theories and Practice 2 A
Total Credits 7
YEAR III 1
ST
SEMESTER
TEACHING PRACTICE
YEAR III - 2
ND
SEMESTER
THA 321 Theatre Workshop III (students final
year
4 Compulsory
THA 322 Introduction to film making 2 A
THA 323 Play Creating and Production 2 A
Total Credits 8
N/B 1
st
Semester in Year 3 is for
Teaching Practice
SUMMARY
YEAR ONE 14 - 14
YEAR TWO 14 - 14
YEAR THREE 8 - 8
OVERALL
TOTAL
36 - 36
- 41 -
ECONOMICS (ECO)
8.1 PHILOSOPHY
Economics is a subject that is desired by all citizens either as producers or as consumers so
that they would acquire knowledge of the economic system and how to work. The insight
derivable from the study of economics not only frees the minds of the recipients from the
shackles of destiny and chance events but also equips them with solutions to problems of
our country. Further, it enables the development of critical thinking required for making
logical contribution towards economic growth and development.
8.2 OBJECTIVES
The teaching of Economics in secondary schools should achieve at least four main aims.
i) Prepare recipients for good citizenship
ii) Provide intellectual training which would create critical thinking
iii) Prepare recipients for vocation
iv) Acquisition of economic competence
In order to produce teachers who would ensure that these aims are achieved, the NCE
programme should:
a) Train teachers who have acquired in-depth knowledge of economic theory and
applied economics to be able to appreciate economic problems;
b) Produce teachers who have acquired adequate professional skills to be able to
organise and teach economics at the secondary school level in Nigeria;
c) Prepare teachers who would be able to undertake further education in economics or
related areas of study;
d) Produce teachers who have acquired economic skills and abilities and are able to
apply them to their daily activities.
i) General
a) A Senior Secondary School Certificate (SSSC) or G.C.E. >O= Level with
passes in 5 subjects which must be at credit level in the same sitting or at two
sittings. Two of the credits must be relevant to the course the candidate
wishes to offer. Credit in English and Mathematics are required.
b) A Grade II Teacher=s Certificate with credits or merit in five subjects, two
of which must be relevant to the course the candidate wishes to offer. Credit
in English and mathematics are required.
c) Successful candidates in the Pre-NCE final examinations, who also take and
succeed in a selection examination organised by an accredited body would be
qualified for the admission.
d) All candidates wishing to be considered for admission must enroll for and
JAMB.
e) It should be noted that Colleges should in addition to all of the above,
administer their own elimination tests and or interviews.
- 42 -
8.4 FACILITIES
i) Classrooms
2 large lecture rooms and an Economics room are required.
ii) List of Equipment
a) Economics wall maps of Nigeria, Africa and the World.
b) Audio-visual materials such as radios, tape recorder and cassettes.
c) Other instrumental aids.
iii) Staff Offices
Each senior staff should have a comfortably furnished office to himself. There
should also be an office for support staff (Typists, Clerks) with relevant equipment
e.g. Typewriters; reproduction machines etc.
There must be enough books to cover all the areas of the subject to the ratio of one
student to ten books.
8.5 PERSONNEL
a) Academic
A Department of Economics should have a minimum of eight lecturers who shall
have a minimum qualification of degree in Economics as a teaching subject. In
either case, the lecturer would have taught economics at secondary School level at
least for five years.
In addition, he/she should possess a minimum teaching qualification of NCE or Post
graduate Degree in Education
Staff - student ratio of 1:25.
b) Others
1. A Clerk
2. A Computer Operator
3. A Laboratory Attendant
The mode of teaching would be lectures, tutorial, field trips and the use of discussion;
games and simulations.
Minimum credits required for graduation.
1. Education Courses - 38 Credit Units
2. General Studies Courses - 19 Credit Units
3. Teaching Practice - 6 Credit Units
4. Economics Courses - 37 Credit Units
Every student is required to do Teaching Practice and the Credit earned recorded in EDUC
324.
8.9 PROJECT
Every student is required to write a project in either of the subject combinations or
EDUCATION and the Credit earned recorded in EDUC 323.
- 43 -
Economics as a single major could be combined with any of the following subjects: Social
Studies, Mathematics; Computer Science, English, French, History, Geography, Political
Science and Arabic depending on the needs of the institutions.
8.11 COURSE CONTENT
YEAR ONE - FIRST SEMESTER
COURSE
CODE
ECO 111 Principles of Economics I 2 C
ECO 112 Introduction to Mathematics for
Economics
2 C
ECO 113 Introductory Statistics I 2 C
YEAR ONE - SECOND SEMESTER
COURSE
CODE
ECO 121 Principles of Economics II 2 C
ECO 122 Public Finance 2 E
ECO 123 Introductory Statistics II 2 C
ECO 124 Introduction to Business Finance 2 E
ECO 125 Introduction to Accounting 2 C
YEAR TWO - FIRST SEMESTER
ECO 211 Micro economics 2 C
ECO 212
Money and Banking 2 C
ECO 213
ECO 214
Economics Methodology
Research Methods
2
2
C
C
YEAR TWO - SECOND SEMESTER
ECO 221 Macro-economics 2 C
ECO 222 Introduction to Business Economics 2 E
ECO 223 Economics of Production 2 C
ECO 224 Structure of the Nigerian Economy 2 E
- 44 -
ECO 225 Development Economics 2 C
YEAR THREE - FIRST SEMESTER
Teaching Practice
YEAR THREE - SECOND SEMESTER
ECO 321 Applied Economics 2 C
ECO 322 International Economics 2 C
ECO 323 History of Economic Thought 2 E
ECO 324 Labour Economics 2 E
ECO 325 Human Resources Development 2 C
SUMMARY
YEAR ONE 12 4 14
YEAR TWO 14 4 16
YEAR THREE 6 4 12
OVERALL
TOTAL
32 12 44
Minimum Credit Units Required for Graduation.
Compulsory - 32 Credit Units
Elective - 6 Credit Units
Total - 38 Credit Units
- 45 -
POLITICAL SCIENCE (POL)
9.1 PHILOSOPHY
Political Science is the study of power and power relations among men within the state and
the international system. In other words, it is the systematic and analytical study of the
acquisition, control and exercise of power by individuals, groups and organisations within
the Political System.
As an instrument for citizenship education, Political Science inculcates in the citizenry the
knowledge of government, its processes, principles, political theories, democratic ideals,
values, attitudes and norms that are essential for the development and sustenance of a
democratic culture and stable polity.
The study of Political Science is also useful for the understanding of relations among states
and international organisations, their interdependence, co-operation, peaceful co-existence
and mutual assistance.
9.2 OBJECTIVES
The programme is designed to equip the students with the skills, knowledge and
methodology needed for effective teaching of Government in Secondary Schools. The
primary objectives of the programmes are:
a) To produce proficient teachers of Government who possess sound knowledge of
Political science.
b) To produce inspiring teachers of the subject who, not only possess confidence, skills
and techniques necessary for the teaching of the subject but also possess the proper
values and attitudes towards political science as a discipline of study
c) To inculcate within the scope of the students= training the necessary values, skills
and techniques for effective and moral leadership.
d) To produce the necessary training in citizenship and broaden the students sense and
scope of participation in community as well as national affairs.
e) To produce teachers that can inspire and inculcate in the students, the values and
attitudes of Pan-Africanism, African nationalism and African brotherhood.
f) To produce teachers who can foster the growth of international co-operation, co-
existence and mutual assistance.
i) General
a) A Senior Secondary School Certificate (SSC) or G.C.E >O= Level with passes in 5
subjects including English Language, which must be at credit level in the same
sitting or at two sittings. Two of the credits must be relevant to the course the
candidate wishes to offer. Credit in English and/or mathematics may be required in
some courses. (A credit in Government Mathematics and in English are required for
this course).
b) A Grade II Teachers Certificate (TC II) with credit or merit in five subjects, two of
which must be relevant to the course the candidate wishes to offer. Credit/merit in
English Language and mathematics are part of requirement.
c) For candidates wishing to offer courses in Vocational and Technical Education,
RSA or City and Guilds Intermediate Certificate with the Federal Craft Training
Certificate with credit/merit in at least four subjects, are acceptable qualifications.
46
d) Associate Certificate in Education awarded by an approved institution in Nigeria or
abroad, is also an acceptable qualification.
f) Successful candidates in the Pre-NCE final examinations must have their admission
regularised with the JAMB.
g) All candidates wishing to be considered for admission must enroll for and write the
selection examination organised by an accredited body such as JAMB.
h) Colleges should in addition to all of the above, administer their own elimination
tests and/or interviews.
9.4 FACILITIES
i) Classrooms - Three (3) Classrooms
ii) One Political Science room
iii) Staff Offices - Each Senior staff should have a comfortably furnished office to
himself. There should also be an office for support staff (Typewriters, reproduction
machines, etc).
iv) Books in the Library - There must be enough books to cover all the areas of the
List of Equipment:
Tape recorders; radio/radio cassette, television, video, DVD, computer; political
maps of Nigeria, Africa and the world and other relevant maps.
9.5 PERSONNEL
i) Academic
A minimum of 8 lecturers are required with a qualification of at least B.Sc/B.A in
Political Science or Education/Political Science with a minimum of Second Class
Lower Division and should have post graduate experience of at least 1 year. Or
staff-students ratio of 1:25 per year of study.
ii) Others
a) A Computer Operator
b) A Cleaner
c) An Office Attendant
Various methodological approaches should be adopted in teaching political science at NCE
Level. These include:
i) Lecture method
ii) Tutorials
iii) Seminars/discussions
iv) Excursions/Field Trips
v) Project method
Minimum credit units required for graduation
Education Courses - 36 Credits
General Studies Courses - 19 Credits
Teaching Practice - 6 Credits
Political Science Courses - 38 Credits
47
Every student is required to do Teaching Practice and the credits earned recorded in EDUC
324.
9.9 PROJECT
Every student is required to write a project in either Political Science or Education and the
credit earned recorded in the Department of Education.
Political Science as a single major subject could be combined with any one of the following
subjects: History, Social Studies (Single Major) English, Christian Religious Studies,
Islamic Studies, French, Computer Science and Arabic.
9.11 COURSE CONTENT
COURSE
CODE
NCE YEAR I FIRST SEMESTER
POL 111 Introduction to Political Science 2 C
POL 112 Nigerian Government and Politics I (Pre-
Colonial period to 1960)
2 C
POL 113 Principles of Political Science 1 1 C
POL 114 Constitutional Development in West African
States
1 C
TOTAL 6
SECOND SEMESTER
POL 121 Principles of Political Science II 1 C
POL 122 Nigerian Government and Politics II (1960 -
date)
2 C
POL 123 Constitutional Development in West African
States II
1 C
POL 124 Elements of Public Administration 2 C
POL 125 Government and Politics of African States 1 E
POL 126 Military in Politics 1 E
ToTAl 8
NCE YEAR II, FIRST SEMESTER
POL 211 Introduction to Classical Political thought 2 C
POL 212 Comparative Government and Politics 2 C
48
POL 213 Methods of Teaching Political Science 2 C
POL 214 Nigerian Constitutional Studies 2 C
POL 215 Human Rights Education 1 E
POL 216 Nation Building in Africa 1 E
TOTAL 10
NCE YEAR II, SECOND SEMESTER
POL 221 Introduction to Modern Political Thought 2 C
POL 222 Principles of International Relations 2 C
POL 223 Nigerian Training Policy 2 C
POL 224 Political Science Research Methods 2 C
POL 225 Introduction to Political Behaviour 1 E
POL 226 Political Parties, Pressure Groups and Public
Opinion.
1 E
TOTAL 10
Teaching Practice and Projects
SECOND SEMESTER
POL 321 African Political Thought 2 C
POL 322 International Organizations 2 C
POL 323 Nigerian Public Administration 2 C
POL 324 Political Economy of African States 1 E
POL 325 Local Government Studies in Nigeria 1 E
TOTAL
8
SUMMARY
NCE YEAR COMPULSORY ELECTIVES TOTAL
YEAR ONE 12 2 14
YEAR TWO 16 4 20
YEAR THREE 6 2 8
TOTAL 34 9 43
49
Graduation Requirements.
Minimum credits required for Graduation - 38
Graduation Requirement
Compulsory Courses - 34 Credits Units
Elective Courses - 4 Credits Units
TOTAL - 38 Credits
A student is required to register for only ONE Elective in one Semester.
50
GEOGRAPHY (GEO)
10.1 PHILOSOPHY
The geography programme aims at studying the earth, including the activities of man. The
study involves both descriptive, interpretative, and analytical techniques of looking at
geographical phenomena. The phenomena, whether physical, human or environmental are
increasingly becoming significant in the planning and management of land and its resources
upon which man depends. Consequently, the philosophy of the geography programme is to
create an opportunity for prospective modern geography student teacher to:
i) learn and develop new descriptive, interpretative, and analytical techniques of
studying the earth and activities of man;
ii) develop practical skills and methodologies of understanding geographical features,
phenomena, and processes;
iii) search for explanations in geography, such as why certain processes behave in the
way they do;
iv) develop skills to impart geographical knowledge or information with a view to
inculcate better perception of geography and at the same time to promote the
learning and teaching of the discipline;
v) undertake (i) to (iv) above along national aspirations and goals as may be enshrined
in the National Policy on Education.
10.2 OBJECTIVES
i) To develop in the student teachers appropriate skills in the teaching of geography at
the primary and post primary levels, using modern tools and methods;
ii) To develop and promote the use of basic skills and methods of practical work, both
in the field and in the laboratory, so as to explore new frontiers through better
initiatives, independent thinking, and group participation in the determination of
geographical phenomena;
iii) To try to give an understanding and or account of the spatial distribution of the
earth=s resources and to take appropriate measures for the sustainable management
of the resources by man; thereby promoting Education for self reliance
iv) To seek to provide an explanation for the understanding of the spatial distribution
and variability of the earth=s physical and cultural features and processes. To also
determine the extent to which man exercises influence over these features and
processes;
v) To develop in the student teachers skills of learning basic techniques of carrying out
map interpretation and analysis, basic land and air surveys, field and laboratory
methods, and to adapt to the use of modern tools and equipment including
information Technology.
vi) To seek and provide possible succour to victims of physical hazards.
i) Specific and General
a) A Senior Secondary School Certificate (SSC) /NECO or G.C.E >O= Level
with passes in 5 subjects including English Language and Mathematics
which must be at credit level in the same sitting or at two sittings. Three of
the credits must be in Geography, English and Mathematics.
51
b) A Grade II Teacher=s Certificate (TC II) with credits or merit in five
subjects two of which must be relevant to the course the candidate wishes
to offer. Credit/merit in English Language and mathematics are additional
requirements.
Education, RSA or City and Guild Intermediate Certificate with the
Federal Craft Training Certificate with Credit/Merit in at least four
subjects may be acceptable qualification.
d) Successful candidates in the Pre-NCE final examinations should regularise
their admission with JAMB.
e) All candidates wishing to be considered for admission must enroll for and
JAMB excluding those admitted through Pre-NCE admission.
f) There should be a selection interview for all the candidates.
10.4 FACILITIES AND EQUIPMENT
The following minimum facility requirement are needed for the programme of NCE
Geography:
a) Physical Facilities
i) A Geography lecture room with a store. The room should be enough to
provide an average space of 1.2 square metres (1.2m
2
) per student.
ii) A Geography laboratory with map-making facilities including tracing
tables, drawing boards, and trays, models; work tables, shelves for rock
samples and map drawers.
iii) Staff offices: Each academic staff should have a comfortably furnished
office to himself. There should also be an office for support staff (Typist,
Clerks) with relevant equipment e.g. Typewriter, reproduction machines
etc. The head of department should have a separate office.
iv) Books in the library: There must be enough books to cover all the areas of
the subject to the ratio of one students to ten books.
v) Geographical garden (weather station) with standard equipment consisting
of:
Maximum and Minimum thermometer
Hygrometer
Rainguage
Aneroid barometer
Sunshine recorder
Stevenson=s Screen complete with accessories
Evaporation pan/Evaporimeter
Earth/grass and surface/air thermometers
Wind vane
52
Shadow stick
Weather Board
vi) List of some Materials
- Wall Maps - two sets of physical maps viz: relief and drainage,
climate; vegetation, soils for the world, Africa, West Africa; and
Nigeria.
- Wall Maps - Political and Economic for Africa, West Africa and
Nigeria.
- Globes - two size.
- Topographical sheets - three sets of 50 maps each of any area in
Nigeria on 1,50000 scale including school map series enough to go
round the number of students in the class.
- Rock samples:-
- Igneous rocks - two types
- Sedimentary rocks - two types
- Metamorphic rocks - two types
c) Consumables
Tracing paper rolls
Drawing papers
Graph papers
Transparent paper
Camera and camera films
Drawing ink etc.
d) Survey Instruments
i) Compasses (about 4)
ii) Levels (one Abney level and one surveyor=s level)
iii) Ranging poles (5)
iv) Arrows - 2 sets of ten each
v) Drawing pens - sets of 0.18, 0.25, 0.35, 0.5 with accessories
vi) Binoculars (2)
vii) Survey chains - metric type - (30 metre length) 3 sets
viii) Measuring tapes 30 metres - 5 No, 100 metre - 2 No
e) Air Photo Interpretation Equipment
i) Aerial photographs of scenes in Nigeria, stereo pairs on 1:2000,
1:10,000, 1:25,000 and 1:40,000 scales.
ii) Pocket stereoscopes 10 pieces, and 2 No Mirror stereoscopes.
f) Audio Visual Aids
i) Projectors - slide (16mm) and overhead
ii) Cameras - at least 3
iii) Video Screen
53
g) Field Equipment
i) Munsell colourchart
ii) Soil auger
iii) Camping tents
iv) Camping lamp
In addition to the above listed facilities, computer and accessories should be provided. EDM
satellite imagery and remote sensing plus multimedia projectors should be provided.
10.5 PERSONNEL
i) Academic
A minimum of eight (8) lecturers who should possess at least a good first degree
in Geography with teaching qualification or B.Ed, B.A/B.Sc.Ed Geography from
a recognised institution and a staff-students ratio of 1:25.
ii) Support Staff
a) Cartographer I, Typist I
b) Two weather observers trained to function in a shift system.
c) Cleaner/Messenger/Laboratory Attendant
This include
1. Lecture/discussion method
2. Practical
3. Field Studies
4. Projects
5. Tutorials and Seminars
Minimum Credits required for graduation
1. Education Courses - 36 Credits Units
2. General studies Courses - 19 Credits Units
3. Teaching Practice - 6 Credits Units
4. Geography Courses - 38 Credits Units
5. Second teaching subject - 36 Credits Units minimum
Every student is required to do Teaching Practice and the credit earned recorded in
EDUC 324.
10.9 PROJECT
Every student is required to write a project in either Geography or Education and the
credit earned recorded in EDUC 323.
54
Geography as a single major subject could be combined with any one of the following
subjects. Economics, Mathematics, Social Studies, English, Computer Science,
Integrated Science, Hausa, Yoruba, French, Igbo and PHE.
10.11 COURSE CONTENT
COURSE
CODE
FIRST SEMESTER
GEO 111 The Earth in Relation to the Sun 2 C
GEO 112 Map Reading and Interpretation 3 C
GEO 113 Geomorphology 2 C
GEO 114 Local Geography 2 C
SECOND SEMESTER
GEO 121 Climatology 2 C
GEO 122 Biogeography 2 C
GEO 123 Man and his Environment 2 C
GEO 211 Regional Geography of Nigeria 2 C
GEO 212 Introduction to National Curriculum for
Geography
2 C
GEO 213 Population Geography 1 C
GEO 214 Settlement Geography 1 C
GEO 215 Geographic Thought and the Development
of Geography in Nigeria.
2 C
SECOND SEMESTER
COURSE
CODE
GEO 221 Practicum of NERDC National Curriculum
(Geography)
2 C
55
GEO 222 Research Methods in Geography 2 C
GEO 223 Regional Geography of West Africa 2 C
GEO 224 Field work in Geography 1 C
Teaching Practice
SECOND SEMESTER
GEO 321 Regional Geography of Africa 2 C
GEO 322 Resources of developing Regions Outside
Africa
1 E
GEO 323 Political Geography 1 E
GEO 324 Economic Geography 2 C
GEO 325 Geography of the Developed World 2 C
GEO 326 Elementary Land Survey 2 C
SUMMARY
Year One
Year Two
Year Three
14
15
8
-
-
2
14
17
10
TOTAL 37 2 39
* Students take one elective out of three.
Minimum Credits required in Geography
Compulsory Courses - 37 Credits Units
Elective Courses - 1 Credit Unit
Total - 38 Credits Units
56
SOCIAL STUDIES (SOS)
SINGLE MAJOR
11.1 PHILOSOPHY
Social Studies is a core subject from Basic 1-9 schools in Nigeria. The large number of
these institutions coupled with their ever-increasing enrolments have necessitated the
production of specially trained teachers who are equipped with the knowledge and special
skills for implementing the Social Studies programme in these schools.
The fundamental concern of social studies is with man and his complex relationships
with the world around and beyond. It is in this context that the NCE Social Studies
curriculum attempts to instill in the students; the basic knowledge, desirable values, and
skills for investigating, analyzing and explaining these interrelationships.
The social studies programme is therefore designed with the objective of producing
teachers who are both professionally committed and academically competent in its
philosophy, content and methodology.
11.2 OBJECTIVES
The programme is designed to achieve the following:
1. Produce professionally and academically competent NCE Social Studies teachers
for the Basic 1-9 schools.
2. Prepare teachers who will inculcate in their pupils rational adjustment to their
physical and social environment through acquisition of knowledge, attitudes,
values, appreciations and skills necessary for developing social and civic
responsibilities.
3. Produce students who are capable of benefiting from further education in social
studies and other related areas.
i) General:
a) A Senior Secondary School Certificate (SSC) or G.C.E >O= Level with
passes in 5 subjects including English Language, which must be at credit
level in the same sitting or at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer. Credit in English and
mathematics are required.
b) A Grade II Teacher=s Certificate (TC II) with credit or merit in five
subjects, two of which must be relevant to the course the candidate wishes
to offer. Credit/merit in English Language and/or mathematics are
required.
Education; the Federal Craft Training Certificate, RSA or City and Guild
57
Intermediate Certificate with credit/merit in at least four subjects, are
acceptable qualifications.
d) Successful candidates in the Pre-NCE final examinations who also take
and succeed in a selection examination organised by an accredited body
such as JAMB.
e) It should be noted that colleges should in addition to all of the above,
administer their own elimination tests and/or interviews. This is
legitimate.
ii) Specific:
a) In addition to the General Admission Requirements for NCE programmes,
candidate with SSC wishing to read Social Studies must have a credit pass
in any two of the following subjects:-
i) Social Studies
ii) History
iii) Geography
iv) Economics
v) Government
vi) Islamic Religious Knowledge
vii) Christian Religious Knowledge
Candidates with TC II must have a merit/credit pass in Social Studies.
11.4 FACILITIES
i) Space and classrooms - At least three (3) large classrooms.
ii) Social Studies Workshop with a sitting capacity for at least 80 students.
iii) Staff Offices - Each Senior Staff should have a comfortably furnished office to
himself. There should also be an office for support staff (Typists, Clerks) with
relevant equipment e.g. Typewriters, cyclostyling machine etc.
subject in the ratio of one student to ten books.
v) Equipment such as projectors, film strips; slides, video machine; camera, TV set,
world Globe and materials such as atlases wall maps, text books journals, painting
materials, newsprints, newspapers and computer sets should be provided.
vi) Special needs - Functional weather stations in institutions where Geography is not
offered.
11.5 PERSONNEL
i) Academic
a) Eight lecturers or staff-students ratio of 1:25
ii) Qualifications:
a) Second class upper (2.1) degree and/or master or Ph.D in Social Studies
Education
58
b) Second class upper (2.1) degree; master or Ph.D in any of the social
Sciences and at least NCE (Social Studies) or PGDE.
iii) Support Staff
a) A Typist
b) Technical Staff (Workshop Assistant)
c) Departmental Secretary
d) Departmental Messenger/Cleaner
e) Computer Operators
Various methodological approaches should be adopted in teaching NCE Social Studies,
with special emphasis on inquiry and field trip.
11.7 GRADUATION REQUIREMENT
Distribution of Minimum credits required for graduation for the programme
i) Education Courses - 36 Credits
ii) General Studies Courses - 19 Credits
iii) Teaching Practice - 6 Credits
iv) Social Studies Courses - 36 Credits
v) Second teaching subject minimum of 36 Credits
Every student is required to go on Teaching Practice and the credit earned recorded in
EDUC 324.
11.9 PROJECT
Every student is required to write a project in either Social Studies Education or the other
teaching subject, and the credit earned recorded in EDUC 323.
Social studies as a single major subject could be combined with any one of the following
subjects:- History; Economics, Geography; Political Science; Islamic Studies; Christian
Religious Studies, Ecumenics, Hausa, Yoruba, Igbo and other Nigerian Languages,
English, Special Education, Cultural and Creative Arts, French and Arabic.
11.11 COURSE CONTENTS (SINGLE MAJOR)
COURSE
CODE
COURSE TITLE CREDITS STATUS
100 level (1st Semester)
SOS 111 Foundations of Social Studies 2 C
SOS 112 Origin and Nature of Man 1 E
59
SOS 113 Man and His Social Environment 2 C
SOS 114 Man and His Physical Environment 2 C
SOS 115 Man and His Economic activities 1 E
100 level (2nd Semester)
SOS 121 Introduction to NERDC National Curriculum
for Social Studies
2 C
SOS 122 African Community 1 E
SOS 123 Man and his government 2 C
SOS 124 Nigeria as a nation 2 C
SOS 125 Dynamics of Group behaviour 1 E
SOS 126 Environmental Studies 1 E
SOS 127 Field Trip 2 C
200 Level (1
st
Semester)
SOS 211 Nigerian Political Life 2 C
SOS 212 Practicum For NERDC National Curriculum 2 C
SOS 213 Social Studies Research Methods and Statistics 2 C
SOS 214 Social Services in Nigeria 1 E
SOS 215 Social Change in Nigeria 1 E
200 Level (2
nd
Semester)
SOS 221 Issues and Problems of National Development
and Modernisation
2 C
SOS 222 Contemporary Public Issues 2 C
SOS 223 Citizenship Education 2 C
SOS 224 Law Related Education 1 E
COURSE
CODE
SOS 225 Transportation and Communication 1 E
300 Level (1
st
Semester)
Teaching Practice 6 C
60
Project 3 C
300 Level (2
nd
Semester)
SOS 321 Population and Family Life Education 2 C
SOS 322 Nigeria External Relations 2 C
SOS 323 Social Institutions 1 E
SOS 324 Globalization 1 E
SUMMARY
YEAR OF STUDY COMPULSORY ELECTIVE TOTAL
YEAR ONE 14 5 19
YEAR TWO 12 4 16
YEAR THREE 13 2 15
TOTAL 39 11 50
Minimum Credits Required for Graduation - Not less than 36 Credits
Compulsory Credits - 30
Elective Credits - 06
TOTAL: - 36 Credits
* Students are to register for at least One Elective per semester.
61
12.0 CULTURAL AND CREATIVE ARTS (SINGLE MAJOR)
12.1 Philosophy
The Arts, as an expression of the people, reflect the society, the environment, and aspects
of their culture, including the folklore and the pragmatic nature of the people. The Arts
in traditional culture-music, dance, drama, fine and plastic arts, are usually integrated and
are often performed and presented together at appropriate occasions, including festivals
thus promoting the cultural heritage.
These facts therefore constitute the underlying principles for formulating the philosophy
for Cultural and Creative Arts Education for Primary and Junior Secondary schools. The
cultural and Creative Arts curriculum aims at developing students= acquisition of cultural
repertoire, aesthetic perception, artistic talents, creativity and expression. It is designed
to stimulate interest and enquiries into the theoretical and practical areas, particularly as
they affect the teaching of the arts in schools. Finally, the arts are significant tools for
developing and inculcating right attitudes, cultural understanding, national unity and the
advancement of the society.
12.2 Objectives
The programme objectives are to:
7. Make students fully aware of the significance and roles of the arts in culture and
the importance of their artistic heritage.
8. Inculcate artistic and academic excellence in the students;
9. Produce academically and professionally well trained NCE teachers capable of
teaching Cultural and Creative Arts at the Basic 1-9 School levels.
10. Provide opportunities for learning the skills of creative expression in some artistic
(local/cultural) media as the skills of responding to the arts, thereby promoting
cultural continuity;
11. Prepare well qualified personnel with adequate knowledge that they will be able
to teach, appreciate and inculcate right attitudes and values necessary for
developing individuals and enhancing national unity and national development;
12. Help students acquire adequate skills and competence for higher education in the
arts at the relevant faculty.
12.3 Admission Requirements
a) General Admission Requirements, possession of a minimum of 5 credits at two
sittings in SSCE or Grade II Teachers=s Certificate with credit in English
Language.
b) Candidates to possess 5 credits at the O/L GCE/SSCE/WASC/NECO, one of
which must be in Fine Arts or a credit in Fine Arts related subjects from
Technical Colleges e.g. Technical Drawing.
OR
c) Candidates for the Pre-NCE programme in Cultural and Creative Arts should
have at least a pass grade in English Language before admission.
62
12.4 Facilities
For CCA there should be the following facilities
Classrooms: There should be at least three general classrooms for NCE one to three and
each should contain modern classroom furniture.
ii) Art Studios: There should be at least two studios for two and three dimensional
Art. An average size Art Studio capable of holding up to 30 students should be
about 30ft x 30ft or 900cm x 900cm.
iii) Music Classrooms:
a) There should be two specialized rooms prepared for music each with one
chalk board and a music chalkboard ruled with 3 or 4 pairs of staves. It
should be equipped with storage facilities for safe keeping of instructional
equipment and materials.
b) There should be a large music workshop with sound proof for music
practicals. It should be fully air conditioned and equipped with storage
and cupboard for keeping instruments, equipment, audio and video
cassette records and players etc.
iv) Theatre Arts and Dance: A large hall with a stage and proper wooden floor
treatment and hand railing for dance practices, integrated arts practicals and other
practices.
v) Books in the Library: There must be enough books to cover all the CCA subjects
to the ratio of one student to ten books.
vi) Equipment:
1) Music Requirements:
Musical Instruments
a) Local: Drums, wooden drums, bells, maracas, clappers, musical
pots, (Udu), xylophone, goge, oja, flutes, sarewa, horns
a) Guitars, school recorders, pianos, electronic keyboard, Orchestral
instruments, and graded xylophones.
a) Audio and Video players and recorders, CD players, empty
cassettes, turn tables, records phonodisks, recorded audio-video
tapes CD etc.
2) Fine Art Requirements
a) Donkey seats, easles, drawing boards, potters= wheel, kiln, clay
dump, print making machine, lino-cutters, fixative, modelling
tools, screen frames,
T-squares, set squares, scissors, hand gloves, etc.
b) Poster colours, caustic soda, hydro sulphite, calligraphic pens,
rapidographic pens, ink, tracing papers, textile materials, assorted
markers, kitchen papers, etc.
63
c) Photographic studio and equipment.
3) Theatre and Dance Requirements:
a) Complete lighting system
. At least 7 lamps including flood and follow spot.
. 2 Dimmer boards
. Sewing Machine
. Make-up kits
. Stand-by Generators
. Dimmer Pack
Note:
Facilities like Art Studios, Music Rooms and Theatre Halls can be shared with the
appropriate Departments where the College has Fine and Applied Art, Music and
Theatre Departments.
vii)) Staff Offices: Every academic staff should have a fairly large room to contain
bookshelves, office furniture, keyboard for Music lecturers etcs.
viii) Personnel (Academic and Non-Academic)
1. Academic:
. 1 lecturer to teach Music
. 1 lecturer to teach Dance
. 1 lecturer to teach Drama/Theatre arts
. 2 lecturers to teach fine Art
. 2 lecturers to teach Applied and Media Art.
2. Supporting Staff:
Studio Attendants/Cleaners
1 Store keeper
2 models/cleaners one male and one female (for two and three
Dimensional Art)
2 local artisans (as Resource Persons) to teach traditional music, crafts and
folklore.
Local artisans should be invited when necessary
12.5 Mode of Teaching
The integrated nature of the practice of Cultural and Creative Arts necessitates the
use of specialized teaching strategies by the teacher for the theoretical aspects of
CCA; team teaching through lecture, demonstration and discussion methods will
be appropriate.
For the integrated practical aspects of CCA, models are appropriate for
processing the elements across the arts to achieve integrated arts
objectives.
64
a) Appropriate teaching aids include, audio and video tape recorder, pictorial
reproduction, photographs, slides, film strips, charts, sound- producing
objects, improvised sound producing objects, art materials, charts, musical
instruments, etc.
b) For Years Two-Three: Modes of Teaching will include: class
teaching/lecture, individual tutorials/studio teaching, group work,
assignment, practicum, field trips, etc.
12.6 Course Combination
Subjects for combination with CCA could include: English, Theatre Arts, Social Studies,
Religious Studies, i.e. CRS/IRK, Yoruba, Hausa or Igbo, French and Arabic.
12.7 Graduation Requirements:
To graduate as a Cultural and Creative Art teacher, a candidate must earn a minimum of
128 credits. The breakdown is as follows:
1. General Education Courses - 36
2. General Studies Courses - 19
3. Teaching Practice - 6
4. Cultural and Creative Arts - 37
5. 2
nd
Teaching subject - 36-38
12.7 Cultural and Creative Arts Courses (SINGLE MAJOR)
100 LEVEL - FIRST SEMESTER 100 LEVEL
Course
Code
Course Title Credi
t
Status
CCA 111
CCA 112
CCA 113
CCA 114
CCA 115
CCA 116
History and Development of Cultural and
Creative Arts in Nigeria.
Arts Appreciation
Rudiment and Theory of Music I
Introduction to General/Basic Drawing
Introduction to Indigenous Festival Theatre
Introduction to Drama and Theatre
2
2
2
2
1
1
C
C
C
C
E
E
Total 9
100 LEVEL - SECOND SEMESTER
Course
Code
Course Title Credi
t
Status
CCA 121
CCA 122
CCA 123
Practical for National Curriculum Cultural and
Creative Arts (NERDC)
African Music
Chorale (Class) singing
2
1
1
C
E
E
65
CCA 124
CCA 125
Introduction to Visual Arts Studio Practice
Theatre Practice
2
2
C
C
Total 10
200 LEVEL - FIRST SEMESTER
Course
Code
Course Title Credi
t
Status
CCA 221
CCA 212
CCA 213
CCA 214
CCA 215
CCA 216
Cultural and Creative Arts Teaching Methods and
Materials.
Nigerian Indigenous Arts and Crafts/Decorative
Arts.
Photography
History and Literature of Music
Applied Music
Basic Print-Making Techniques
2
2
2
1
1
2
C
C
C
E
E
C
Total 10
200 LEVEL SECOND SEMESTER
NCE II - SECOND SEMESTER 200 LEVEL
Course
Code
Course Title Credit Status
CCA 221
CCA 222
CCA 223
CCA 224
CCA 225
CCA 226
Contemporary Nigerian Artists and their works
2 Dimensional Arts
3 Dimensional Arts
Theory of Music II
Children=s Theatre and Choreographic Dances
History of Art
1
2
2
1
1
1
C
C
C
C
C
C
Total 8
66
300 LEVEL FIRST SEMESTER
Course Title Credits Status
Teaching Practice 6
SECOND SEMESTER
Course
Code
Course Title Credi
t
Status
CCA 321
CCA 322
CCA 323
CCA 324
Traditional African Theatre, Drama &
Community Theatre
3 Dimensional Arts
Nigerian Museums and Artifacts
Creative Integrated Art Project
1
2
1
2
C
C
C
C
Total 6
SUMMARY
NCE Year Compulsory Elective Total
Year One
Year Two
Year Three
14
14
6
4
3
-
18
17
6
Total 34 7 41
* Candidates must register at least one elective per semester.
Graduation Requirement Minimum Credits
Compulsory Courses 34
Elective Courses 3
TOTAL 37
67
GENERAL EDUCATION
1. PHILOSOPHY
Education in its broadest sense provides the backdrop against which development
acquires its meaning. Nigerian governments are not oblivious of this critical need for
balanced and sustainable human and national development. Hence the position which is
clearly articulated in the National Policy on Education, that any existing contradictions,
ambiguities, and lack of uniformity in educational practice in the different parts of the
Federation should be removed to facilitate an even orderly development of the country.
The Nigeria of our collective dream is one that is free and democratic, just and
egalitarian, united, strong and self-reliant; with a great and dynamic economy, and above
all, a land full of bright opportunities for all the citizens. These national goals also
underlie the philosophical ideals of Nigerian education, of which Teacher Education is
one concrete manifestation.
2. VISION AND MISSION OF TEACHER EDUCATION IN NIGERIA
The teacher is the king-pin of quality in education. Since education has become the
primary tool for the overall development of society, Teacher Education has to occupy a
position of pre-eminence in the planning and organization of the modern society. This in
turns demands that the Nigerian people and government make both Teaching and Teacher
Education a very attractive professional pursuit. Expectedly, the mission of Teacher
Education in Nigeria should, among others, include:
* Production of well-motivated teachers with high personal and professional
discipline, integrity and competence for all the levels of the educational system;
* Preparation of teachers with appreciable expertise in curriculum planning,
development and delivery, as well as competence in research, guidance and
counseling;
* Production of professionals who can combine the use of conventional teaching
strategies and worlds unfolding ICT in the generation and imparting of
knowledge, attitudes and skills;
* Continuous preparation and upgrading of teachers who can stand out for their
professional competence, sense of social responsibility and commitment, to
function effectively as constructive socio-economic, moral and spiritual change-
agents needed to promote goodwill, peace and progress not only in the country,
but also in the world of the 21
st
Century.
The NCE programme being a major sector of teacher education, generally aims at
producing teachers with high personal and professional discipline and integrity, teachers
who are dedicated, with appropriate knowledge, skills and attitudes that would facilitate
easy achievement of the national goals spelt out above. This is all the more important
68
when we note the governments decision that NCE shall ultimately be the minimum entry
qualification into the teaching profession in Nigeria.
3. OBJECTIVES
By the end of the NCE programmes, the students should be able to:-
(a) Discuss intelligently the main ideas that have affected and still affect the
development and practice of education generally, and in Nigeria in particular;
(b) Examine the main psychological, health and socio-economic factors that may help
or hinder a childs educational performance;
(c) Study learners appropriately to determine the most effective ways of relating to
them to ensure their maximum achievement;
(d) Professionally combine use of conventional and ICT or other innovational
instructional/learning strategies in generating, and imparting knowledge, attitudes
and skills;
(e) Develop, select, and effectively use appropriate curriculum processes, teaching
strategies, instructional materials and methods for maximum learner achievement;
(f) Broaden their intellectual perspective through the General Studies Education
programme;
(g) Demonstrate desirable attributes in moral and character development;
(h) Discuss intelligently major issues affecting teacher education and the teaching
professional in Nigeria;
(i) Identify major problems of education in Nigeria, and their corresponding
solutions;
(j) Demonstrate proficiency in measuring and evaluating learning outcomes, as well
as in carrying out appropriate research on educational problems in Nigeria.
(a) A Senior Secondary School Certificate (SSC), NECO, or GCE O Level with 5
credits at a maximum of two sittings including English Language and
Mathematics. Two of the Credits must be relevant to the course the candidate
wishes to offer.
(b) A Grade II Teachers Certificate (TC II) with credit or merit in five subjects
including English and Mathematics. Two of the credits must be relevant to the
course the candidate wishes to offer as his/her specialization.
69
(c) For candidates wishing to offer courses in Vocational and Technical Education,
RSA or City and Guilds Intermediate Certificate, and the Federal Craft Training
Certificate (FCTC) with credit/merit in at least five subjects, are acceptable
qualifications.
(d) Associateship Certificate in Education awarded by an approved institution in
Nigeria or abroad, is also an acceptable qualification.
(e) All candidates wishing to be considered for admission must enroll for and pass
the selection examination oragnised by an accredited body such as JAMB.
(f) Successful candidates in the Pre-NCE final examinations who obtain a minimum
Cumulative Grade Point Average (CGPA) of 1.5 shall qualify to be admitted into
the NCE programme.
(g) It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and, or, interviews for some courses. This
is legitimate.
5. FACILITIES
(a) Space and Classroom
i) Lecture theatres and lecture halls to be provided for up to 500 students at a
time, where necessary, and with public address system.
ii) Adequate number of classrooms for seminars, group discussions, etc.
iii) Staff office facilities: basic office furnishing and equipment including
computers for Heads of Departments.
(b) Laboratory and Equipment
i) There should be a well equipped Centre for Educational Technology
(CET);
ii) School and Departmental libraries, after a well-established College
Library is already in place. School and College Library facilities are
specially needed for GSE 101, 102, 103, 104 and 108;
iii) Vehicles for Teaching Practice Supervision;
iv) Counselling Centre with appropriate professionals, para-professionals,
administrative/teaching staff with equipment;
v) Computers for Computer-Assisted Instruction/Learning, Counselling,
administrative and related services.
70
(c) Staff Offices
Each senior staff should have a comfortably furnished office to himself/herself.
There should be an office for the support staff (typist, clerks, etc) with relevant
equipment (e.g. computers, typewriters, reprographic machines, etc).
(d) Books in the Library
There should be enough books to cover all the areas of the subject in the ratio of
one student to ten books.
6. PERSONNEL
(a) Academic
A Minimum of Masters degree with teaching qualification is required for
appointment as a Lecturer in a College of Education. The recommended
staff/student ratio is 1:25 for Education in view of the fact that all students in the
College offer the programme. Every College of Education should appoint a
specialist in Special Education to teach EDU 221.
(b) Others/Non-Academic
Department and units in the School of Education should be sufficiently staffed
with suitable technologists/technicians, clerical and administrative personnel.
7. MODE OF TEACHING
A selection (as appropriate to the students and the topic being treated) is recommended
from the following instructional strategies for teaching General Education courses. For
purposes of practicalizing theory and enhancing students skill development it should be
emphasized here, as well as under EDU 113 (PP. 8-9) and EDU 214, that Lecturers are
advised to discard the habit of exclusive reliance on one instructional technique and
adopt, rather, the practice of using a combination of two or more techniques that match
the students and content they are teaching.
For the same reasons, frequent use of demonstration teaching is highly recommended to
Lecturers. Relatedly, given the scope and depth of expertise involved, as well as the level
of performance and quality required, Lecturers are further advised to team-teach many of
the topics in this programme. Emphasis should also be placed on students effective use
of instructional/learning materials. Among the generally accepted modes of teaching are:
i) Lecture Method
ii) Practical, Excursions/Field trips
iii) Seminars, Tutorials and Group Discussion
iv) Correspondence Approach, Distance Education/Distance Leaving System (DLS)
v) Micro-Teaching
vi) Folklore and the Play Methods
vii) Team Teaching
viii) Unit Teaching and Modular Instruction
71
ix) Group and Individual Project Method/Community Service/Work
Experience/Inquiry Method.
x) Discovery/Inquiry Method
xi) Individualised Instruction (e.g. programmed instruction, computer-assisted
instruction/learning, integrated day/open day/workday) and or any other
professionally recognised teaching procedure.
8. GRADUATION REQUIREMENTS
Duration:- 3 years minimum
Internship:- 1 year with pay followed by registration and full certification.
Candidates for the award of NCE certificates are required, among others, to earn at least
36 credits in General Education courses, 6 credits in Teaching Practice and 18 credits in
General Studies Education (totaling 60 credits in the Education component of the NCE
programme) to qualify for graduation, viz:
General Education - 36 Credits
TP - 06
GSE - 18
60
9. TEACHING PRACTICE
Teaching Practice 6 credits, should be a separate unit, but must be co-ordinated by
School of Education, specifically the co-ordination to be housed in the Department of
Curriculum and Instruction, under the supervision of a committee with the Dean of
Education as Chairman.
Teaching Practice is compulsory for all NCE students. It has to be done in the
candidates teaching subject(s), and has to be passed for the candidate to earn the 6
credits required for graduation in this course area. Bearing in mind the demands of the
UBE, institutions are advised to assign their students to Nursery (Early Childhood care)
institutions, Primary Schools, Junior Secondary Schools or Adult/Non-formal settings for
the Teaching Practice to give them appropriate exposure at that level and context.
Whatever subject is observed for Teaching Practice, the score should be recorded under
its own separate heading in the School of Education. Teaching Practice should last for 26
weeks duration which should run at a stretch from mid September to December and
January to April (i.e. two terms).
A minimum of ten supervisors per student before final computation of each students TP
score. Only students who pass EDU 213 Micro-Teaching Theory would quality to
offer EDU 224 Micro Teaching Practicum and only students who pass EDU 224 would
qualify to go on Teaching Practice.
10. PROJECT
Every candidate for the NCE irrespective of any other departmental project is expected to
pass EDU 323. There should be a Project Co-ordinating Committee for EDU 323, made
up of a representative from each school and headed by the representative from the School
72
of Education. Regardless of the Department where the research project is done, the score
should be sent to the School of Education for recording and computation of students
grades. Project could be written individually or in groups of not more than five (5)
candidates.
11. SUBJECT COMBINATION
In order to qualify for the Nigeria Certificate in Education, candidates are expected to
combine studies in Education with courses in one or two teaching subjects in the primary
and secondary school curricula. In the main, the alternative combinations are as shown
below:
(a) Education + Early Childhood Care and Education (ECCE)
(b) Education + Primary Education Studies
(c) Education + 2 Teaching subjects in the junior or secondary school curriculum
(d) Education + Special Education + 1 teaching subject in the primary or junior
secondary school curricula (This combination is available at FCE(S) Oyo only.
12. EDUCATION: CURRICULUM TABLE/STRUCTURE (WITH SUMMARY)
COURSE
CODE
COURSE TITLE CREDIT(S) STATUS
EDU 111 History of Education in Nigeria 2 Compulsory
EDU 112 Educational Psychology I (Child Studies) 2 Compulsory
EDU 113 Principles and Methods of Teaching 2 Compulsory
EDU 114 Introduction to Pre-Primary and Primary
Education Studies
2 Compulsory
8
YEAR 1 SEMESTER 2
COURSE
CODE
EDU 121 Sociology of Education 2 Compulsory
EDU 122 Educational Psychology II (Human
Learning)
2 Compulsory
EDU 123 Introduction of Teacher Education 2 Compulsory
EDU 124 Practicum in Classroom Management and
Organisation.
1 Compulsory
7
73
YEAR 2 SEMESTER 1
COURSE
CODE
EDU 211 Philosophy of Education 2 Compulsory
EDU 212 Educational Technology: Theory and
Practice
2 Compulsory
EDU 213 Micro-Teaching: Theory 1 Compulsory
EDU 214 Introduction to Research Methods 2 Compulsory
Education of Special Target Groups 1 Elective
8
YEAR 2 SEMESTER 2
COURSE
CODE
EDU 221 Introduction to Special Education 2 Compulsory
EUC 222 Curriculum Studies I 1 Compulsory
EDU 223 Measurement and Evaluation 2 Compulsory
EDU 224 Micro-Teaching Practicum 1 Compulsory
EDU 225 Comparative Education 1 Elective
EDU 226 Educational Administration 1 Compulsory
8
YEAR 3 SEMESTER 1
COURSE
CODE
EDU 311 Teaching Practice 6 Compulsory
YEAR 3 SEMESTER 2
COURSE
CODE
EDU 321 Introduction to Adult Education 1 Compulsory
EDU 322 Curriculum Studies II 1 Compulsory
EDU 323 Research Project 2 Compulsory
EDU 324 Educational Planning and Supervision 1 Compulsory
EDU 325 Adolescent Psychology 1 Elective
EDU 326 Introduction to Theory and Practice of
Guidance and Counselling.
2 Compulsory
8
*Students specialising in Primary Education Studies and Special Education are not to take EDU
114 and EDU 221 respectively.
74
SUMMARY
Total number of credits = 40
Compulsory credits = 34 (32 for PES and Special Education
students)
Elective = 06
Minimum number of units for graduation = 36
75
GENERAL STUDIES EDUCATION (GSE)
1. PHILOSOPHY
The General Studies Programme is designed to expose students to a variety of knowledge
across disciplines. It is aimed at enabling students appreciate the inter-relationship
among disciplines in an integrated world, which is fast becoming one big village.
Advances in science and technology are daily breaking down traditional boundaries in
human knowledge and communication. The computer is also actively making obsolete
the compartmentalization of human knowledge. In a small way, General Studies
therefore, offer the potential for bridging the gaps in human knowledge, thereby
preparing the students to meet the challenges of the changing world adequately.
2. OBJECTIVES
By the end of the course students should be able to:
a) Participate meaningfully in discussions covering a wide spectrum of disciplines.
b) Appreciate and analyse Nigerian/human history and cultures, as well as articulate
their relative impact on educational and socio-economic development.
c) State, explain and critically analyse the national objectives and how to achieve them.
d) Acquire through independent research, the skills and information for appreciating the
basis and nature/character of human knowledge, values and actions, and to use such
knowledge/information in solving problems.
e) The students should be able to develop critical thinking and imagination to apply
Basic Mathematics in solving problems of everyday life.
f) The acquire a proficiency in the use of the English Language for effective
communication.
g) To enhance the study of other subjects and to promote professional competence.
h) To expose students to the uses of the computer and make them functional in
contemporary (ICT) world.
CURRICULUM STRUCTURE FOR GSE GENERAL STUDIES EDUCATION
COURSE
CODE
100 LEVEL - 1
ST
SEMESTER
GSE 111 General English 1 1 Compulsory
GSE 112 Introduction to Library Studies 1 Compulsory
GSE 113 Basic General Mathematics 1 1 Compulsory
2
ND
SEMESTER
76
GSE 121 General English II 1 Compulsory
GSE 122 Basic General Mathematics II 1 Compulsory
GSE 123 Introduction to Computer Studies I 1 Compulsory
GSE 124 FLEHI - Family Life & Emerging Health
Issues
1 Compulsory
77
200 LEVEL 1
ST
SEMESTER
GSE 211 General English III 1 Compulsory
GSE 212 Basic General Mathematics III 1 Compulsory
GSE 213 Introduction to Computer Studies II 1 Compulsory
2
ND
SEMESTER
GSE 221 General English IV 2 Compulsory
GSE 222 Basic General Mathematics IV 1 Compulsory
GSE 223 Citizenship Education 1 Compulsory
GSE 224 Entrepreneurship 1 Compulsory
300 LEVEL 1
ST
SEMESTER
Teaching Practice
300 LEVEL 2
ND
SEMESTER
GSE 321 General English V 1 Compulsory
GSE 322 Basic General Mathematics V 1 Compulsory
GSE 323 Science and Technology in Society 1 Compulsory
GSE 324 Political Economy 1 Compulsory
SUMMARY
Total number of units available = 19
Number of compulsory units = 18
Number of elective units = 1
Minimum number of units required for graduation = 18
- Students are expected to take 20 credits from the School of General Studies.
- Minimum number of units required for Graduation = 19
(NOTE TO LECTURERS)
It is recommended that a standard African novel be used to teach each of the General English
courses except GSE 211 where a well written play is recommended to demonstrate the use of the
concepts and skills being taught. In addition, students should be exposed to tests technically
relevant to areas of study.
78
SPECIAL EDUCATION
1. PHILOSOPHY
In every classroom there are learners who have more problems and difficulties in
learning, or who cannot learn to their optimum level from the teaching learning
processes that go on in the regular or ordinary schools as a result of one form of
exceptionality or the other. Such learners include those who may be hearing impaired,
visually impaired, physical and health impaired, intellectually retarded, learning disabled,
behavior disordered, etc, or gifted and talented. These learners problems and special
needs ought to be recognised, understood, and appropriate educational arrangements
made to meet their special educational needs and to remediate their problems. The
National Policy on Education (NPE) (2004) has provided the mandate for this by calling
for an equalization of educational opportunities for all learners their physical, mental or
sensory disabilities notwithstanding. The NPE recognises also the special place of the
gifted and talented for whom it directs that educational provisions commensurate with
their superior potentials be made in the interest of the nations economic and
technological development. All of these necessitate the inclusion of Special Education in
our Educational System.
2. OBJECTIVES
i) To provide the special education student-teacher with a broad knowledge of
categories of exceptionalities in Special Education.
ii) To provide the student-teacher with the skills needed for screening, identifying,
assessing and evaluating special needs in children.
iii) To equip the student-teacher with necessary preliminary skills for teaching
learners of all categories of exceptionalities.
iv) To provide the student-teacher with in-depth, intellectual and professional skills
and knowledge needed for working with children in one or two different areas of
exceptionalities.
3. ADMISSION REQUIREMENTS
i. General
(a) A Senior Secondary School Certificate (SSC) or GCE O Level with
passes in 5 subjects including English Language, three of which must be at
credit level at the same time sitting or four credits at two sittings. Two of
the credits must be relevant to the course the candidate wishes of offer.
Credits in English and/or mathematics may be required in some courses.
(b) A Grade II Teachers Certificate (TC II) with credit or merit in three
79
to offer. Credit/Merit in English Language and/or mathematics may be a
requirement in some courses.
(a) For candidates wishing to offer courses in Vocational and Technical
Education, RSA or City and Guilds Intermediate Certificate with the
Federal Craft Training Certificate with credit/merit in at least four
subjects, are acceptable qualifications.
(b) Associateship Certificate in Education awarded by an approved institution
(c) Successful Candidates in the Pre-NCE final examinations are also
(d) All candidates (except Pre-NCE Students) wishing to be considered for
admission must enroll for and write the selection examination organised
by an accredited body such as JAMB.
(e) It should be noted that some colleges may be in addition to all of the
above administer further selection tests and or interviews for some
courses.
ii. Additional
Candidates with experience in working with exceptional children should be given
preference in the admission exercise.
4. FACILITIES
For proper training of the NCE Special Education teachers, the following facilities should
be provided:
i) Classrooms
Good working spaces, good and purpose-built classrooms and a prosthetized
environment are required. Two lecture theatres for the School of Special
Education, and at least one classroom capable of accommodating 200 students
should be available at all times for each of the department in the School of Special
Education.
ii) Staff Offices
Each Academic Staff should have a comfortably furnished office to
himself/herself. There should also be an office for support staff (e.g. typists,
clerks) with relevant equipment e.g. computers, typewriters, reproduction
machines, etc.
iii) Books in the Library
There should be enough books to cover all the areas of the subject in the ratio of
one student to ten books.
80
iv) Laboratories/Studio etc.
a) Audiology Clinic
For training teachers of the hearing impaired, a well equipped and well
maintained Audiology laboratory/clinic is very essential. So also is a
speech and language laboratory. Student-teachers need to have practical
experiences on how to use these facilities to assess hearing loss and to
speech-train hearing impaired pupils.
b) Earmould Production Workshop
The workshop should be equipped with instrument, materials and at least
two trained technicians for the production of earmoulds.
c) Braille Centre/Resource Room
A Braille centre with functioning Braille machines in the ratio of, at least,
one to three students is the minimum requirement. Where possible a
Braille library for students with visual impairment should be made
available. In addition, computer assisted Braille production equipment
should be provided.
A tape library should be provided for those visually impaired students and
staff whose perceptual preference is listening. This may also necessitate
the provision of a recording studio for that purpose. Tape recorders
especially those that are designed specifically for the visually impaired like
the APH Four-track recorders should also be provided. Adequate number
of commercial typewriters to facilitate the learning and acquisition of
typewriters skills by student-teachers in the Department of Education for
the visually impaired should be provided as well as portable typewriters for
visually impaired students, in the ratio of one typewriter to two students.
Different types of mobility canes and other equipment for mobility
instructions are very necessary.
d) Eye Screening Centre/Low Vision Clinic
Facilities for eye tests and vision screening as well as low vision aids
should be available to give the student-teacher some practice and clinical
training in these assessment areas and to provide valuable services to the
community as well as for research purposes.
e) Learners Assessment and Diagnostic Centre
A learner assessment diagnostic centre is very necessary. This centre
should house an evaluation and assessment unit which will carry out the
function of assessing, diagnosis and evaluating the learning, social and
psychological needs as well as the progress of the learner referred to the
centre. This entails the procurement of different diagnostic test instruments
and of engaging professionally qualified staff to man these. The centre
should have adequate facilities and qualified personnel to provide remedial
81
services for children who need them. The centre should also involve
parents in the education of their children and as well attend to their
(parents) needs.
f) Gymnasium and Physiotherapy Laboratory
For adequate training of teachers for children with physical disability, a
good gymnasium with well adapted equipment, as well as a physiotherapy
laboratory with assorted physiotherapy equipment are imperative. The
centre should also involve parents in the education of their children and
attend to their needs.
g) Demonstration School
There is need for the establishment of a comprehensive special education
school admitting learners of all the major categories of exceptionalities
the intellectually retarded, the visually impaired, the hearing impaired, the
physical and health impaired etc., each category in its own department or
compartment. This will provide the needed opportunities for observations,
clinical studies, skill acquisition and practicum for both student-teachers
staff and make for more professional training of the teachers.
h) Resource Centre for Learners with Learning Disabilities
The resource centre should be equipped with instruments, developed
materials that could be easily adapted to suit the culture of the Nigerian
learners. The unit should have at least two trained technicians for the
production, adaptation and maintenance of materials for learners with
learning disabilities.
5. PERSONNEL
i) Academic Staff
A minimum of a master of education degree in Special Education with a first
degree in Special Education. A minimum of five (5) lecturers in each Department
of Special Education is recommended.
ii) Support Staff
a) Each Department requires one typist, one messenger/cleaner and a
departmental secretary.
b) Braillists: It is very important to have an adequate number of Braillists to
give the necessary services.
82
c) Sign Language interpreters: These are also needed in adequate numbers to
provide the required services depending on the population of hearing
impaired students.
6. MODE OF TEACHING
Lecturers, tutorials, seminars, practicum, clinical practices and discussions.
7. GRADUATION REQUIREMENT
The minimum number of credit units required for graduation are as follows:
Education - 36
General Studies - 14
Teaching Practice - 06
Special Education - 36
Teaching Subject - 36
Total 126
Depending on the Teaching subject the student is offering the total minimum credit units
required for graduation could be between 126 and 130. This is because some teaching
subjects require a minimum of more than 36 credit units.
Teaching Practice carries 6 credit units and is to be handled by the School of Special
Education. The time for teaching practice will be fixed at the convenience of the college.
9. PROJECT
Project which is to be written by students in the final year carries 2 credit units. Students
are free to do their project under General Education, Special Education or Teaching
Subject but the scores will be recorded under EDU 322 in General Education.
Special Education can be combined with any single major teaching subject. Subjects that
are usually offered in regular Colleges of Education as double major e.g. Home
Economics, Agricultural Education, Fine and Applied Arts etc. have been modified to
single major status to combined with Special Education at Federal College of Education
(Special), Oyo only.
83
11. COURSES AND STATUS
GENERAL COURE COURSES
CODE COURSE TITLE CREDIT STATUS
SPC 111 Introduction to Special Education 3 Compulsory
SPC 112 Principles of Manual Communication
(Practical & Theory)
1 Compulsory
SPC 113 Introduction to Braille 1 Compulsory
SPC 114 Psychology of Handicaps 1 Compulsory
SPC 115 Basic Principles of Applied Behaviour
Analysis
1 Compulsory
SPC 116 Uses of Computer in Special Education 1 Compulsory
SPEC 117 Introduction to Inclusive Education 1 Compulsory
84
DEPARTMENT OF EDUCATION FOR THE GIFTED AND TALENTED
1. PHILOSOPHY
In every school, there are children who cannot learn to their optimum level from the
teaching learning processes that go on in the ordinary schools due to one form of
exceptionality or the other. Such children include the gifted and talented who approach
the teaching-learning situation with learning rates and learning styles different from those
of the average children. These childrens problems and special needs though not readily
obvious ought to be recognized, understood and appropriate educational arrangements
made to challenge their interests and mediate their special needs cognitively and psycho-
socially. The NPE has mandated that equal educational opportunities be given to all
children irrespective of their differences. The NPE has also recognised the special place
the gifted and talented occupy in the national development as future scientists, original
creators and able and efficient functionaries, hence it directs that educational provisions
commensurate with their superior potentials be made in the interest of the nations
economic and technological development. All these necessitate the inclusion of
education for the gifted and talented in our educational system.
2. OBJECTIVES
i) To provide the student-teacher of the gifted with a general knowledge of the
characteristics of the gifted and talented.
ii) To equip the student-teacher with necessary preliminary skills for assisting the
gifted and talented to achieve optimal level of development through appropriate
teaching-learning processes.
iii) To provide the student-teacher with the skills needed for screening, identifying
and evaluating special needs in gifted and talented children.
iv) To provide the student-teacher with in-depth intellectual and professional
techniques (approaches) and knowledge needed for working with different
degrees of gifted and talented children.
CURRICULUM TABLE/STRUCTURE (WITH SUMMARY)
COURSE
CODE
YEAR I - SECOND SEMESTER
SGT 121 Introduction to concepts in Giftness/Talentedness 2 C
SGT 122 Introduction to the Education of the Gifted and
Talented
1 C
SGT 123 Minority population in the gifted and talented 1 E
SGT 124 Prognostic techniques 1 E
85
YEAR II - FIRST SEMESTER
SGT 211 Further concepts in giftedness and talentedness 2 C
SGT 212 Educational approaches in gifted education
programme
2 C
SGT 213 Pre-School and early childhood education of the
gifted
1 E
YEAR II - SECOND SEMESTER
SGT 221 Curriculum Development for gifted education
programme
2 C
SGT 222 Administration of gifted education programmes 2 E
SGT 223 Progarmmed Instruction 1 E
SGT 224 Identification Approaches 2 C
SGT 225 Educational Approaches II (instructional strategies) 2 E
SGT 226 Evaluation and Assessment in gifted Education
programmes
2 C
Minor Options 4 C
YEAR III - FIRST SEMETER
SGT 300
Teaching Practice
6 C
YEAR III - SECOND SEMESTER
SGT 321 Introduction to Computer Science 2 C
SGT 322 Specific Methods for Teaching Science and
Mathematics
2 C
SGT 323 Specific Methods for Creativity and Creative Arts 2 C
SGT 324 Seminars on Contemporary Issues 1 E
SGT 325 Specific methods for teaching Social Science and
Language Arts
2 E
SGT 326 Counselling services in gifted Education programmes 1 E
86
SUMMARY
YEAR COMPULSORY
MAJOR
COMPULSORY
MINOR
ELECTIVE TOTAL
Year I 11 - 2 13
Year II 10 4 6 15
Year III 6 - 4 15
TOTAL 27 4 12 43
Total number of units available = 43
Total number of compulsory units = 27
Minimum number of units required for graduation = 36
87
DEPARTMENT OF EDUCATION FOR LEARNERS WITH HEARING IMPAIRMENT
1. PHILOSOPHY
The curriculum for the education of learners with hearing impairment at the NCE level is
a very important instrument for fulfilling in part, the current objectives of Special
Education in the National Policy on Education which stipulates that equal educational
opportunities be provided for all children, their sensory, physical, intellectual and other
conditions not withstanding.
The philosophy for education of learners with Hearing Impairment is based on the
national objectives of education as stated in Section 1 of the National Policy on
Education (NPE, 2004). The Universal Basic Education (UBE) which requires all
Nigerian children of school age to go to school is an added impetus for making
provisions for the education of learners with hearing impairment. It is expected that,
children with hearing impairment will benefit maximally and actualize the issue of equal
opportunities as stipulated in the UBE programme.
2. OBJECTIVES
In line with section 10, sub-section 95 of the National Policy on Education, the objectives
of the Department are as follows:
i. To produce well trained and skilled teachers who will be able to teach learners
with hearing impairment.
ii. To inculcate the appropriate skills, abilities and teaching competencies to student-
teacher for assessing and detecting hearing disorders in children and ameliorating
their attendant learning and social problems.
iii. In meeting the above objectives, the Department will structure the curriculum on
the following components:-
a) Courses in Audiology and general orientation on anatomy and physiology
of the ear.
b) Courses in Speech and Language Development, Diagnosis and Therapy
c) Methodology
d) Total communication
e) Teaching practice at the Pre-primary, Primary or JSS Levels
3. MODE OF TEACHING
Through lectures, tutorials, practicum demonstrations and microteaching
88
89
COURSE
CODE
SHI 121 Principles of Audiology 2 Compulsory
SHI 122 Speech and Language Development 2 Compulsory
SHI 123 Total Communication I 1 Compulsory
SHI 124 Pre-School/Early Childhood education for
learners with hearing impairment.
2 Elective
SHI 211 Introduction to Audiometry 2 Compulsory
SHI 212 Speech Diagnosis and Therapy 2 Compulsory
SHI 213 Total Communication II 2 Compulsory
SHI 214 Mathematics Methods for learners with
Hearing Impairment.
2 Compulsory
SHI 221 Language Methods for learners with Hearing
Impairment.
1 Compulsory
SHI 222 Auditory Training and Speech Reading 2 Elective
SHI 223 Education and Psychology of Deafness 2 Elective
SHI 224 Practice of Audiometry 2 Compulsory
SHI 225 Advanced Speech Therapy 2 Elective
Minor Options 4 Compulsory
YEAR III - FIRST SEMESTER
SHI 300 Teaching Practice 6 Compulsory
SHI 321 Total Communication III 2 Compulsory
SHI 322 Social Studies Methods for learners with
Hearing Impairment.
2 Compulsory
SHI 323 Teaching Reading to learners with Hearing
Impairment.
2 Elective
SHI 324 Seminars 2 Elective
90
SHI325 Science Methods for learners with Hearing
Impairment.
2 Compulsory
SUMMARY
YEAR COMPULSORY
MAJOR
COMPULSORY
MINOR
ELECTIVE TOTAL
Year I 13 - 2 15
Year II 11 4 6 21
Year III 6 - 4 10
TOTAL 30 4 12 46
Total number of units available - 46
Total number of compulsory units - 34
Total number of units required for graduation - 36
91
DEPARTMENT OF EDUCATION FOR THE LEARNING DISABLED
1. PHILOSOPHY
The realization that a good number of pupils in the Primary Schools cannot cope with the
ordinary classroom challenges, and the fact that the normal classroom teacher is not
able to cater for the special needs of these learners who may be learning disabled has
necessitated the establishment of the department of the education of learners with
learning disabilities to train teachers as resource persons who will be responsible for;
identification, assessment, diagnosis and remediation. As well as to teach in the regular
classroom for those who have teaching subjects.
2. OBJECTIVES
In training teachers to teach children with learning disabilities the Department focuses on
six objectives:
i. Identifying learners with learning disabilities in the regular classroom
ii. Identifying specific needs of learners with learning disabilities
iii. Planning remedial programmes for learners with learning disabilities in the
regular classroom in line with the area of their deficiency.
iv. Exposing regular teachers to simple methods that can be used to cater for the
needs of learners with learning disabilities in the regular classroom.
v. Helping schools and communities to set up resource rooms and facilities for
clinicals.
vi. Preparing follow-up programmes for learners with learning disabilities in
inclusive setting and the immediate environment.
It is hoped that the end of the 3-year NCE programme, students trained in the Department
would have been equipped with the necessary knowledge and skills to fulfill the above
objectives.
3. MODE OF TEACHING
Lectures, tutorials, demonstrations, practicum (observation, case studies of individual
learners with learning disabilities).
NOTE:
In Year One First Semester, all students offer 8 credits Core Courses in Special
Education.
92
COURSE
CODE
SLD 121 Introduction to learning disabilities 1 Compulsory
SLD 122 Major concepts in learning disabilities 2 Compulsory
SLD 123 Disorders of learning 2 Compulsory
SLD 124 Sensory, motor, perceptual development 1 Elective
SLD 125 Diagnostic Techniques 2 Compulsory
SLD 126
Introduction to reading and reading instruction
for learners with learning disabilities.
2 Compulsory
SLD 211 Clinical Teaching 1 Compulsory
SLD 212 Diagnostic and remedial reading 2 Compulsory
SLD 213 Language and speech corrections I 1 Compulsory
SLD 221 Diagnostic and remedial mathematics 2 Compulsory
SLD 222 Disorders of writing 2 Compulsory
SLD 223
Social, Psychological and Maturational
problems of learning disabled children
2
Elective
SLD 224 Improvisation and Integration of Instructional
Materials.
1 Compulsory
SLD 225
Services, administration and placement
alternatives for the learning disabled.
2 Elective
SLD 226 Vocational education for the learning disabled 2 Elective
Minor Options 4 Compulsory
SLD 300 Teaching Practice 6 Compulsory
93
SLD 321 Principles of curriculum and programme
planning for the learning disabled
2 Compulsory
SLD 322 Use of computers of learning disabilities 1 Elective
SLD 323 Introduction to the theory and practice of
guidance and councelling of learners with
learning disabilities.
1 Compulsory
SLD 324 Language and speech corrections II 1 Compulsory
SLD 325 Seminars 1 Elective
NEW SUMMARY
YEAR COMPULSORY
MAJOR
COMPULSORY
MINOR
ELECTIVE TOTAL
YEAR 1 17 - 1 18
YEAR 2 9 4 6 19
YEAR 3 4 - 2 6
TOTAL 30 4 9 43
Total number of units required for graduation - 40
94
DEPARTMENT OF LEARNERS WITH INTELLECTUAL RETARDATION (SIR)
1. PHILOSOPHY
The National Policy on Education (1981) (revised 2004) and the Universal Basic
Education (UBE) advocate equal educational opportunities for all Nigerian children
irrespective of any limitations. Consequent upon this development, there is a need to
develop a curriculum to produce teachers and other types of personnel who may be
involved in the education and care of the learners with intellectual retardation (SIR).
Training the children with intellectual disabilities as much as possible to lead an
independent life is the watch-word for making educational provisions for them.
2. OBJECTIVES
i. To produce special education teachers of the learners with intellectual retardation
with indepth knowledge of intellectual disabilities.
ii. To provide the student-teachers with the skills needed for screening, identifying,
assessing and evaluating the special needs of the intellectually retarded learners in
order to provide appropriate teaching for them.
iii. To equip the student-teachers with necessary preliminary skills for assisting the
intellectually retarded, live as much an independent life as possible.
iv. To provide the student-teachers with deep intellectual and professional skills and
knowledge needed for working with the intellectually retarded.
3. MODE OF TEACHING
Lectures, tutorials, demonstrations, practicum (observations, case studies of
individual/small groups of intellectually retarded learners).
COURSE
CODE
SIR 121 Concepts in intellectual disabilities 2 Compulsory
SIR 122 Introduction to reading and writing 1 Compulsory
SIR 123 Introduction to speech and language disorders 1 Elective
SIR 124 Learning problems of the intellectually
disabled
1 Compulsory
SIR 125 Task Analysis 1 Elective
SIR 126 Art Therapy 1 Elective
SIR 127 ICT Technologies 2 Elective
95
SIR 211 Reading and writing methods 2 Compulsory
SIR 212 Arithmetic methods 2 Compulsory
SIR 213 Daily living skills 2 Compulsory
SIR 214 Vocational Skills for the Intellectually
Retarded.
2 Elective
SIR 221 Speech Language corrections 1 Compulsory
SIR 222 Diagnosis Techniques 2 Compulsory
SIR 223 Programmed instruction 1 Elective
SIR 224 Play Therapy 1 Elective
SIR 225 Diagnostic remedial reading 2 Elective
Minor Options (CID 212 and CID 222) 4 Compulsory
SIR 300 Teaching Practice 6 Compulsory
SIR 321 Guidance, Counselling/Rehabilitation 2 Compulsory
SIR 322 Diagnostic Prescriptive Teaching 2 Elective
SIR 323 Diagnostic remedial arithmetic 2 Compulsory
SIR 324 Organisation and curriculum development 2 Elective
SIR 325 Seminars 2 Compulsory
96
SUMMARY
YEAR COMPULSORY
MAJOR
COMPULSORY
MINOR
ELECTIVE TOTAL
Year I 12 - 6 18
Year II 9 4 6 19
Year III 6 - 4 10
TOTAL 27 4 16 47
Minimum units required for graduation - 36
97
DEPARTMENT OF EDUCATION FOR LEARNERS WITH VISUAL IMPAIRMENT
1. PHILOSOPHY
The National Policy on Education (2004) has identified learners with visual impairment
as a category among learners with special needs who may not benefit maximally from
regular classroom instruction without adaptation/modification of curriculum and learning
environment. Consequently, it mandates, among other things the training of teachers and
other supportive staff for easy access to education for these learners.
2. OBJECTIVES
i. To provide the student-teacher with indepth intellectual and professional skills for
working with learners with visual impairment.
ii. To expose the student-teacher to the basic principles and practical skills of
orientation and mobility which are fundamental to general rehabilitation of
learners with visual impairment.
iii. To equip the student-teacher with effective and functional skills in teaching daily
living activities (DLA) to learners with visual impairment.
iv. To expose the student-teacher to current approaches in teaching learners with
visual impairment all subjects in basic education, and to equip them with the skills
to use in doing this and to improvise adapted teaching aids/assistive technologies.
v. To acquaint the student-teacher with the needs and techniques for working with
the parents of learners with visual impairment.
vi To equip the student-teacher with the skills of reading and writing different types
of Braille codes.
vii. To prepare the student-teacher for teaching in both inclusive and non-inclusive
settings.
98
COURSE
CODE
SVI 121 Introduction to Education of learners of
visual impairment.
2 Compulsory
SVI 122 Beginning Braille Reading and Writing 2 Compulsory
SVI 123 Typewriting 2 Compulsory
SVI 124 The Visual System 2 Compulsory
SVI 125 Introduction to Reading 1 Elective
SVI 211 Methodology of educating learners with
visual impairment.
2 Compulsory
SVI 212 Abacus 2 Elective
SVI 213 Communication procedure for learners with
visual impairment.
2 Elective
SVI 214 Use of Taylors Frame 1 Elective
SVI 221 Braille Mathematical code 2 Compulsory
SVI 222 Orientation and Mobility Techniques 2 Compulsory
SVI 223 Daily Living Skills 2 Compulsory
SVI 224 ICTs for learners with visual impairment 2 Elective
SVI 225 Low Vision 2 Elective
Minor Option and credits 4 Compulsory
SVI 300 Teaching Practice 6 Compulsory
SVI 321 Rehabilitation of learners with visual
impairment.
2 Compulsory
SVI 322 Advanced Braille Codes 2 Compulsory
SVI 323 Counselling parents of learners with visual
impairment.
2 Elective
SVI 324 Advanced Mobility Techniques 2 Compulsory
99
SVI 325 Seminar 1 Elective
SUMMARY
YEAR COMPULSORY
MAJOR
COMPULSORY
MINOR
ELECTIVE TOTAL
Year I 17 - 1 18
Year II 9 4 8 19
Year III 6 - 3 11
TOTAL 32 4 12 48
100
DEPARTMENT OF REHABILITATION EDUCATION
1. PHILOSOPHY
The logical culmination of the education and training of people with disabilities and
others with different forms of special education needs is Rehabilitation, that is, settling
into the mainstream of society as a contributory member of it, and capable of enjoying as
much of its benefits as possible. People with different forms of disabilities/special needs
may not be able to do this without special forms of education and training. This has
necessitated the establishment of a Department of Rehabilitation Education to produce
teachers and other professionals who will function in the rehabilitation of these set of
people.
2. GENERAL OBJECTIVES
i. To produce specially trained personnel to handle different aspects of the
rehabilitation of people with disabilities/special needs.
ii. To produce personnel who can teach/work in the different rehabilitation centres in
the country.
iii. To produce teachers who can handle aspects of vocational education and social
work in the different special schools in the country.
iv. To produce community based rehabilitation workers
COURSE
CODE
All Core Courses in Special Education (SPC)
SECOND SEMESTER
SRE 121 Introduction to Disability and Handicap 2 Compulsory
SRE 122 Introduction to Rehabilitation Education 2 Compulsory
SRE 123 Elementary Human Physiology 2 Elective
SRE 124 Introduction to Vocational Rehabilitation 2 Elective
SRE 211 Independent living and Basic Work Skills
Training
2 Compulsory
SRE 212 General Principle of Teaching People with
Disabilities
2 Elective
SRE 213 Workshop Practice 2 Compulsory
101
SRE 214 Physical Exercise, Recreation and Rehabilitation 1 Elective
SECOND SEMESTER
SRE 221 Introduction to Social Work 2 Compulsory
SRE 222 Rehabilitation of Adults and the Elderly 2 Elective
HEARING IMPAIRMENT OPTION (HI)
SRE 223 Total Communication I 2 Compulsory
VISUAL IMPAIRMENT OPTION (VI)
SRE 223 Braille reading and writing I 2 Compulsory
PHYSICAL AND HEALTH IMPAIRMENT
OPTION (PH)
SRE 223 Elementary Human Anatomy and Physiology 2 Compulsory
INTELLECTUAL RETARDATION OPTION
(IR)
SRE 226 Play Therapy and other Methods of teaching
learners with intellectual retardation.
2 Compulsory
Minor Courses (To be take from another
Department)
4 Compulsory
YEAR THREE
HEARING IMPAIRMENT OPTION (HI)
SRE 224 Supervision and Administration of learners with
special needs/rehabilitation agencies.
2 Elective
SRE 225 Basic Audiology 2 Compulsory
SRE 321 Learners with Hearing Impairment in the
Community
2 Elective
SRE 322 Total Communication II 2 Compulsory
SRE 323 Oral/Aural Rehabilitation 2 Elective
SRE 324 Language development and Correction for
Learners with Hearing Impairment
2 Compulsory
SRE 325 Seminar 1 Elective
VISUAL IMPAIRMENT OPTION (VI)
2 Elective
102
SRE 225 Rehabilitation of learners with visual impairment 2 Compulsory
SRE 321 Typewriting 2 Elective
SRE 322 Braille Reading and Writing II 2 Compulsory
SRE 323 Orientation and Mobility Techniques 2 Elective
SRE 324 Daily Living Skills 2 Compulsory
PHYSICAL AND HEALTH IMPAIREMENT
OPTION (PH)
2 Elective
SRE 315 Basic concepts in physical, Neurological and
Health impairment.
2 Compulsory
SRE 321 Physiotherapy I 2 Elective
SRE 322 Prosthesis and Mobility for learners with physical
impairment.
2 Compulsory
SRE 323 Uses of Computers 2 Elective
SRE 324 Physiotherapy II 2 Compulsory
INTELLECTUAL RETARDATION OPTION
(IR)
2 Elective
SRE 225 Concepts in Intellectual Retardation 2 Compulsory
SRE 321 Daily Living Skills for Learners with Intellectual
Retardation.
2 Elective
SRE 322 Speech and Language Disorders 2 Compulsory
SRE 323 Introduction to Reading and Writing 2 Elective
SRE 324 Functional Arithmetic for Learners with
Intellectual Retardation.
2 Compulsory
103
SUMMARY
Rehabilitation Education
YEAR COMPULSORY
MAJOR
COMPULSORY
MINOR
ELECTIVE TOTAL
Year I 12 - 4 16
Year II 8 4 5 17
Year III 8 - 7 15
TOTAL 28 4 16 48
104
DEPARTMENT OF EDUCATION FOR LEARNERS WITH PHYSICAL AND HEALTH
IMPAIRMENT
1. PHILOSOPHY
The physically/health impairment are part of the Nigerian school-going population for
whom the National Policy on Education (NPE) (2004), directs that equal educational
opportunities be provided (their physical, mental, psychological and emotional
disabilities not withstanding). To actualize this, however for this group of learners,
some adaptations, some modifications of the curriculum as well as some special
provisions, especially the production of specialist teachers must be considered. This has
necessitated the establishment of the Department of Education for Learners with Physical
and Health Impairment.
2. GENERAL AIMS AND OBJECTIVES
The general aims and objectives of the department will be to:
i) produce teachers with the necessary competence and skills to educate and
train/help learners with different forms of physical and health impairments;
ii) produce teachers who can play major roles in the rehabilitation process of learners
with physical and health impairments along with other professionals.
iii) produce teachers who can provide enabling environment that should motivate
learners with Physical and Health Impairment to exhibit their reactions positively.
COURSE
CODE
SPH 121 Basic concepts in Physical, Neurological and
Health Impairment
2 Compulsory
SPH 122 Human Anatomy 2 Compulsory
SPH 123 Elementary Human Physiology 2 Compulsory
SPH 124 Introduction to the Education and Training with
Health Impairment/Special Care Learners
1 Compulsory
SPH 211 Clinical Teaching 2 Compulsory
SPH 212 Physiotherapy I 2 Compulsory
SPH 213 Computer System Operation 2 Compulsory
SPH 214 Disordered Functions of Human Physiology 2 Elective
105
SPH 221 Personal Health Management of Learners with
Physical and Health Impairment
2 Compulsory
SPH 222 Preparation for Careers and Working life in the
Community (Introduction to Entrepreneurship).
2 Compulsory
SPH 223 Making environments accessible and friendly to
learners with physical and health impairment
1 Elective
SPH 224 Physiotherapy II 2 Compulsory
SPH 225 Vocational Guidance of learners with physical and
health impairment (Entrepreneurship II)
2 Elective
SPH 226 Physical Education for Learners with Physical and
Health Impairment
2 Compulsory
TEACHING PRACTICE
SPH 321 Use of Computer and ICT 1 Compulsory
SPH 322 Diagnostic and Remedial Reading/Arithmetic 2 Compulsory
SPH 323 Physiotherapy III 1 Compulsory
SPH 324 Health counselling for Learners with Physical and
Health Impairment.
1 Elective
SPH 325 Seminar 1 Elective
SUMMARY
YEAR COMPULSORY ELECTIVE TOTAL
Year I 15 - 15
Year II 14 5 19
Year III 4 2 6
TOTAL 33 7 40
106
STANDARD
The early years (0-5) are crucial for the development of an individual and any support given at
this stage helps to promote development. This period requires teachers and caregivers who are
knowledgeable, skilled and equipped for the task, hence the need to train them in ECCE
principles and methods so as to enable them handle children effectively. Caregivers and teachers
of young children should also possess such qualities as enthusiasm, kindness, gentleness and
tolerance. In addition, they should possess minimum teaching qualification which is the Nigeria
Certificate in Education (NCE).
Aim
By the end of NCE programme in Early Childhood Care and Education students should be able
to identify and discuss the nutritional, social, emotional, cognitive, physical and health needs of
the child. More importantly they should be able to display and apply knowledge and
competencies acquired in appropriate situations.
Objectives
Specifically the care-givers/teacher should be able to:
assist the child to develop good eating habits.
assist the child to develop good social habits.
facilitate emotional stability in the child.
assist the child to develop communication, reasoning and expressive skills.
assist the child to develop fine and gross motor skills,
assist the child to develop good health habits with emphasis on sanitation and safety needs.
assist the child to develop inquisitiveness and to explore his/her environment.
utilize resources and improvise materials to stimulate the child through play.
keep records of the childs developmental progress in terms of major mile stones.
identify children with special needs for referrals
discuss the needs, progress and development of the child with parents and caregivers.
assist the child to acquire desirable attributes e.g. good morals, norms and values
participate actively in professional associations/organizations relevant to Early Childhood
Care and Education
manifest desirable administrative competence in Early Childhood Care and Education.
PHILOSOPHY
EARLY CHILDHOOD CARE AND EDUCATION (ECCE) FOR NCE MINIMUM
107
ACADEMIC GUIDLINE
A - ECCE shall be offered as double major
- Children with special needs should feature in every course in ECCE
- For a College to operate an ECCE Department, it must establish an Early Child
Care Centre to serve as demonstration center for students practicum, with
teacher/child ratio of 1:20 for 3-5 year olds, and caregiver/child ratio of 1:10 for
1-3 year olds
- Room size should conform to NERDC/UNICEF minimum standard
requirement.
- In view of the fact there is no ready pool of teachers for ECCE, it is recommended
that lecturers from Primary Education Studies and allied departments such as
educational psychology, home economics, science, music, art should be given
some orientation to enable the programme take off, there after, concerted effort
should be made to train specialists in this area.
- Setting up a suitable play ground should be a pre-requisite for establishing a
Department of ECCE.
- ECCE students should carry out their projects on early childhood education
(children within 0-5years)
- Teaching Practice should be done in ECCE centers.
- Mentoring should be established as a regular feature for professional development
as a help for capacity building.
B. Admission Requirement
- Five credits in any five subjects including English and Mathematics, at not more
than two sittings,
C. Staff Requirements:
Area of specialization: ECCE,
Minimum number of Staff: 8 Academic Staff, made up of 1 language lecturer, 1 science
lecturer, 1Tech/computer lecturer,1art/music lecturer and 4 ECCE lecturers. The HOD
should be a specialist in ECCE
Departmental Support Staff: Secretary/Computer Operator, Clerk, Care-giver
Assistants.
D. Books and Library Materials:
- Any College that wishes to set up Department of ECCE must set up an ECCE
Departmental Library
E. Equipment:
- Screening tools
- Toys indoor and outdoor
- Toy shelves, storage shelves
- There must also be a room with a one way mirror for the observation of
children in the child care centre during the practicum. See also facilities for
ECCE centres in appendix.
108
F. Mode of Teaching
The recommended modes of teaching in the ECCE programme are in broad terms, as
for General Education. However, for ECCE emphasis should be on effective use of
play, practical demonstration, story telling, use of songs and rhymes,
discovery/inquiry method, and experimentation.
Practicum is compulsory for ECCE student during the first and second years.
ECCE: CURRICULUM TABLE/STRUCTURE (WITH SUMMARY)
COURSE
CODE
COURSE TITLE CREDITS
(Units(s)
STATUS
100 LEVEL (1
st
Semester)
ECE 111 Introduction to Early Childhood
Care Development and
Education
3 Compulsory
ECE 112 Child Development 2 Compulsory
ECE 113 Child Health and Nutrition 2 Compulsory
ECE 114 Child Growth and Survival 2 Compulsory
ECE 115 Basic Communication Skills 2 Compulsory
ECE 116 Safety Measures 1 Compulsory
ECE 117 Practicum 3 Compulsory
15 Units
100 level (2
nd
Semester)
ECE 121 Physical Development 2 Compulsory
ECE 122 Social and Moral Development 2 Compulsory
ECE 123 Play and the Childs Learning 3 Compulsory
ECE 124 Assessment and Evaluation 2 Compulsory
ECE 125 Pre-Reading /Reading Skills 2 Compulsory
ECE 126 Play Ground and Play
Equipment
2 Compulsory
ECE 127 Early Childhood Science 2
15 Units
200 level (1
st
Semester)
ECE 211 The Home and the Child 2 Compulsory
ECE 212 Emotional Development (Music
and Dance)
2 Compulsory
ECE 213 The Child and the Environment 3 Compulsory
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ECE 214 Pre-Writing /Writing Skills 2 Compulsory
ECE 215 Technology for the Early Years 2 Compulsory
ECE 216 Early Childhood Curriculum and
Methods
2 Compulsory
ECE 217 Practicum in ECCE 3 Compulsory
16 Units
200 level (2
nd
Semester)
ECE 221 Children with Special Needs 2 Compulsory
ECE 222 Language Development 2 Compulsory
ECE 223 Cognitive Development 2 Compulsory
ECE 224 Child Policy Issues in Nigeria 2 Compulsory
ECE 225 Elements of Research in ECCE 3 Compulsory
ECE 226 Basic Computer Studies and Use 2 Compulsory
ECE 227 Production and Use of
Instructional Materials
2
15 Units
Compulsory
300 level (2
nd
Semester)
ECE 321 Administration and Supervision of
ECCE
2 Compulsory
ECE 322 Visual Arts and Creative
Development
2 Compulsory
ECE 323 Childrens Literature 2 Compulsory
ECE 324 Entrepreneurship in ECCE 2 Elective
ECE 325 Contemporary Issues in ECCE 2 Elective
ECE 326 Mathematical Skills in Early Years 3 Compulsory
13 Units
SUMMARY
Number of compulsory units - 70
Number of elective units - 4
Minimum number of units for graduation - 72
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GUIDELINES FOR THE ESTABLISHMENT OF CHILD-FRIENDLY ECCE CENTRE /
PRE-SCHOOL FOR THE IMPLEMENTATION OF THE NCE-ECCE CURRICULUM
1. INTRODUCTION
The early years (0-5 years) are crucial to the growth and development of a child. The care and
support given at this stage are therefore critical in promoting the all-round development of the
child. Essentially, a child requires optimum care and attention in all the domains of development.
The early care of the child should be holistic, involving meeting the basic needs of the child in
terms of adequate food, nutrition, shelter, security, affection and stimulations. The quality of care
and stimulation that the child experiences at this stage lays the foundation for subsequent
developmental attainment of the child. Based on the need to provide quality care/attention,
including early stimulation for children at this crucial stage, the National Commission for
Colleges of Education has developed a curriculum for teacher education to produce professional
caregivers who will manage and provide quality care/stimulation to children in centre-based
ECC facilities.
- Definition of terms
- Early Childhood Care and Education Centre (ECCE Centre): A facility outside the
home, set up to provide care and support for the development and education of very
young children from birth to the age of five years. It is a facility to help meet the basic
needs of the child for good health care, nutrition, security, affection, interaction and
stimulation for social, emotional psychological, physical and cognitive development.
- ChildFriendly ECCE Centre: is a centre equipped to help meet the rights of the child
to good health care, nutrition, psycho-social stimulation, quality learning, safety and
protection for optimum development. It is child-seeking, child-centred gender-sensitive
and inclusive. It is protective of the child and community-involving. In such a centre, all
essential stimulation and learning materials are available and effective learning activities
take place. The Caregivers are friendly, highly motivated and interact effectively with the
child and the parents.
- Demonstration ECCE Centre/Pre-School is an instructional laboratory where
Caregivers-in-training could be exposed to practical skills and knowledge in care giving
as a necessary complement to the theoretical courses in the NCE ECCE Curriculum.
Every College of Education running an NCE ECCE Programme is expected to establish a
demonstration ECCE Centre which may develop into a model centre.
- Model ECCE Centre/Pre-School is a centre that provides an ideal environment equipped
with basic facilities for care and necessary stimulations for the total development of the
child. Such a centre should represent an achievable target for public and private initiative
in the area of ECCE.
- NCE ECCE Curriculum: Refers to the curriculum developed by the NCCE for Colleges
of Education in collaboration with other stakeholders (UBEC, NERDC, Federal
Ministries of Health, Women Affairs, Information, UNICEF, etc.) for the purpose of
equipping the ECCE student-teachers (Caregivers-in-training) with requisite skills,
111
knowledge and attitude for meeting the health/nutritional, psycho-social, emotional,
cognitive and physical needs of the child.
- Rationale
In the context of international legal instruments and declarations such as the Rights of the
Child, (CRC, 1990) Education for ALL (EFA, 2000) goal 1, and the Millennium
Development Goals, to which Nigeria is signatory, it has become necessary to put in place
adequate mechanisms to ensure that every Nigerian child survives, thrives and develops to
their full potential.
The current Integrated Early Childhood Development approach in Nigeria therefore views the
survival, growth and development of young children as inter-dependent. In seeking for the
holistic development of the child, the establishment of an ECCE Centre becomes an important
strategy for implementing the NCE-ECCE curriculum for the purpose addressing the childs six
(physical, motor, perceptual, cognitive, language and socio-emotional) developmental domains.
It is mandatory for the Colleges of Education intending to operate ECCE Department to establish
an ECCE centre to serve as demonstration laboratory for students practicum with teacher/child
ratio of 1:20 for 3-5 year olds and 1: 10 for 0-3 year olds.
Broad Goals
The broad goals of the ECCE Centre/Pre-school are to:
- Serve as demonstration laboratory for students in training.
- Serve as a model ECCE Centre/Pre-school for private and public initiatives
Objectives of ECCE Centre/Pre-School
- To meet the learning needs of children of 0 5 years of age.
- To facilitate the development of the child in the spheres of: health, nutrition, safety,
protection, cognition, psycho-social and physical growth.
- To meet the learning needs of the caregiver in-training by providing opportunities for the
acquisition of practical skills and knowledge required for giving care and support to
young children. Such practical knowledge and skills are expected to complement the
theoretical knowledge acquired in the classroom.
- Levels of ECCE Centre/Pre-school
- A crche/Day care for children aged 0 2 years
- Play group for children aged 2 3 years
- Nursery school for children aged 3 5 years
- Types of ECCE Centre/Pre-school
- Work environment-based centre
- Primary school Linkage
- Laboratory/ Demonstration centre
- Rural Community-based centre
- Church/ Mosque-based centre
- Market places
- Inter-sectoral Nature of ECCE
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Addressing the holistic development of a child requires an integrated life-cycle approach
during the early years of a childs life. ECCE is therefore moving towards comprehensive
care and education strategies that fully integrate health, nutrition, socialization, physical
development and intellectual stimulation of the child. In addition, all stakeholders are
involved. Consequently, the NCE-ECCE Curriculum has the following aspects that focus on
the total development of the child.
- Physical development
- Personal data
- Topics, objective, content, activities, materials and evaluation.
- Affective Development -Social and emotional
- Cognitive and Language Development
- Food and Nutrition
- Health and Diseases
- Water and Environmental Sanitation
- Safety Measures, Accidents and Prevention
- Rights of the Child
- Child Protection, and
- Child Participation
2. STANDARDS SPECIFICATION FOR ECCE CENTRE/PRE-SCHOOL IN NIGERIAN
COLLEGES OF EDUCATION
The Guidelines here are expected to be used as standards for establishment, development and
accreditation of ECCE programme in the Colleges of Education and also for determining the
minimum standards for private, public and other stakeholders initiative in the running of Child-
Friendly Pre-school and Child Care Centre
3. LOCATION:
The pre-school centre must be located within the premises of the college.
- It must be within walking distance, not too far from the ECCE Department.
- It must be a safe and secure environment, not bushy area
- It must be free from excessive noise, and other hazards
- It must be accessible but distant from heavy traffic
- The centre must be properly fenced.
- It must be located in a spacious environment
4. OWNERSHIP: The ECCE centre/Pre-school is to be owned by the College and managed by
the ECCE Department through the Advisory/Supervisory Committee.
5. STARTING A CENTRE: For a College to start a Demonstration ECCE Centre/Pre-school,
the following should be considered:
- Establishment Procedure:
- The College must follow the Guidelines as prescribed by NCCE for the establishment of
a standard ECCE Centre/Pre-school.
- The College must provide all the necessary facilities as prescribed by the present
Guidelines.
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- The College must liaise from time to time with the NCCE for accreditation and the
Federal Ministry of Education for approval and licensing.
- Administration and Management of the Centre:
- To be administered and managed by the College through the Department of ECCE.
- The College should be responsible for the following for effective administration and
management of the centre:
Funding:
- The centre should be primarily funded from the annual budgetary allocation to the
College.
- Internally Generated Revenue (IGR) could also provide additional source of funds for the
Centre
- Contributions from parents, the civil society organizations and international development
partners.
- Contributions from other relevant government parastatals eg SUBEB, UBEC, etc
- Staff recruitment:
- The centre must recruit Caregivers and Helpers with relevant academic and professional
qualifications.
- In addition to their qualifications, they must possess such qualities as patience, tolerance,
gentleness, kindness and natural love for children.
- Caregivers/Helpers should be mentally, emotionally and physically healthy.
- Caregivers/Helpers/Cleaners/Security staff should be made to undergo medical and
psychological examinations.
- Basic Qualifications for Centres Personnel
- Caregivers for 0-3 year-old children:
- NCE holders, retired nurses, teachers and other educated retirees.
- Caregivers for 3-5 year-old children:
NCE holders, retired nurses, teachers and other educated retirees.
- Helpers: not less than 21 years of age, preferably having primary six or basic literacy or
secondary school leaving certificates
- Cleaners/Gardeners same as for Helpers above.
- Security Guards - Adequately trained Security Officers with qualifications as specified
for Helpers above
- Staff Welfare:
- Relevant personnel should be integrated into the welfare mainstream of the College in
terms of:
- Remuneration
- Health
- Promotion
- Career development opportunities
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- Staff Discipline:
- Evidence of punishment and reward in relation to staff performance and conduct.
- Admission Requirements for pupils:
- All the children within the college locally must be allowed to have access to a full cycle
of ECCE in the Centre.
- Every child irrespective of ethnic, religious, cultural, gender affiliations and physical
challenges, has the right to be admitted. Children from age 0-5 years are qualified for
admission to the appropriate level of the ECCE.
6. CLOSURE OF CENTRE
Gross failure to meet accreditation requirements as stipulated in the Guidelines leads to outright
denial of accreditation. But when accreditation requirements are partly fulfilled, interim
accreditation is granted and a period of moratorium is given after which repeated failure earns
outright denial leading to the closure of the centre.
7. CURRICULUM (N.E.R.D.C CURRICULUM FOR ECCD)
- Syllabus: flexible, based on nationally approved curriculum and accompanied by
Caregivers Guide/Manual.
- Medium of Instruction: the Medium of Instruction shall be the childs mother
tongue or Language of the Immediate Environment (LIE) while English is taught and
learnt as a second language.
- Stimulation Techniques: stimulation shall be by play, dramatization, demonstration,
story telling, use of songs, rhymes, discovery, inquiry and experimentation,
incidental learning, group work. Multi-grade procedure is also appropriate to take
care of children with differential learning needs.
- Stimulation Materials: Materials for stimulation must be:
- safe
- child friendly
- not hazardous to children (not sharp nor toxic)
- commensurate to the childs level of physical and mental development.
- emphasis should be placed on materials with high multi-sensory appeal.
Stimulation materials include:
- Colourful wall charts and posters
- Blocks for shapes and colours
- Puzzles
- Slates and chalk
- Radio, TV and CD/DVD Players
- Abacus/counters
- Toys
- Shop corners and home corners
- Mini library
- Paints and brushes
- Flash cards
- Sentence Cards
115
- Pair of scissors
- Plastic letters and numbers
- Plain paper
- Crayons, pencils
- Sand Tray
- Sound Box
- Picture storybooks
- Sand papers
- Straws
- Old newspapers, magazines and comics, etc
- Assessment: Methods of assessment are:
- Observation (participatory and non-participatory)
- Interview
- Checklist
- Child Assessment Instruments
- Caregiver-developed tools
- Screening tools (standardized tests)
- Inventory
- Socio-gram
8. PHYSICAL STRUCTURES
- Classroom:
Classrooms shall be solid structures that will not collapse. The buildings shall be child-
friendly and should not pose dangers to the child physically and health-wise.
- Size: Enough Space; the floor to be at least 16 square metres for 1015 children.
- Design: Bearing in mind the human kinetic behaviour of children, enough space
should be provided to allow for free movement.
- Ventilation: The classroom should be well ventilated.
- Illumination: The classroom should have wide and adequate number of windows
(3 on each side of the wall) to enable children see well and clearly every part of
the room.
- Doors: There should be two wooden or iron doors that open outward for safety,
and netted against harmful insects such as mosquitoes, etc.
- Flooring of the classroom: Smooth but not slippery. Can be plastered with
cement, rough tiles, etc.
- Roofing: Corrugated iron sheets, thatch, raffia, etc as available in the
environment in which the centre is situated.
- Ceiling: Modern ceiling boards, local materials such as, raffia, bamboo, mud,
mats, thick cartons, etc. (not asbestos ceiling boards because of the danger to
health)
- Walls: Standard cement blocks, burnt bricks, etc.
- Seating Arrangements: Should not be rigid like in a formal schooling setting but
flexible and should allow for free play and interaction and should provide ample
opportunity for caregivers to reach out and interact with the children. In other
116
words, the seating arrangements can be, circular, semi circular, isolated
groupings, triangular, rectangular, etc.
- Corners: For science, health and nutrition, drama, shopping, etc.
- Sleeping Room: To isolate and protect children that needs sleep.
- Store rooms: For storage of basic items and play materials.
- Kitchenette: For housing and preparation of nutrition materials.
- Fencing: Wire mesh, concrete, etc should be used to fence the facility.
- Office Accommodation:
To be modest and comfortable with appropriate furniture and facilities for:
- Head caregiver
- Caregivers
- Playground:
The playground must be fenced with wire mesh. Playground should contain the
following equipment:
- Swings
- Rocking boats
- Merry-go-rounds
- Slides
- Sand-pit/box
- Water-play bowls
- See-saw
- Climbing frame
- Space for story telling
- Garden for nature work
- Tricycle
- Beans bags
- Rocking horses
- Skipping ropes
- Balls, etc
9. RECORDS
- Admission/withdrawal register
- Attendance register
- Child folder containing bio-data, health records (immunization certificates), etc
- Log book (incidences/occurrences)
- Caregivers record books
- Caregivers manual
- Visitors book
- Time book
- Movement books for both caregivers and children
- Continuous assessment test records
- Personnel records
- PTA minutes book
117
- Ledger
- Inventory book
- Staff meeting minutes book
- School draft, etc
10. FURNITURE
- Child-sized chair (one per child) and one round table per four children
- Mats, locally made beds, mattresses covered with mackintosh and bed-sheets.
- Chalkboard, movable or permanent on the wall.
- Caregivers/Helpers chairs and tables
- Display boards, tables and shelves, and
- Cupboards and cabinets.
11. PARENTAL/COMMUNITY INVOLVEMENT
- Regular interactive visits by parents to the centre
- Follow-up on childs performance
- Feedback on childs performance
- Provision of meal for the child at the Centre
- Participation in PTA meetings
- Material/monetary resource contributions
- Provision of spiral services:
- Partnership
- Networking
- Linkages
12. SPECIAL CHILDREN (WHAT TO DO)
- Screen children at intake and periodically to detect any special needs
- Verify records/statistics of children detected who need special attention and referrals
- Provide requisite facilities and materials to assist children with special needs
- Ensure linkages with Ministry of Health, and the counseling unit.
- Motivate and encourage participation of physically challenged children in learning
activities
13. SUPERVISION/INSPECTION
- Internal Supervision
- The College Advisory/Supervisory Committee. (Comparable to the School Based
Management Committee)
- ECCE Department
- Head Caregiver, Caregivers,
- PTA and Community
External Supervision (Inspection)
- NCCE Accreditation team
- Federal and State Inspectorate Division of the Ministry of Education
118
15. DAILY PROGRAMME
- Duration
- Children aged 3 5 years four to six hours
- Children aged 2 3 years discretionary (Play group)
- Children aged 0 2 years discretionary (crche)
- Period
7.30am 1.30pm
- Activities that promote:
- Physical Development (including motor and perceptual skills)
- Language Development
- Cognitive Development
- Emotional Development
- Social Development
Note: Activities should be age based
16. WATER AND ENVIRONMENTAL SANITATION REQUIREMENTS
- Water
- Access to safe clean water (pipe borne water, boreholes or properly
secured wells).
- At least one storage tank.

- Surroundings
- Clean, beautiful safe and stimulating with flowers
and plants
- Not busy, bushy and noisy, devoid of hazardous
objects.
- Devoid of human, animals and organic waste and
any other litters
- Dry, not water-logged
- Toilets
- Separate toilets should be made available for
children (male/female), and for caregivers, helpers/visitors.
- water system toilets or squatting ceramics and
potties shall be of appropriate height and size
- Number of toilets should depend on the population
based on National Minimum Standards
- Waste Disposal
Proper refuse disposal at the centre through the use of:
- Dustbins
- Linkage with environmental agencies.
17. HEALTH AND NUTRITION REQUIREMENTS
- Health requirements:
- Keeping a continuous record of childrens health condition e.g oral
hygiene, physical inspection of hair, nails, cloths, eyes, ears, etc
- Record of growth monitoring
- Keeping and maintenance of health and nutrition corners.
119
- Ensuring regular visits of health workers for routine immunization,
supplementation and other health services
- Adoption of appropriate behaviour regarding prevention of HIV/AIDS and
care for infected and affected children
- Daily physical exercise regime
- Linkage with nearby health facilities
- Regular de-worming (4-6 months interval)
- Maintaining a regular resting/sleeping schedule for the children
- Maintaining an adequate record of early detection and management of
childrens ailments and disabilities
- Health materials
- Adequately equipped First Aid box
- Growth charts
- Road to health cards
- IEC charts, posters, pictures and model
- Weighing scales
- Heighteners
- Roller metre/infant metre
- Shake arm strap/tape measure
- Measuring cups/jugs/bottles, spoons
- Salt and sugar (for regular use and ORS)
- Clean water
- Spare clothes, sandals, hand towels, soaps
- Antiseptics, detergents, mops, brooms and rakes
- Facilities for storing labeled expressed milk and
complementary feeding, etc.
- Nutrition requirements
- Approved feeding arrangements (nutritionally adequate and hygienic)
- Exclusive breast feeding for children aged 0 6
months
- Provision of food complements in addition to
breast milk for children aged 6 months to 2 years by the College.
- Provision of micronutrients. (Vitamins A , iodine
and iron)
- Nutrition materials
- Clean water
- Refrigerator
- Gas cooker, cooking pots, bowls with covers,
sterilizing units, etc
18. CHILD PROTECTION MATERIALS
- Blankets
- Nets on windows and doors
- Every classroom door must be provided with a padlock
- The school gate must be provided with padlocks to prevent children from straying out of
school premises
120
- Shelves where childrens lunch boxes and bags should be kept be provided
- Sand buckets and fire extinguishers
19. CHILD LEGAL PROTECTION DOCUMENTS
The child must not be denied her/his legal rights in whatever way either by the school personnel
or the parents. In achieving this noble objectives the following child legal protection documents
should be made available and utilized:
- Code of Conduct for the Centres Personnel
- Rules and Regulations guiding parental behaviour
- A copy of the Child Rights Act
121
PRIMARY EDUCATION STUDIES (PES)
MISSION
Primary Education Studies (PES) aims at training students to become teachers with
sufficient knowledge of the Primary School Curriculum, skills, attitude and methods to
enable them teach the subjects of Primary 1 6 as contained in the National Policy on
Education.
OBJECTIVES
By the end of the course students should able to:
teach the Primary School Subjects in the 9-Year Basic Education Curriculum;
demonstrate school management skills and supervisory roles; implement the
curriculum, write lesson plan, and teach effectively; improvise/produce instructional aids
using local materials; and develop the attitude to continue learning.
ADMISSION REQUIREMENTS
A Senior Secondary School Certificate Examination (SSC) or G.C.E. O Level with
credits in 5 subjects including English Language and Mathematics at a maximum of two
sittings.
A Grade II Teachers Certificate (TC II) with 5 credits or merits in 5 subjects including
English and Mathematics.
All candidates wishing to be considered for admission must write and pass the selection
examination organised by JAMB.
Successful candidates in the Pre-NCE final examination who take and succeed in a
selection examination organised by JAMB are also qualified for admission.
Facilities, Personnel and Mode of Teaching
PRIMARY SCHOOL SUBJECTS
Maths
Basic Primary Science and Technology
Social Studies
Cultural and Creative Arts
French
Nigerian Languages
Hausa
Igbo
122
Yoruba
Home Economics
Agricultural Education
Religious Studies (CRK/IRS)
PHE
English Studies
Computer Studies
Arabic
PERSONNEL
ACADEMIC STAFF
A minimum of B.Ed. second class upper will be required
The staff/student ration should be 1:30.
The spread of lecturers should cover all the 13 subjects listed above.
NON ACADEMIC STAFF
Staffing of the Department should include:
Resource Centre Attendant (1).
A Computer Operator with graphics experience.
A minimum of three Educational Technologists.
In the Head of Departments Office.
Secretary
A Clerk
Messenger
MODE OF TEACHING
Lecturing
Tutorial
Questioning Response, Practicals, Demonstration, Group/Individual projects,
Discovery/Inquiry methods, Play method, Exhibition, Excursion or Educational visits,
etc.
A (model) demonstration Primary School should be established by each COE offering
PES for purposes of demonstrating and practical teaching.
A PES week is recommended as a yearly activity.
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FACILITIES
5 Classrooms to accommodate at least 40 students in each.
6 Staff Offices (2 lecturers per office)
1 HOD Office
1 Office for Department Staff
1 Resource Centre with some materials.
FURNITURE
Every lecturer should have at least a table and a chair to sit on.
NOTE:
For implementation of P.E.S. programme, it is now mandatory for the college to have in
the P.E.S department, the national curriculum for basic education year 1 6 published
by NERDC-SHEDA. This will count toward the accreditation of the programme.
124
CURRICULUM TABLE/STRUCTURE
YEAR I - 1
ST
SEMESTER
COURSE COURSE TITLE CREDITS STATUS
EDUC 111 History of Education in Nigeria 2 C
EDUC 112 Child Psychology 2 C
EDUC 113 Principles and methods of teaching 2 C
PES 111 Philosophy of Primary Education Studies 2 C
PES 112 English Language Studies in Primary
Education I
2 C
PES 113 Mathematics in Primary Education Studies I 2 C
PES 114 Basic Science and Technology in Primary
Education Studies I
2 C
PES 115* Home Economics in Primary Education
Studies I
1 E
PES 116* Agricultural Education in Primary Education
Studies
1 E
PES 117 Social Studies in Primary Education Studies
I
2 C
PES 118 Physical and Health Education in Primary
Education Studies I
2 C
PES 119 Nigerian Languages in Primary Education
Studies I either:
(i) Hausa; or
(ii) Igbo; or
(iii)Yoruba; or
(iv) Other Nigerian Languages
2 C
GSE 111 General English I 1 C
GSE 112 Introduction to Library Studies 1 C
GSE 113 Basic General Mathematics I 1 C
TOTAL CREDIT 24
* One Elective must be selected in year I Semester I
125
YEAR I - 2
ND
SEMESTER
COURSE
CODE
EDUC 121 Sociology of Education 2 C
EDUC 122 Educational Psychology Human-Learning II 2 C
EDUC 123 Introduction to Teacher Education 2 C
EDUC 124 Classroom Management and Organisation 1 C
PES 121 English Language Studies in Primary Education II 2 C
PES 122 Mathematics in Primary Education Studies II 2 C
PES 123 Social Studies in Primary Education Studies II 2 C
PES 124* Home Economics in Primary Education Studies II 1 E
PES 125* Agricultural Studies in Primary Education Studies
II
1 E
PES 126** Arabic Language in Primary Education Studies I 1 E
PES 127** French in Primary Education Studies I 1 E
PES 128 School observation 2 C
PES 129A
OR
Christian Religious Studies and Moral Education
in PES I
1 Op
PES 129B Islamic Religious Studies and Moral Education in
PES
2 OP
GSE 121 General English II 1 C
GSE 123 Introduction to Computer Studies 1 C
GSE 124 FLEHI Family Life and Emerging Health Issues. 1 C
TOTAL CREDIT 20
* One Elective must be selected in year I Semester 2
** One Elective must be selected in year I Semester 2
126
YEAR II - 1
ST
SEMESTER
COURSE
CODE
EDUC 211 Philosophy of Education 2 C
EDUC 212 Educational Technology Theory and
Practice
2 C
EDUC 213 Micro Teaching Theory 2 C
EDUC 214 Introduction to Research Method 2 C
Education Studies II
2 C
PES 212 Cultural and Creative Arts in Primary
Education Studies I
1 C
PES 213A
PES 213B
Moral Education:
(i) Christian Religious Studies and Moral
Education; or
(ii) Islamic Religious Studies and Moral
Education
1 OP
Studies II either:
(i) Hausa; or
(ii) Igbo; or
(iii) Yoruba; or
2 C
PES 215 Physical and Health Education in Primary
2 C
PES 216 Social Studies in Primary Education
Studies III
2 C
PES 217 English Language in Primary Education
Studies III
2 C
PES 218* French in Primary Education Studies II 1 E
PES 219* Arabic Language in PES II 1 E
GSE 211 General English III 1 C
GSE 212 Basic General Mathematics III 1 C
GSE 213 Introduction to Computer Studies II 1 C
TOTAL CREDITS 24
* One Elective must be selected in year II semester I
127
YEAR 2 - 2
ND
SEMESTER
COURSE
CODE
EDUC 221 Introduction to Special Education 2 C
EDUC 222 Curriculum Studies I 1 C
EDUC 223 Measurement and Evaluation 2 C
EDUC 224 Micro Teaching Practicum 1 C
EDUC 225 Comparative Education 1 E
EDUC 226 Educational Administration 1 C
PES 221 Production and Use of instructional
materials
2 C
PES 222 Mathematics in PES 2 C
PES 223 English in PES 2 C
PES 224 Social Studies in PES 1 C
PES 225 Basic Science/Technology in PES 1 C
PES 226 Nigerian Languages L1 and L2 in PES 2 C
PES 227A CRS and Moral Education 1 Op
PES 227B IRS and Moral Education 1 Op
PES 228 Primary Home Economics Curriculum and
Methods; or
Primary Agricultural Education Method
1 C
PES 229 Cultural and Creative Arts Curriculum and
Methods for Primary School
1 C
GSE 221 General English IV 1 C
GSE 222 Basic General Mathematics IV 1 C
GSE 223 Citizenship Education 1 C
GSE 224 Entrepreneurship 1 C
TOTAL CREDITS 24
YEAR 3 - 1
ST
SEMESTER
COURSE
CODE
EDUC 311 Teaching Practice 6 C
TOTAL CREDITS 6 C
128
YEAR 3 - 2
ND
SEMESTER
COURSE
CODE
COURSE TITLE CREDIT
S
STATUS
EDUC 321 Introduction to Adult Education 1 E
EDUC 322 Curriculum Studies II 1 C
EDUC 323 Research Project 2 C
EDUC 324 Educational Planning and Supervision 1 C
EDUC 325 Adolescent Psychology 1 E
EDUC 326 Introduction to Theory and Practice of
Guidance and Counselling
2 C
PES 321 Primary School Administration and
Supervision
2 C
PES 322 Computer Appreciation and Application 2 C
PES 323 English Language Studies IV 2 C
PES 324 Mathematics in Primary Education Studies III 2 C
Education Studies III
2 C
PES 326 Cultural and Creative Arts in Primary
2 C
PES 327 Coaching and Management of Sports in PES 2 C
PES 328A Basic French in PES 1 E
PES 328B Basic Arabic in PES 1 E
Studies III:
(i) Hausa; or
(ii) Igbo; or
(iii) Yoruba; or
2 C
GSE 321 General English V 1 C
GSE 323 Science and Technology in Society 1 C
TOTAL CREDITS 20
* One Elective must be selected in year 3 Semester 2
129
SUMMARY OF CREDITS LOAD
COURSE
TITLE
COMPULSORY ELECTIVE OPTION TOTAL
Education
courses
32 - 3 35
Teaching
Practice
6 - - 6
Project 2 - - 2
PES courses 61 3 10 74
GSE courses 18 - 1 19
TOTAL 119 3 14 136
UNITS
Total Available - 136
Total Units Compulsory - 119
Minimum Units for graduation - 125
NOTE: Tutors Handling Method Courses Must Utilize NERD National Curriculum for Basic 1
6 as guide to instruction
130
A. Philosophy
Nigeria aspires to be amongst the first twenty economies of the world. The country, also,
aims to achieve the millennium development goals (MDG) as well as follow-through the
tenets of Education For All (EFA) and to particularly reduce the high illiteracy rate
significantly. It is however, realized that adult and non-formal education is at the heart of
achieving the aspiration and goals of the nation and it should be given a prime place in
the development of educational system. For emphasis, it is a consensus that adult and
non-formal education is a veritable tool in making sure that individuals or participants
live a useful life capable of solving personal, domestic and social problems as well as
being a useful member of the society.
In consequence, the country plans to package teacher education programme for adult and
non-formal education facilitators, agreeing that they should all be professionally trained.
A formidable step in this direction is to have a functional and responsible curriculum for
the programme.
B. Objectives
The objectives of the curriculum are:
1. To produce committed dedicated and skilled facilitators
2. To prepare facilitators with in-depth knowledge of emerging contemporary issues
related to Adult and Non-formal education.
3. To train facilitators with right attitude to Adult and Non-formal Education.
4. To produce facilitators who should be able to assist learners acquire relevant
knowledge, skills, attitudes and values necessary for living through the use of
appropriate methods and up-to-date media and technology.
5. To provide opportunity for further education in Adult and Non-formal Education.
6. Produce facilitators who should be able to mobilize whole communities for education
and development.
C. Admission Requirements
i. General
a. A Senior Secondary School Certificate (SSCE/WAEC/NECO/NTC/NBC
or GCE O Level with credit passes in 5 subjects (including English and
Mathematics) in one or two sittings. Two of the credits must be relevant
to the course the candidate wishes to offer.
b. A Grade II Teachers Certificate (TC II) with credit or merit in five
to offer. Credit/Merit in English Language and Mathematics will be
required.
c. For candidates wishing to offer courses in Vocational and Technical
Education, RSA or City and Guilds International Certificate with the
Federal Craft Training Certificate with credits/merits in at least five
subjects are acceptable qualification.
d. Associateship Certificate in Education awarded by an approved institution
CURRICULUM FOR NCE ADULT AND NON-FORMAL EDUCATION PROGRAMME
131
e. Successful candidates in the Pre-NCE final examinations would be
required to regularize their admission with JAMB examination as the case
may be.
f. All candidates wishing to be considered for admission must enroll for and
write the selection examination organized by an accredited body such as
JAMB.
g. It should be noted that colleges in addition to all the above should
administer their own qualifying tests and interviews.
ii. Waiver
Candidates with grade of Pass in Mathematics at the SSCE or GCE or TC II is
acceptable.
iii. Specific Requirements for Double Major
Candidates for double major could be admitted with certificates in Adult
Education or its equivalent and maturity of the candidate may also be considered.
LIST OF COURSES
100 LEVEL
FIRST SEMESTER
Course Code Course Title Credits Status
ANF 111 History of Adult and Non-formal Education 2 C
ANF 112 Psychology of learning in Adult and Non-
formal Education.
2 C
ANF 113 Principles and Practice of Adult and Non-
formal Education.
2 C
ANF 114 Extension Education 1 E
ANF 115 Teaching of English in Adult and Non-
formal Education I
2 C
ANF 116 Teaching of Mathematics in Adult and
Non-formal Education I
2 C
ANF 117 Introduction to Vocational/Technical
Education.
1 C
ANF 118 Life Skills 1 C
ANF 119 Adult Education for Special Need Groups 2 C
Total 15
SECOND SEMESTER
ANF 121 Introduction to Literacy Education 1 C
ANF 122 Philosophy of Adult and Non-formal
Education.
2 C
ANF 123 Language Issues in Adult and Non-formal
Education I
2 C
ANF 124 Sociology of Adult and Non-formal
Education.
2 C
ANF 125 Community Health and Environmental
Education.
1 C
ANF 126 Peace Education 1 E
132
ANF 127 Introduction to Curriculum for Girl-Child
and Adolescent Girls.
1 C
ANF 128 HIV/AIDS Education 1 E
ANF 129 Introduction to Life Long Learning 2 C
Total 14
200 LEVEL
FIRST SEMESTER
ANF 211 Management of Adult and Non-formal
Education.
2 C
ANF 212 Teaching of English in Adult and Non-
formal Education II.
2 C
ANF 213 Teaching of Mathematics in Adult and
Non-formal Education II.
2 C
ANF 214 Curriculum Development in Adult and
Non-formal Education.
2 C
ANF 215 Social Studies and Citizenship Education in
Adult and Non-formal Education I.
2 E
ANF 216 Social Welfare and Vocational Education 1 C
ANF 217 Home Economics in Adult and Non-formal
Education.
2 E
ANF 218 Business Education in Adult and Non-
formal Education I
2 C
ANF 219 Agricultural Education in Adult and Non-
formal Education.
2 E
Total 17
SECOND SEMESTER
ANF 221 Contemporary Issues in Adult and Non-
formal Education.
2 C
ANF 222 Introduction to Curriculum for Out of
School Boys and Children in Quaranic
Schools.
1 C
ANF 223 Introduction to Basic Statistics 1 C
ANF 224 Materials Development in Adult and Non-
formal Education.
1 C
ANF 225 Field Education 2 C
ANF 226 Methods of Teaching Adult and Non-
formal Education.
2 C
ANF 227 Computer Appreciation and Application 1 E
ANF 228 Entrepreneurship Education 1 E
ANF 229 Integrated Science in Adult and Non-formal
Education.
1 C
Total 12
300 LEVEL
FIRST SEMESTER
Teaching Practice
133
SECOND SEMESTER
ANF 321 Project 2 C
ANF 322 Rurer and Community Development 2 C
ANF 323 Evaluation in Adult and Non-formal
Education.
2 C
ANF 324 Open Distance Learning (ODL) 1 C
ANF 325 Social Studies and Citizenship Education in
Adult and Non-formal Education.
2 E
ANF 326 Home Economics in Adult and Non-formal
Education.
2 E
ANF 327 Business Education in Adult and Non-
formal Education II
2 E
ANF 328 Agricultural Education in Adult and Non-
formal Education
2 E
Total 14
134
ARABIC LANGUAGE
1. Philosophy
Modern man can hardly complete communal life without the instrument of language.
Performance, especially spoken language, defines personality. For the teacher, his credibility
is almost entirely anchored on his competence in communicating ideas and stimulating
learning through his use of language. Articulate and well-spoken teachers also invariably win
the hearts and respect of their students or pupils.
The Mother tongue of the child is closely related to childs total growth and development i.e.
cultural, psychological and mental. Teaching and learning in the mother tongue helps in the
quicker acquisition, retention, dissemination, and use of knowledge in other subjects. Though
Arabic is foreign language in Nigeria, it is also the mother tongue of the Shuwa Arabs in
Borno state
Literature generally is known to be Language applied. It is known also to embody the
totality of the worldview of a people social and political formations, culture, fears,
anxieties, aspirations etc. To Study a language without its literature and culture is known to
be a serious disservice.
2. AIMS AND OBJECTIVES
The NCE programme in Arabic is designed to:
(a) Prepare the student-teachers for the task of teaching the language at the Primary and
Junior Secondary School level.
(b) Help student teachers acquire spoken and written competence in the Arabic language.
(c) Enable students use Arabic as a Medium of Instruction.
(d) Acquaint student-teachers with the socio-political and cultural lives of the speakers of the
language, with a view to promoting international understanding.
(e) Prepare them for further studies in Arabic Education and other areas of Arabic Studies.
(i) General
(a) A Senior Secondary School Certificate (SSC) NECO or G.C.E. O level with credit in
four (4) subjects at two sittings including English Language and two relevant subjects the
candidate wishes to offer. Pass in Mathematics is, however, required.
(b) A Grade II Teachers Certificate (TC II) with credit or merit in three subjects, two of
which must be relevant to the course the candidate wishes to offer. Credit/Merit in
English Language and Pass in Mathematics may be required.
135
(c) For candidates wishing to offer courses on Vocational and Technical Education R.S.A. or
City and Guilds Intermediate Certificate couple with the Federal Craft Training
Certificate with Credit/Merit in at least five subjects are acceptable qualifications.
(d) Associateship Certificate in Education awarded by an approved institution in Nigeria or
abroad is also acceptable as qualification.
(e) All candidates wishing to be considered for admission must enroll for and write the
selected examination organized by an accredited body such as JAMB.
(f) Successful candidates in Pre-NCE final examinations who also take and succeed in a
selection examination organized by an accredited body are qualified for admission.
(g) A senior Arabic and Islamic Studies Certificate in Arabic and Islamic Studies or Higher
Islamic Studies Certificate from recognized institutions and relevant examination bodies
such as Joint Examinations Board of Arabic and Islamic Schools (JEBAIS) and National
Board for Arabic and Islamic Studies (NBAIS) will be considered for admission provided
they have not less than four (4) Credits/Merits which must include Arabic and Islamic
Studies and at least a Pass in English.
(h) It should be noted that some colleges may in addition to all of the above, administer their
own elimination tests and or interviews for some courses. This is legitimate.
(ii) Additional
In addition to the admission requirements, candidates for NCE Arabic must posses at
least one of the followings:
(a) Credit or Merit in Arabic at the Grade II Teachers Certificate level.
(b) Credit in Arabic at the SSC/WASC/GCE O/L
(c) Attawjihiyyah/Ath-thanawiyyah: a senior Arabic and Islamic Studies Certificate from
recognized Arabic institutions in Nigeria or abroad.
Note: Candidates who do not have a credit in the language may be admitted into the one-year
preliminary programme, provided they meet the Pre-NCE entry requirements.
4. FACILITIES
The following facilities are required for effective teaching of Arabic Language in addition to
those listed for other languages.
(i) Classrooms
Adequate number of Classrooms, Lecture halls/theatres must be provided for seminars,
group discussions etc.
136
(ii) Laboratories/Studios
The use of language laboratory for all practical aspects of the language cannot be over-
emphasized. It is therefore compulsory for all lecturers and students to make effective use
of these laboratory facilities. Thus, a well-equipped language laboratory capable of sitting
at least 30 students must be installed.
(iii) Staff Offices
Each academic staff should have a comfortably furnished office to himself/herself. There
should also be an office for support staff (Typist/Clerk) with relevant equipment e.g.
Desktop Computers with Arabic softwares, printers, scanning machine, photocopier and
other relevant reproduction machines.
(iv) Books in the Library
There must be enough books in the college/departmental library to cover all areas of the
(v) List of Equipment
a. Projector, Slides and Arabic Language Films
b. Desktop Computers with relevant Arabic softwares, Television sets, cable
Satellite, Video and relevant cassettes.
5. PERSONNEL
(a) Academic
For effective teaching of Arabic, at least six (6) academic staff are needed to handle the
different aspects of the subject based on the following distribution:
(i) Two lecturers for language.
(ii) One lecturer for literature.
(iii) Two lecturers for Methodology/Research Methods.
(iv) One lecturer for Arabic Culture/History.
The teaching personnel for Arabic methodology and research methods must possess at least a
first degree in Arabic Education i.e. B.Ed or B.A. (Ed) (Arabic) with a miniumum grade of
second class lower. While other teaching personnel must be versed in the three areas specified
above and should possess at least a first degree (second class lower) in Arabic language or
literature and minimum teaching qualification of NCE. Acquisition of a higher degree is an
added advantage for all the categories of teaching personnel.
(b) Non-academic
The following support staff is required:
(i) One secretary, competent in the use of computer and basic Arabic softwares e.g. words,
excel and power point.
(ii) One Messenger/Cleaner
(iii)One Clerical officer
137
6. MODE OF TEACHING
Communicative Language Teaching (CLT) approaches should be employed. These
approaches have been found to promote the use of the target language by the learners and
encourages Student-Centre Teaching and Active learning strategies. Teachers are encouraged
to make use of any of these strategies so that the student teachers will inculcate the use in
their post college teaching.
The minimum Credit required for the award of N.C.E. (Arabic) certificate shall be as
follows:
(i) General Education = 36 Credit Units
(ii) Teaching Practice = 6 Credit Units
(iii) General Studies = 14 Credit Units
(iv) Arabic = 40 Credit Units
(v) Any other Teaching Subjects = 36 Credit Units
Total = 132 Credit Units
ACCULTURATION PROGRAMME
As part of the course requirement, students of this programme are expected to spend a minimum
of twelve (12) weeks in The Nigerian Arabic Language Village, Ngala, Borno State. The
students are expected to live among the other people, improve their spoken skill and engage in
teaching their second majors in the co-operating institutions, which should normally be in
session during the period. In addition to this visit, other cultural activities are expected to be
organized for the students within the host communities.
Note: There is the need for an agreement between the NALV, NCCE and the colleges on when
the NCE students should be in the village. The NCCE is to be actively involved by inspecting
this designated centre from time to time to ensure maximum benefit by the students.
Every student is required to do Teaching Practice and the credit recorded in EDU 324. The
Teaching Practice is to take place during the first semester of 300 Level.
9. FIELD TRIPS
In order to achieve the desired objective of producing highly competent teachers of Arabic
for the 9-year basic education, students are required to embark on field trips, at least once in
a session, to institutions where Arabic Language is used as medium of instruction and
schools /project sites where Student - Centred Teaching and Active learning are used.
10. PROJECT
Every student is required to write a Project in either Arabic Education, language, literature or
culture or Second Teaching Subject and the credit recorded in EDU 323
The following subjects may be combined with Arabic at the N.C.E. level.
(i) Any Nigerian Language, English or French.
(ii) Any Arts or Social Science subject.
(iii) Computer Studies.
138
COURSES AND STATUS
NCE 1 FIRST SEMESTER
CODE COURSE TITLE CREDIT STATUS
ARB 111 Arabic Culture I 1 C
ARB 112 Introduction to the teaching of Arabic to the non-
speakers
2 C
ARB 113 Oral Arabic (Listening and Speaking skills) 1 C
ARB 114 Reading Skills 2 C
ARB 115 Writing Skills (Composition) 1 C
ARB 116 Arabic Grammar I 1 C
ARB 117 Arabic Literature in the Pre-Islamic and Early Islamic
Periods
2 C
TOTAL 10
SECOND SEMESTER
ARB 121 Arabic Phonetics and Phonology 1 C
ARB 122 Arabic Grammar II 2 C
ARB 123 Arabic Language Methods I 2 C
ARB 124 Arabic Drama 1 E
ARB 125 Arabic Culture II 1 C
TOTAL 7
NCE II - FIRST SEMESTER
ARB 211 Fieldwork and Acculturation 6 C
TOTAL 6
SECOND SEMESTER
ARB 221 Arabic Literature in the Umayyad and Abbasid
Periods
2 C
ARB 222 Arabic Grammar III 2 C
ARB 223 Arabic Language Methods II 1 C
ARB 224 Research Methods (Arabic) 1 C
ARB 225 Arabic Prosody 2 E
ARB 226 Reading, Conversation and Translation 1 C
TOTAL 9
139
TEACHING PRACTICE
SECOND SEMESTER
ARB 321 Arabic Literature in the Modern Period. 1 C
ARB 322 Arabic Literature in Nigeria 1 C
ARB 323 Arabic Grammar IV 2 C
ARB 324 Reading, Conversation and Translation 2 C
ARB 325 Arabic Rhetorics 2 C
TOTAL 8
SUMMARY
Course Status Total
Compulsory Courses 37 Credit Units
Elective Courses 03 Credit Units
Total 40 Credit Units
140

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146
ENGLISH
PHILOSOPHY
Modern man can hardly contemplate communal life without the instrument
of language. Performance in language, especially spoken language, defines
personality. For the teacher, his credibility is almost entirely anchored on
his competence in communicating ideas and stimulating learning through his
use of language. Articulate and well spoken teachers almost invariably win the
hearts and respect of their students or pupils.
Literature generally is known to be the application of language. It is also
known to embody the totality of the worldview of a people - social and
political formations, culture, fears, anxieties, aspirations, etc. Studying a
language without its literature is known to be a serious disservice.
OBJECTIVES
The objectives of the NCE English are to;
a) Help students to develop the four language skills - listening, speaking,
reading and writing;
b) Help students to become confident and competent in the use of spoken and
written
c) Enable students to develop interests, and acquire critical skills to
appreciate literary works.
d) Equip successful students to teach English effectively at the Primary
and Secondary School levels. Prepare students for further studies in the
subject.
GENERAL ADMISSION REQUIREMEN TS
a) A Senior Secondary School Certificate (SSSC)NECO or GCE. '(_)' Level
with passes in 5 subjects including English Language, three of which must
be at Credit level at one sitting or four credits at two sittings. Two of the
Credits must be relevant to the course the candidate wishes to offer.
Credits in English and/or Mathematics may be required in some courses.
b) A Grade II Teacher's Certificate (TC II) wi th Credit or Merit in three
subjects, two of which must be relevant: to the course the candidate wishes
to offer. Credit/Merit in English Language and/or Mathematics may be a
147
Education, RSA. or Cit y and Guilds Intermediate Certificate with the
Federal Craft Training Certificate wi t h Credit/Merit in at least four
d) Associateship Certificate in Education awarded by an approved institution
e) Successful candidates in the Prc-NCE final examinations who also take
and Pass a selection examination organised by an accredited body would
also be qualified for admission.
f) All candidates wishing to be considered for admission must
enrol for and write the selection examination organised by an
accredited body such as JAMB.
g) It should be noted that some colleges may, in addition to al l of the
above, administer their own elimination tests and or interviews for
some courses. This is legitimate.
ii) ADDITIONAL ADMISSION REQUIREMENTS
In addition to the general admission requirements, candidates
wishing to read English as a Double Major must have the following:-
a) A credit in both the English Language and Literature in
English at the WASC/SSCE, GCE O/Lcvcl or NECO
b) A CGPA of not less than 1.00 credit in Pre-NCE externally oderated
English Language paper and Literature in English.
c) Any other qualification that may be added by the relevant
institution or an accredited authority from time to time.
4. FACILITIES
Classroom: Adequate classrooms and lecture theatre should be provided.
Laboratories/Studios: A well furnished language laboratory capable of sitting
at least 30
students must be installed.
Staff Offices: Each Senior Staff should have a comfortably furnished office to
himself.
148
There should also be an office for support staff (typists, clerks) with relevant
equipment
e.g. typewriters, reproduction machines etc.
Books in the Library: There must be enough books to cover all the subject
areas to the
ratio often books to one student.
5. Other specialized facilities
Language films, slides and a projector
- Video recorders/players
- Radio cassette recorders
- CD players and language teaching tapes
- Blank audio, video tapes and CDs.
- Phonological charts
List of equipment
A personal computer set - CPU, UPS and Printer.
Television sets
Facilities for practical theatre work, including a well equipped studio/theatre for
rehearsals. 4.
A Photocopier
PERSONNEL
i) Academic
For effective leaching of English as a Double Major, at least eight (8)
academic staff are needed. For single major, eight (S) academic staff
are needed. Academic staff should have at least Masters degree in the
relevant English language or Literature area. However, where there is
dire need, a first degree with minimum of Second Class Honours
Lower Division and a minimum teaching qualification of NCE could
be considered. Acquisition of a Ph.D. degree is an advantage.
ii) Others
The following are considered the mini mum requirements;
A language laboratory technologist
A stage/theatre technician
A typist/computer operator
A clerical officer
A messenger/cleaner
149
METHODOLOGY
- Mode of Teaching: Any of the following or combination of some of
these
methods can be used: Lecture. Tutorial, Project, Discussion, etc.
- Tutorials are mandatory for all language and literature courses.
- Academic associations should be encouraged.
GRADUATION REQUIREMENTS
All Double Major English students must earn:
a) A minimum of seventy-two (72) credits in both Language and
Literature.
b) Thirty-six (36) credits from General Education
c) Fourteen (14) credits from General Studies
d) A total number of one hundred and twenty-eight (128) credits
(including six credits from Teaching Practice).
PROJECT
Every student is required to write and submit a project in either
English language/Literature or the credit so earned is recorded under EDU 323.
TEACHING PRACTICE
Every student is required to do Teaching Practice and the credit earned is
recorded under EDU 324.
SUBJECT COMBINATIONS
English Language now enjoys the Double Major status, but it may still be
combined with other subjects as a single major.
150
COURSE CONTENT
ENGLISH LANGUAGE COMPONENT
COURSE
CODE
COURSE TITLES CREDIT(S) STATUS
YEAR I - FIRST SEMESTER
ENG 1 1 1 Practical Listening Skills 2 E
ENG 112 Introduction to Phonetics & Phonology 2 C
ENG 1 1 3 Basic Reading Skills 2 C
ENG 114 Basic Grammar 9 C
ENG 121 Speech Work I 2 C
ENG 122 Reading Comprehension 2 C
ENG 123 English Language Methods 1 2 C
ENG 124 Summary Writing Skills 2 E
ENG 211 The Structure of English 9 C
ENG 212 Applied Eng. Linguistics I 9 C
ENG 21 3 English Language Methods and Rcseafdrfk 9 C
ENG 21 4 Phonetics and Phonology 2 C
ENG 221 Language Testing 2 C
ENG 222 Composition I 2 C
ENG 223 Varieties of English 2 C
Teaching Practice 6 C
ENG 311 Advanced Reading Skills 2 C
151
ENG 312 Speech Work II 2 C
ENG 313 Applied English Linguistics II 2 C
ENG 314 Composition II 2 C
ENG 321 STYLISTICS 2 C
ENG 322 Grammar Basic 2 C
ENG 323 Project 2 C
152
LANGUE FRANAISE
1. PHILOSOPHIE
Lhomme, moderne peut peine intgrer la vie communautaire sans se
servir de la langue. La performance languagire dune personne, surtout en
langue parle donne limage de cette dernire. Pour lenseignant en
loccurrence, sa crdibilit est plus ou moins ancre sur la comptence
communicative et laisance avec laquelle il dissmine des ides et stimule
lapprentissage au moyen de la langue. Lenseignant qui sexprime
facilement et qui a une bonne matrise de langue gagne le plus souvent
ladmiration et le respect de ces apprenants.
Dune manire gnrale, la littrature est considre comme la langue
applique. Elle regroupe les institutions politiques dun peuple et
lensemble de la notion du monde qua ce dernier sur le plan social. Elle
implique aussi la culture, les inquitudes, les soucis et bien les aspirations de
celui-ci. Ainsi donc, lapprentissage dune langue est donc incomplte sans
la connaissance de la littrature de la langue en question.
2. OBJECTIFS
A lexception de la France mtropolitaine le franais est galement parl dans
de nombreux pays Africain et non Africain. Bon nombre de ces pays Africains
partagent la frontire avec le Nigeria. Lobjectif principal de lapprentissage du
franais au Nigeria est donc de faciliter la communication et
lintercomprhension avec nos voisins francophones. La connaissance du
franais pour le nigrian vise aussi renforcer les liens sociaux-conomiques,
politiques et culturels que nous avons avec tous les pays francophone du monde
entier.
En terme spcifique, ltude du franais au niveau de NCE vise :
- Former des professeurs de franais comptents pour les niveaux primaire et
secondaire (Basic 1-9)
- Exposer ces etudiants-professeurs la vie socio-culturelle et politique du
peuple francophone dAfrique et du monde entier. Ce but, notre avis, peut
tre atteint laide de la littrature dexpression franaise.
- Initier les tudiants des travaux de recherche et aux tudes approfondies.
153
3. CONDITION DADMISSION
Conditions Gnrales
Pour suivre le programme de franais au niveau de NCE :
A.
(i) Le candidat devra tre titulaire du Senior School Certificate (SSC) ou
General Certificate of Education (GCE) avec mention bien en 5
matires y compris la langue anglaise, les mathmatiques. Ce rsultat
devra tre obtenu en pas plus de deux essaies du SSSCE ou GCE
OLevel, WAEC, NECO ou lquivalent.
ii. Le candidat devra tre titulaire du Grade II Teachers Certificate (TC
II) avec mention Bien ou Assez-Bien en trois matires dont deux
devront tre relies au cours dtude que le candidat souhaiterait
suivre. La mention Bien/Assez-Bien en langue Anglaise et/ou en
Mathmatique pourrait tre requise pour certain cours dtude.
iii. Pour des candidats souhaitant suivre des cours de vocation
technologique, on pourrait considrer les diplmes: du R.S.A, ou le
City and Guilds International Certificate en plus du Federal Craft
Training Certificate avec mention Bien/ Assez-Bien reue en pas
moins de 4 matires.
iv. On pourrait aussi considrer lAssociate Certificate in Education
dlivre par un tablissement reconnu au Nigeria ou ltranger.
v. Tous les candidats souhaitant tre considrer pour une admission
devront sinscrire et se prsenter un examen de slection organis,
par un organe accrdit tel que le JAMB.
vi. On pourrait aussi admettre les candidats admis lexamen final du
Pre-NCE et qui aurait russi aussi lexamen de slection organis
par un organe acrdit.
vii. Outre tous les conditions ci-dessus, les collges pourraient organiser
leur propre tests et/ou entretien dlimination pour certains cours
dtudes.
154
Conditions Spcifiques
En plus des conditions gnrales dadmissions les candidats souhaitant
majorer en Franais au niveau du NCE devront aussi remplir les conditions
spcifiques suivantes :
A. Avoir mention Bien en 5 matires russies en pas plus de deux
essaies. Ces matires doivent inclure le franais, langlais, les
mathmatiques et deux autres. Cepandant on pourrait considrer la
mention passable (P7 ou P8) en lieu et place de la mention Bienen
Mathmatique pourvu que le candidat ait la mention Bien en 5 matires.
Ou
devra avoir satisfait aux conditions interne et externe de lexamen final
du Pre-NCE en franais. Alors quon pourrait considrer dautres
diplmes approuvs de temps en temps par des autorits comptentes, la
mention Bien ou Assez-Bien en litrature dexpression anglaise
pourrait aussi tre accepter en lieu et en place de la mention Bien ou
Assez-Bien requise en langue anglaise. Ceci est applicable tous les
candidats demandant une admission dans les dpartements de franais.
4. INSTALLATIONS
A. Les salles de classes doivent tre assez spacieuses, bien claires, bien
quipes et bien ventiles. Pour viter lencombrement, il ne doit pas
partager de salle de classe.
B. Linstallation dun laboratoire de langue capable daccueillir 30
tudiants et rgulirement maintenu est imprative. Il doit y avoir dans
ce laboratoire des installations spcifiques telles que la satellite, des
ordinateurs, des postes de tlvision etc., et autres quipements
professionnels tels que les projecteurs et les quipements audio-visuels
etc.
Le dpartement devra avoir une bibliothque suffisamment quipe avec
les livres, des revues, des journaux et des magazines,un magntophone,
des cassettes vierges et des piles etc.
155
5. LE PERSONNEL
Le Corps Enseignant
Un minimum de 8 professeurs sont requis pour le dpartement de franais.
Dans un cas, o il y a le franais comme double majeur (DM) il faudrait au
moins 12 professeurs .Chacun de ces professeurs devra tre titulaire dune
bonne licence en franais avec une mention minimal de 2
nd
Class Lower
Division. Cependant, une matrise en franais est un avantage
supplmentaire.
Le Corps Administratif
a. Deux Techniciens de laboratoire (2)
b. Un personnel administratif (1)
c. Secrtaire/Dactylographe (2)
6. MODE DENSEIGNEMENT
LApproche Communicative lenseignement des langues devra tre
adopte.
7. LES CONDITIONS DE PASSAGE
i. une moyenne de D dans chacune des 2 matires principales (ex
Franais et Yoruba) et la pdagogie (Education), c-a-d, un Cumulative
Grade Point Average de 2 point chacune plus une mention Passableen
anglais y compris les autres cours de GSE.
ii. Russite au stage pratique (Teaching Practice) et au bain linguistique
(Acculturation Programme).
iii. Rdaction et soumission dun memoire pour la dlivrance du diplme de
NCE sur un sujet prcis rpondant aux objectifs du programme de NCE.
En fin, pour rcevoir le diplme de NCE et tre qualifi enseigner le
franais, tout candidat devra avoir aussi un minimum de 128 crdits
rpartis comme suit:
156
Cours S/M Crdits DM Crdits
Pdagogie 36 36
Cours Gnraux 14 14
Enseignement Pratique 6 6
Franais 36 72
Deuxime Matire 36 -
Total 128 128
8. ENSEIGNEMENT PRATIQUE
Tout tudiant devra participer un programme denseignement pratique pour une
dure de 26 semaines et le crdit acquis devra tre inscrit comme EDU 324.
Cet enseignement pratique devra avoir lieu pendant le premier semestre en
troisime anne (De septembre avril). Il est obligatoire pour les tudiants
enseignant le Franais quils soient surveills par les professeurs du
dpartement de franais pendant cet enseignement pratique.
9. EXCURSION
Les tudiants devront aller en excursion au moins une fois par semestre dans
les lieux o il leur sera possible davoir le contact avec la langue franaise et
de pratiquer la langue.
10. MEMOIRE
Chaque tudiant devra redig et soumettre un mmoire en franais dont le
crdit devra tre inscrit comme EDU, 323.
11. LES COMBINAISONS DES MATIERES
Le franais pourrait tre combiner avec les matires suivantes : lAnglais,
lArt Classique, la musique, une langue nigrianne, lhistoire, la science
politique, ltude des Affaires, le secrtariat, les sciences sociales, lArabe,
les tudes religieuses, linformatique et bien dautres matires approuves
par le NCCE.
157
12. PROGRAMME DU BAIN LINGUISTIQUE
Tous les tudiants de franais au niveau de NCE devront pass un minimum
de 12 semaines suivre le programme obligatoire du bain liguistique qui
devra tre organis dans un milieu francophone. Pour valuer ladquation
des centres du bain linguistique la NCCE inspectera ces dernires pendant
que les tudiants y sjourneront.
158
CONTENU DU COURS DE NCE 1
PREMIER SEMESTRE
CODE DESCRIPTION DU
COURS
CREDITS
(U.V)
DM STATU DU
COURS
FRE
111
Expression Orale I 2 4 C
FRE
112
Grammaire I 2 4 C
FRE
113
Expression Ecrite I 1 2 C
FRE
114
Civilisation
Francophone I
1 2 C
TOTAL -- 6 12 -
DEUXIEME SEMESTRE
CODE DESCRIPTION DU
COURS
CREDITS
(U.V)
DM STATU
DU
COURS
FRE
121
Expression Orale II 2 4 C
FRE
122
Grammaire II 2 4 C
FRE
123
Expression Ecrite II 1 2 C
FRE
124
Civilisation
Francophone II
1 2 C
FRE
125
Exercises
De laboratoire I
1 2 C
TOTAL 7 14
159
CONTENU DU COURS POUR NCE II
PREMIER SEMESTRE
CODE DESCRIPTION DU COURS CREDITS
(U.V)
DM STATU DU
COURS
FRE
211
Expression Orale III 2 4 C
FRE
212
Grammaire III 2 4 C
FRE
213
Expression Ecrite III 1 2 C
FRE
214
Introduction la mthodologie
de lenseignement du franais
1 2 C
FRE
215
Introduction la littrature
Francophone Africaine
Dexpression Franaise I
1 2 C
TOTAL 7 14
DEUXIEME SEMESTRE
CODE DESCRIPTION DU COURS CREDITS
(U.V)
DM STATU
DU
COURS
FRE 221 Expression Orale IV 2 4 C
FRE 222 Grammaire IV 2 4 C
FRE 223 Phontique et phonologie II 1 2 C
FRE 224 Mthodologie De Lenseignement
De franais
2 4 C
FRE 225 Littrature Francophone Africaine
DExpression Franaise
1 2 C
FRE 226 Programme DImmersion
Linguistique
2 4 C
TOTAL 10 20
160
CONTENU DU COURS DE NCE III
PREMIER SEMESTRE
Ce semestre est rserv aux tudiants en troisime anne pour le programme
de lenseignement pratique.
DEUXIEME SEMESTRE
CODE DESCRIPTION DU
COURS
CREDITS
(U.V)
DM STATU DU
COURS
FRE
321
Expression Orale V 1 2 C
FRE
322
Grammaire II 2 4 C
FRE
323
Littrature
Franaise
1 2 C
FRE
324
Traduction (Thorie et
pratique)
1 2 C
FRE
325
Expression Ecrite IV 1 2 C
TOTAL 6 12
TOTAL = 36 172
161
HAUSA L
1
(HAU L
1
) SYLLABUS
1. OBJECTIVES
In addition to the earlier stated general aims and objectives of teaching
Languages, teaching Hausa as L1 at the NCE level aims at achieving the
following:
i) Equip the student teachers with the basic skills of listening, speaking,
reading and writing the Hausa Language.
ii) Prepare them adequately for the task of teaching the Hausa language at
both the Primary and Junior Secondary School level.
iii) Expose the student teachers to the rich socio-cultural and political lives of
the speakers of the language.
iv) Help stimulate their creativity in the Hausa Language.
v) Prepare the students for further studies in Hausa Language.
i) General
a. A Senior Secondary Certificate (SSC) NECO or GCE O level with passes
in 4 subjects including English Language, three of which must be at credit
level at one sitting or four credits at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer.
b. A Grade II Teachers Certificate (TC II) or Senior Islamic School Certificate
(SISC) with credit or merit in three subjects, two of which must be relevant
to the course the candidate wishes to offer. One Credit/Merit in English
language and/or Mathematics may be required in some courses.
c. For candidates wishing to offer courses in Vocational and Technical
education, R.S.A. or City and Guilds Intermediate Certificate coupled with
credit/merit in at least four subjects are acceptable qualifications.
d. Associateship Certificate in Education awarded by an approved institution
in Nigeria or abroad is also acceptable as qualification.
e. All candidates wishing to be considered for admission must enroll for and
write the selection examination organized by an accredited body such as
JAMB.
f. Successful candidates in Pre-NCE final examinations who also take and
succeed in a selection examination organized by an accredited body are
162
g. It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and or interviews for some courses.
This is legitimate.
ii. Additional
(a) A credit or merit in Hausa Language at the SSC, WAEC/GCE (O/L) NECO
or Teachers Grade II Certificate or SISC plus any other requirements
applicable to NCE Programmes. A credit in English language/literature is
strongly recommended
(b) Candidates who do not have a credit in the language may be admitted into
the one-year preliminary programme, provided they meet the Pre-NCE entry
requirements.
(c) Waiver: A pass in mathematics is also acceptable.
3. FACILITIES
In order to facilitate a good teaching/learning environment, the following
facilities are required:
(i) Classrooms
Adequate number of fully furnished Classrooms, Lecture halls/theatres must
be provided for seminars, group discussions etc.
(ii) Laboratories/Studios/Museums etc.
The use of language laboratory for all practical aspects of the language
cannot be over-emphasized. It is therefore compulsory for all lecturers and
students to make effective use of these laboratory facilities. Thus, a well-
equipped language laboratory capable of sitting at least 30 students must be
installed. A multi media projector is essential. A well-equipped museum
should be in place.
(iii) Staff Offices
Each senior member of staff should have a comfortably furnished office to
himself/herself. There should also be an office for supporting staff
(Typists/Clerks) with relevant equipment e.g. Computers, reproduction
machines, etc.
163
(iv) Books in the Library
There must be enough books in the college/departmental library to cover
all areas of the subject to the ratio of one student to ten books.
(v) List of Equipment
a) Fully equipped Language Laboratory
b) Audio-Visual equipment such as films, slides, recorders, television
sets, cable satellite, video and relevant cassettes etc.
c) Computer set with Hausa keyboad
4. PERSONNEL
i) Academic
Hausa studies at NCE level cover four main areas i.e. Language, Literature,
Culture and Hausa Teaching Methodology. The minimum number of
lecturers required is eight (8). Teaching personnel versed in each of these
four areas must possess at least B.A., B.A. Ed second-class lower division.
ii) Others
a) Hausa Computer Operator
b) Laboratory Technician
c) Messenger
d) Librarian
5. MODE OF TEACHING
The medium of instruction for Hausa at all levels will be Hausa/English.
Various methodology approaches should be employed during formal sessions
e.g. lectures, discussions, dramatization, etc.
The minimum number of credits required for the award of N.C.E. (Hausa)
certificate shall be as follows:
(vi) General Education = 36 Credit Units
(vii) Teaching Practice = 6 Credit Units
(viii) General Studies = 14 Credit Units
(ix) Hausa = 40 Credit Units
(x) Any other Teaching Subjects = 36 Credit Units
164
Every student is required to do Teaching Practice and the credit recorded in
EDU 324. The Teaching Practice is to take place during the first semester of
300 Level.
8. PROJECT
Every student is required to write a Project in either Hausa or Education and the
credit recorded in EDU 323
The following subjects may be combined with Hausa at the N.C.E. level.
a. Any other Nigerian Language, Arabic, English or French.
b. Any Arts or Social Science subject as dictated by local needs.
c. Computer Studies.
165
COURSES AND STATUS
COURSE
CODES
COURSE TITLES CREDIT
UNITS
STATUS
YEAR 1 FIRST SEMESTER
HAUL
1
111 History and Development of the Hausa
Language
2 C
HAUL
1
112 Hausa Grammar 2 C
HAUL
1
113 The use of Hausa 2 C
HAUL
1
114 Introduction to Hausa oral and written
Literature
2 C
TOTAL 8
NCE1 - SECOND SEMESTER
HAUL
1
121 The Ajami form of writing Hausa. 2 C
HAUL
1
122 Hausa People and their Culture 2 C
HAUL
1
123 Methodology of teaching Hausa L1 2 C
HAUL
1
124 Introduction to General Linguistics. 2 C
TOTAL 8
HAUL
1
211 Phonetics/Phonology of Hausa 2 C
HAUL
1
212 Methodology of Teaching Hausa L1 2 C
HAUL
1
213 Morphology of Hausa 2 C
HAUL
1
214 Hausa Syntax 2 C
TOTAL 8
HAUL
1
221 Hausa Prose 2 C
HAUL
1
222 Translation (Theory and Practice) 2 C
HAUL
1
223 Hausa Oral Literature 2 C
HAUL
1
224 Hausa Occupations and Crafts. 2 E
TOTAL 8
TEACHING PRACTICE
SECOND SEMESTER
HAUL
1
311 Advanced Hausa Orthography 2 C
HAUL
1
312 Hausa Drama 2 C
166
HAUL
1
321 Hausa Poetry 2 C
HAUL
1
322 Varieties of Hausa 2 C
TOTAL 8
SUMMARY
Course Status Total
Elective Courses 02 Credit Units
HAUSA L
2
SYLLABUS
1. OBJECTIVES
At the end of the programme the student should:-
a) be able to understand clearly simple Hausa whether
spoken or written;
b) be able to reasonably express his/her thoughts and experiences in
simple spoken or written Hausa.;
c) be able to reasonably teach Hausa at Primary or Junior Secondary
levels in the absence of a trained L
1
teacher;
d) be able to pass the GCE O/Level in Hausa thereby laying a good
foundation for further studies in the language.
Candidates wishing to study Hausa L
2
need not to have had any previous
knowledge of the language but interest and must meet the normal minimum
admission requirements for the NCE programme as stipulated by the
appropriate authority.
3. FACILITIES FOR HAUSA L
2
Same as in HAU L
1
course
4. PERSONNEL
a) Same as in Hausa L
1
course.
b) Staff Exchange Programme.
Bilateral exchange of language lecturers for a one year duration between
Colleges offering L
2
programmes is a tested and viable option. This is
recommended.
167
5. MODE OF TEACHING
Same as in HAU L
1
course except that the native speakers of the target
language resident in the community where the college is located must be
fully utilized in language related programmes and activities.
a) Same as in HAU L
1
course.
b) Acculturation programme:
As part of the course requirement, students of this programme are expected
to spend a minimum of twelve weeks in an institution where the language is
spoken. The students are expected to live among the people, improving their
spoken skill through contact with native speakers as well as learning the
culture of the people.
They are also expected to spend their time teaching their Second Majors in
the cooperating institutions, usually Secondary Schools, which should
normally be in session during the period. The host state or cooperating
institutions have no financial commitments to the visiting students beyond
accommodation.
In addition to this, visits and other cultural activities are expected to be
organized for the students within the communities of native speakers of their
target language around the college location. The officially designated place
for Hausa immersion is the Federal College of Education, Kano.
Same as in HAU L
1
course.
8. PROJECT
Same as in HAU L
1
course.
Same as in HAU L
1
course.
168
NCE 1 ZANGON KARATU NA FARKO
COURSE
CODE
COURSE TITLES CREDIT(S) STATUS
NCE 1 ZANGON KARATU NA FARKO
HAU L
2
111 Sadarwa ta hanyar saurare da magana a
harshen Hausa
2 C
HAU L
2
112 Gabatar da rubutu da karatu a harshen Hausa 2 C
HAU L
2
113 Gabatar da tarihin Hausawa da aladunsu 2 C
NCE 1 ZANGON KARATU NA BIYU
HAU L
2
121 Cigaba da koyon sadarwa ta hanyar saurare
da Magana
2 C
HAU L
2
122 Cigaba da karatu da rubutu a harshen Hausa 2 C
HAU L
2
123 Cigaba da tarihin Hausawa da aladunsu 2 C
HAU L
2
124 Hanyar koyar da harshen Hausa a matsayin
harshe na biyu
2 C
HAU L
2
125 Samun damar cudanya da Hausawa don
lakantar harshen Hausa
2 C
NCE II ZANGON KARATU NA
FARKO
HAU L
2
211 Sadarwa a cikin harshen Hausa 2 C
HAU L
2
212 Karatu da rubutu a zurfafe 2 C
HAU L
2
213 Cigaba da tahihin Hausawa da aladunsu 1 E
HAU L
2
214 Hanyar koyarwa: koyon Hausa da kayan
koyarwa
1 C
NCE II ZANGON KARATU NA BIYU
HAU L
2
221 Cigaba da sadarwa a harshen Hausa 1 C
HAU L
2
222 Fassara 2 C
HAU L
2
223 Amfani da Kayan Koyarwa a aikace 1 E
HAU L
2
224 Gabatar da ilimin furuci da kaidojin rubutu 2 C
NCE III ZANGON KARATU NA
FARKO
GWAJIN AIKIN KOYARWA
NCE III ZANGON KARATU NA BIYU
HAU L
2
311 Zuzzurfar Sadarwa a Harshen Hausa 2 E
HAU L
2
312 Gabatar da nahawun Hausa 2 C
HAU L
2
313 Zube a adabin Hausa 2 C
169
HAU L
2
314 Wakoki a adabin Hausa 2 E
HAU L
2
321 Wasan kwaikwayo a adabin Hausa 2 E
HAU L
2
322 Cigaba da Fassara 2 C
HAU L
2
323 Cigaba da Hanyar koyarwa 2 C
SUMMARY
Course
Status
Total
Compulsory 34
Elective 8
Total 42
170
IGBO LANGUAGE (IGBO L
1
)
1. PHILOSOPHY
Modern man can hardly contemplate communal life without the instrument of
language. Performance in language, especially spoken language defines
personality. For the teacher, his credibility is almost entirely anchored on his
competence in communicating ideas and stimulating learning through his use of
language. Articulate and well-spoken teachers almost invariably win the hearts
and the respect of their students or pupils.
In relation to Nigerian languages, it is assumed that the mother tongue of the
child is closely related to the childs total growth and development i.e. cultural,
psychological, mental, etc. Teaching and learning in the mother tongue helps in
the quicker acquisition, retention, dissemination and use of knowledge in other
subjects.
Literature generally is known to be `language applied. It is known also to
embody the totality of the world-view of a people social and political
formations, culture, fears, anxieties, aspirations, etc. Studying a language
without its literature is known to be a serious disservice.
The NCE Programme in Igbo is designed to:
a) Equip the student with basic language skills of listening, speaking, reading
and writing in the current and approved orthography.
b) Teach the student the sounds, lexis and structure of the Igbo Language.
c) Expose the student to available oral and written literatures in the Igbo
language.
d) Teach, promote and preserve Igbo cultural heritage through the use of Igbo
Language.
e) Equip the student with the techniques and principles of teaching and
evaluating in the Igbo Language.
f) Motivate the student to apply the various language skills he has learnt to
further promote the development of Igbo Language through creative writing,
criticism, appreciation, socio-cultural activities, film making, song writing
etc.
g) Foster the use of Igbo Language as medium of instruction in schools
171
i. GENERAL
a. A Senior Secondary School Certificate (SSCE) NECO, G.C.E. `O
Level with passes in 5 subjects including English Language, three of
which must be at credit level at one sitting or four credits at two sittings
or 4 credits at two sittings. Two of the credits must be relevant to the
course the candidate wishes to offer. Credit/merit in English Language
and/or Mathematics may be required in some courses.
b) A Grade II Teachers (TC II) with credit or merit in three subjects, two
of which must be relevant to the course the student wishes to offer.
Credit and Merit in English Language and/or Mathematics may be a
Education, R.S.A. in City and Guides Intermediate Certificate, with the
d) Associationship Certificate in Education awarded by an approved
institution in Nigeria or abroad, is also an acceptable qualification.
e) Successful candidates in the Pre-NCE final examination who also take
and succeed in a selection examination organized by an accredited body
would also be qualified for admission.
f) All candidates wishing to be considered for admission must enroll for
and write the selection examination organized by an accredited body
such as JAMB.
g) It should be noted that some colleges may in addition to all of the
above, administer their own elimination tests and or interviews for
some courses. This is legitimate.
ii. ADDITIONAL
In addition to the general admission requirements for the NCE, candidates
wishing to major in Igbo must have a credit in the language at the
SSCE/NECO or GCE O Level. Candidates who have passed Pre-NCE Igbo
Examination may also be admitted.
172
4. FACILITIES
i) Classrooms: The Classrooms must be spacious enough and well
equipped. There should be no sharing of classroom to avoid clashes.
ii) Laboratories/Studios etc: A well-equipped language laboratory
capable of sitting at least 30 students must be installed.
iii) Staff Offices: Each Senior Academic Staff should have a comfortably
furnished office to himself/herself. There should also be an office
for support staff (typists, clerks) with relevant equipment, e.g.
computers, reproduction machines etc.
iv) Books in the College Library: There must be enough books to cover
all the areas of the subject to the ratio of one student to ten books.
Besides, there must be a well-equipped Departmental Library to
complement the College Library.
Other specialized facilities: Mini-museum or Culture room.
- A Computer with Igbo character/keyboard.
- Cassette recorders, tapes and batteries.
- Video tape recorders and Cassettes.
5. PERSONNEL
I. Academic Staff:
For effective teaching of Igbo as a single major, at least (8) academic
staff are required. Academic staff should hold, at least, a first degree
(second class lower) and a minimum teaching qualification of NCE.
Acquisition of a higher degree is an added advantage.
The Academic staff should be distributed thus:
a) Two lecturers for Igbo Language
b) Two lecturers for Igbo Literature
c) One lecturer for Igbo Culture
d) One lecturer for Igbo methodology
e) Two lecturers for Igbo linguistics
For effective teaching of L
1
and L
2
in one department, a minimum of 12
academic staff are required.
173
II. Non-Academic.
The following support staff are required
i. One Laboratory Technician
ii. One Computer Operator
iii. One Messenger
iv. One Clerical Officer
v. One Curator
6. MODE OF TEACHING
Various methods of teaching L
1
and L
2
appropriate to the topic should be
used. Tutorials and field trips should be carried out when necessary. The
native speakers of the Igbo language resident in the Community where the
College is located must be fully utilized in language related programmes and
activities.
All students of Igbo programme must earn
a) A minimum of 36 credits in Igbo Language
b) 36 credits from General Education
c) 14 Credits General Studies
d) 6 Credits Teaching Practice
e) 36 Credits Second Teaching subject
f) A total number of 128 Credit Units (minimum)
Every student is required to do Teaching Practice, and the credit earned
recorded under EDU 324. It would be convenient to dedicate the 1
st
semester
3
rd
year to TP. Expediently therefore the courses should be redistributed
such that the credit summation is retained.
9. PROJECT
Every student is required to write and submit a Project in either Igbo, second
teaching subject or Education and the credit earned recorded under EDU
323.
The possible combinations are:
174
a) Igbo /Theatre Arts
b) Igbo /English
c) Igbo /French
d) Igbo /Primary Education Studies
e) Igbo/Yoruba L
2
f) Igbo /Hausa
g) Igbo /CRS
h) Igbo /ISS
i) Igbo /Arabic
j) Igbo /Music
k) Igbo /Social Studies
l) Igbo /History
m) Igbo /Special Education (Special Areas such as SMR, SRE, SVH, SLD,
SHI, etc.)
n) Igbo/fine and applied Arts
o) Igbo/ PES
p) Igbo/ Economics
q) Igbo/ Political Science
r) Igbo/Inter science
s) Igbo/Special Education
t) Igbo/ Mathematics
u) Igbo /Computer Science
v) Igbo/Culture and Creative Arts
Igbo may also be combined with any other subject approved by the college.
175
NDINAYA
AFO KEMBU - SIMESTA KEMBU
YEAR 1 -1ST SEMESTER
COURSE
CODE
COURSE TITLES CREDITS STATUS
IGBOL
1
111 NSIRITOLI OMUMU IHE
ASUSU
2 C
IGBOL
1
112 NDUBA NA FONETIIKISI NA
FONOLOJI IGBO
2 C
IGBOL
1
113 NDUBA NA MOFOLOJI IGBO 1 C
IGBOL
1
114 NDUBA NUTOASUSU IGBO 1 C
IGBOL
1
115 IDE EDEMEDE NA
AGHOTAAZA
2 C
IGBOL
1
116 AGUGUALA NDI IGBO 1 E
2ND SEMESTER
IGBOL
1
121 USORO NKUZI 1 C
IGBOL
1
122 NDUBA NAGUMAGU ONU
IGBO
1 C
IGBOL
1
123 NDUBA NAGUMAGU IGBO E
DEREDE
1 C
IGBOL
1
124 NDUBA NA LINGWISTIIKI
IZUGBE
2 C
IGBOL
1
215 NDU NDIIGBO GBASATARA
OMENALLA HA/NJEMMUTA
1 E
YEAR II 1ST SEMESTER
IGBOL
1
211 ODINIGHA IGBO 1 C
IGBOL
1
212 MOFOLOJI IGBO II 1 C
IGBOL
1
213 UTOASUSU IGBO II 1 C
IGBOL
1
214 USORO NKUZI NA NKUZINTA 1 E
IGBOL
1
215 NDUBA NUSORO NCHOCHA 1 C
IGBOL
1
216 EWUMEWU NDI IGBO 2 E
SECOND SEMESTER
IGBOL
1
221 LINGWISTIIKI NA NKUZI
ASUSU
2 E
IGBOL
1
222 EJIJE IGBO 1 C
176
IGBOL
1
223 AKANKA IGBO 2 C
IGBOL
1
224 FILOSOFI NA EKPEMEKPE
NDI IGBO
1 E
IGBOL
1
225 OMUMU ABU IGBO NDI A
HOORO
2 C
YEAR III 1ST SEMESTER
IGBOL
1
311 IJI ASUSU IGBO: NKA
KATARA AHU EJI AGU ASUSU
IGBO
2 C
IGBOL
1
312 NSUGHARI NIGBO 2 C
IGBOL
1
313 OKWU AKPUNONU NA NDU
NDIGBO
2 C
SECOND SEMESTER
IGBOL
1
321 OLUNDI IGBO 2 C
IGBOL
1
322 FONETIKS NA FONOLOJI
IGBO KATARA AHU
2 C
IGBOL
1
323 MOFOLOJI NA UTOASUSU
KATARA AHU
2 C
IGBOL
1
324 PROJEKITI 2 C
IGBOL
1
325 EDEMEDE EKEREUCHE 2 C
177
IGBO L
2
1. PHILOSOPHY
Modern man can hardly contemplate communal life without the instrument of
language. Performance in language, especially spoken language defines
personality. For the teacher, his credibility is almost entirely anchored on his
competence in communicating ideas and stimulating learning through his use
of language. Articulate and well spoken teachers almost invariably win the
hearts and the respect of their students or pupils.
In relation to Nigerian languages, it is assumed that the mother-tongue of the
child is closely related to the childs total growth and development i.e.
cultural, psychological, mental, etc. Teaching and learning in the mother-
tongue helps in the quicker acquisition, retention, dissemination and use of
knowledge in other subjects.
Literature generally is known to be `language applied. It is known also to
embody the totality of the world-view of a people social and political
formations, culture, fears, anxieties, aspirations, etc. Studying a language
without its literature is known to be a serious disservice.
At the end of the programme, students of Igbo L
2
should be able to:
a) Understand clearly simple Igbo whether spoken or written.
b) Reasonably express their own thoughts and experiences in simple
spoken or written Igbo
c) Reasonably teach Igbo at the Primary and Junior Secondary School
levels, in the absence of a trained Igbo L
1
teacher.
d) Acquire sufficient proficiency in the language to pass NCE and to
pursue further studies in the language.
I. GENERAL
a) A Senior Secondary School Certificate (SSCE) NECO, G.C.E. `O Level
with passes in 5 subjects including English Language, three of which
must be at credit level at one sitting or four credits at two sittings or 4
credits at two sittings. Two of the credits must be relevant to the course
178
the candidate wishes to offer. Credit/merit in English Language and/or
Mathematics may be required in some courses.
b) A Grade II Teachers (TC II) with credit or merit in three subjects, two of
which must be relevant to the course the student wishes to offer. Credit
and Merit in English Language and/or Mathematics may be a
Education, R.S.A. in City and Guides Intermediate Certificate, with the
d) Associationship Certificate in Education awarded by an approved
and write the selection examination organized by an accredited body such
as JAMB.
g) It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and or interviews for some
courses. This is legitimate.
II. ADDITIONAL
Candidates wishing to study Igbo L
2
need not have any previous knowledge
of the language, but must have INTEREST in studying it.
4. FACILITIES
i) Classrooms: The Classrooms must be spacious enough and well
equipped. There should be no sharing of classroom to avoid clashes.
ii) Laboratories/Studios etc: A well-equipped language laboratory capable
of sitting at least 30 students must be installed.
179
iii) Staff Offices: Each Senior Academic Staff should have a comfortably
furnished office to himself/herself. There should also be an office for
support staff (typists, clerks) with relevant equipment, e.g. computers,
reproduction machines etc.
iv) Books in the College Library: There must be enough books to cover all
the areas of the subject to the ratio of one student to ten books. Besides,
there must be a well-equipped Departmental Library to complement the
College Library.
Other specialized facilities: Mini-museum or Culture room.
- A Computer with Igbo character/keyboard.
- Cassette recorders, tapes and batteries.
- Video tape recorders and Cassettes.
5. PERSONNEL
I. Academic Staff:
The same number of staff required for Igbo L
1
is also meant for Igbo L
2
.
Staff exchange programme for a one year duration is recommended.
OTHERS
The support staff required for Igbo L
1
are also to serve for Igbo L
2
6. MODE OF TEACHING
Straight for language Approach (Immersion) should be considered.
Also, the native speakers of the target language resident in the College
environment must be fully utilized in preparatory acculturation activities.
7. GRADUATION REQUIREMENT: Same as in L
1
Acculturation Programme
In partial fulfillment for graduation, students of this programme would
undergo a language immersion programme in a designated centre of
excellence for a minimum period of twelve weeks.. The students would live
among the people; improving upon their speaking skills through contact with
the native speakers and so inculturate in the Igbo cosmology as mirrored in
the Igbo language and its regional variants.
180
They are also expected to spend this time teaching their second majors in co-
operating institutions, usually Secondary Schools, which would normally be
in session during the period. The host state and co-operating institutions
have no financial commitments to the visiting students beyond
accommodation. However, the students could be assisted in whatever way
the host may deem capable. In addition, other cultural activities would be
organized for students within the communities of the native speakers during
the acculturation programme.
Every student is required to do Teaching Practice and the credit earned is
recorded under EDU 324. It would be convenient to dedicate the 1
st
semester
3
rd
year to TP. Expediently therefore, the courses should be redistributed
such that the credit summation is retained.
9. PROJECT
Every student is required to write a project in either Igbo or Education, and
the credit earned is recorded under EDU 323.
The possible Combinations are:-
a) Igbo Theatre Arts
b) Igbo /English
c) Igbo /French
d) Igbo /Primary Education Studies
e) Igbo/Yoruba L
2
f) Igbo /Hausa
g) Igbo /CRS
h) Igbo /ISS
i) Igbo /Arabic
j) Igbo /Music
k) Igbo /Social Studies
l) Igbo /History
m) Igbo /Special Education (Special Areas such as SMR, SRE, SVH,
SLD, SHI, etc.)
n) Igbo/fine and applied Arts
o) Igbo/ PES
p) Igbo/ Economics
181
q) Igbo/ Political Sciences
r) Igbo/Inter science
s) Igbo/Special Education
Igbo may also be combined with any other subject approved by the college.
182
YEAR 1 -1ST SEMESTER
COURSE
CODE
COURSE TITLES CREDITS STATUS
IGBOL
2
111 NKA NZIRITEOZI ONU I 2 C
IGBOL
2
112 NDUBA NA NKA ONUNU NA
ODIDE
2 C
IGBOL
2
113 NDUBA NOMENALA NA
EWUMEWU IGBO
2 E
IGBOL
2
114 NDUBA NUTOASUSU IGBO 2 C
SIMESTA KEABUO
IGBOL
2
121 NKA NZIRITEOZI ONU II 2 C
IGBOL
2
122 NKA OGUGU NA ODIDE I 2 C
IGBOL
2
123 MMULITE AGUGUALA NA
OMENALA IGBO
2 E
IGBOL
2
124 USORO NKUZI IGBO I 2 C
IGBOL
2
125 ORU MBARA NA NNABATA
OMENALA
2 C
AFO KEABUO - SIMESTA
KEMBU
IGBOL
2
211 NKA NZIRITEOZI ONU III 2 C
IGBOL
2
212 NKA OGUGU NA ODIDE II 2 C
IGBOL
2
213 AGUGUALA NA OMENALA
IGBO
2 E
IGBOL
2
214 USORO NKUZI IGBO II 2 C
IGBOL
2
215 USORO NCHOCHA NIGBO 1 E
SIMESTA KEABUO
IGBOL
2
221 NKA NZIRITEOZI ONU IV 2 C
IGBOL
2
222 NSUGHARI 2 C
IGBOL
2
223 NWAPUTA 2 C
IGBOL
2
224 NDUBA NA FONOLOJI NA
NSOROEDIDE
2 C
IGBOL
2
225 AGUMAGU IGBO 2 C
AFO KEATO - SIMESTA
KEMBU
IGBOL
2
311 NKA NZIRITEOZI KATARA 2 C
183
AHU NIGBO
IGBOL
2
312 MMULITE UTOASUSU IGBO 2 C
IGBOL
2
313 ODINIGHA IGBO 2 E
IGBOL
2
314 ABU IGBO 2 E
SIMESTA KEABUO
IGBOL
2
321 EJIJE IGBO 2 E
IGBOL
2
322 NSUGHARI II 2 C
IGBOL
2
323 EDEMEDE EKEREUCHE 2 C
IGBOL
2
324 PROJEKTI 2 C
184
LAPA
T IS YORB E
2
(ELD KEJI)
1. M JNL-R
f nira d fn nyn de-n lti ron lr gb-ay bgbp ls r l
d nn r.
mdl, pp r -enu sso ni sfihn bd dm d nyn. N ti
olk, gbkl nn r r m mse r nn ffi ye yni ti ggn ni n ks
lr k npa b se lo d. won olk t r d sk lenu won, t wn s
mo r gb kal ti fre fa gbogbo m nfs won akk won tn, w
s w fn pl lti odo won.
N ti r won d Njr, a tnm-n p d abnib omo r mo ohun
gbogbo t je mo dgbsk ti tswj omo b.a. r s, r ajems -
okn, r ajems opolo, abbl. Kkni ti gbgb k n d abnib ma
ranni lw lti tt n m, m m p lr, tan m k ti lti se ml m
b fn won k is mrn.
Ltrs ni a m s l d. A s tn mo p tn se kn gbogbo oj-m-
wy won ran (nyn kan) t wjo ti sl, s, r, klkn, nyn
abbl. K a ni m npa d kan l nn ltrso r j is t bur j.
Kk d Yorb gg b d kknteni y mu loswj b skan orl-
d.
2. RNGB
Lyn k, won akk gbd ti le mo won nnkan wny:
o n m lr d Yorb yl n sso ni tb kko sl
o m b y se ma gbe r ti rr r kal ni sso ti kko d Yorb
o ti l k ni n pele B1 B6 tb B7 B9.
o ti ni m t gbwn lti l tswj nn dnilk d kknteni
3. LN GBANIWOL - K
1. LN FN GBOGBOGB
a) w r skdr pele kej t a m s (SSCE) Wk/Nk, Jsii.
gbd ni is mrn-n t ps nn y t d Gs gbd w nb, mta
nn won is b gbd j y t w n pele Krdt tb Krdt mrin
n jk mej.
b) w r olk onp kej t ni is t w n pele Krdt tb mrt, nn
is mta.
185
d) w r gb nn k slm t j t jo National Board for Arabic and
Islamic Studies (NBIAS), Ahmadu Bello University, Zaria.
e) O ye k a mo p o see se k won Klj tn n won ln mrn p mo
gbogbo won t a ti l s k y, b i k won se dnw rp ti
frwnilnuw nn won ks kan. y b fin mu.
II. FIKN
Asdnw-wol ti o ba fe ko k Yorb L
2
l ma ni m kankan nn d
y, sgbn gbd ni gbogbo ohun ti ye fn ln gbaniwol k ti N -SI,
gg b jo alse b ti l sl.
4. WON OHUN ML
Gg bi t won eld gan-an
i) Yr kk: won yr kk gbd t ly, k won s ni nnkan am-
kk rorn dada.
ii) won yr-fro -kd/std abbl. Yr-fro -kd t kn fn gbogbo
ohun l kd jbujbu, t s l gba akk bi ogbn lkan n ni o
gbd w ni sep.
iii) fs fn won ss: kkan won olk gb ni gbd ni fs t a se
ls dada. won fs n gbd w fn won olk yk n. B n
ni fs gbd w fn won ss asrnw (atw, jse) pl won irins t
ye b.a. ro tw, eroja r -tw-lp -yanturu, ro knpt pl gbogbo
y ml ti ohun l r.
iv) won w n il kw klj. won w gbd wa dada lr gbogbo ka
t is n pka d, b s ni akk kan gbd ni nfn s w mw n
bmu pl t ln fiywy. w, ka m k tn gbd ni il kw tir
t kn fn w tmtmu lti ba l kn il kw klj lw.
won ml knn: Il sura snby albd tb yr s.
tka won ro:
- Kpt t o ni bl r lt Yorb,
- won ro kast gbohnsl, won fnrn gbohnsl t won j ffo,
k btr
- ro fd ti won fnrn fd kst
186
5. WON SS
i) won ss t wn j olk: kr tn, a gbd n olk mf (6) fn t
k kls jb-N-SI ti N -SI.
Olk mj fn d Yorb
Olk mj fn Ltrso Yorb
Olk kan fn s
Olk kan fn ogbn kni n Yorb
sir agbra fiyewye won olk gbd w n bmu pl gbdke iye
olk t ye k w.
N fikn, pspro won olk d fn odn kan lrin won klj
ti won ti n k k L
2
j nnkan ti tn ti s n yorsrere.
ii) won ss t k se olk (fs ka m k tb ti Olr ka m k)
fs ka m k tb Olr ka m k a nl won w wny:
- Onse n kan ni yr-fr-kd
- Atw kan onimo ro kpt
- js kan
- ss akw kker
- won alkso gb mj
6. N KNI
Orsrs ogbn kni t ye fn kk L
2
ni a gbd l fn or-or kkan
b ti ye. yiri kk or-r k t ti koj w ati rrin rn-j knilk ye n sse
ni gbogbo gb t ye. won omo abnib eld Yorb ti wn gbe ni wjo ibi t
klj n fd sol s, n a gbd je nfn won dada nn k y.
7. WON LN KKGBOY
Krdt t kr j lo fn kkgboy jde:
Ks lr m k: dwn e yo 36
Ks lr m k Gbogbo (JIIES): dwn eyo 14
Ks lr t kmo -n-w-: dwn eyo 6
Ks lr Yorb: dwn eyo 36
Is k kni kej: dwn eyo 36
dwn eyo 128
8. T KMO-N-W-
Akk kkan ni gbd lw nn t kmo -n-w-, krdt t b s
gb ni a gbd ko s ab EDU 324
187
9. IS KNSE
Akk kkan ni gbd ko is knse lr Yorb, is k kni kej tb
lr m k, s gbodo fi is knse n sl fn mk, ti p krdt t o b s
10. SOP IS
won is kni mj ni tn kan m is k m. won sop is t l w
n:
a) Yorb/Theatre Arts
b) Yorb/English
d) Yorb/French
e) Yorb/Primary Education Studies (PES)
e) Yorb/Igbo E
1
, E
2
f) Yorb/Hausa E
1
, E
2
g) Yorb/CRS
h) Yorb/ISS
i) Yorb/Arabic
j) Yorb/Music/CCA
k) Yorb/Social Studies
l) Yorb/Adult Education
m) Yorb/ Special Education (won Eka Ptk bi: SMR, SRE, SVI, SLD,
SGT, etc).
II) LAPA T K FARAMOL
Gg b ara ln ks y, won akk ti won w lb t k y ni o
gbod lo s mjl (os meta) kr tn ni wjo ti a ti so d y. won
akk n s gbod gbe lrin won nyn wjo n, won s gbod m tswj
b mse nn sr enu won npa josep pl won eld, k wn s tn m npa
s won nyn n. A gbod se ks y ni wjo ti a ti n so Yorb, b dra j
t b j l y.
188
LN KS YORB B1 L
2
PJWE TI IP
KS KD ODN KNN SIMST KNN KRDT IP
YOR
2
111 mse bnisr ni Yorb I 2 C
YOR
2
112 w Kk ti w Kko I 2 C
YOR
2
113 tum d I 2 C
YOR
2
114 fikra sogb ni Yorb I 2 E
ODN KNN SIMST KEJ
YOR
2
121 mse bnisr ni Yorb II 2 C
YOR
2
122 w Kk ti w Kko II 2 C
YOR
2
123 tum d II 2 C
YOR
2
124 Ogbn kni n Yorb I 2 C
YOR
2
125 t k finimol 2 C
ODN KEJ SIMST KNN
YOR
2
211 mse bnisr ni Yorb III 1 C
YOR
2
212 w Kk ti w Kko III 2 C
YOR
2
213 tn rso Yorb 2 C
YOR
2
214 Ogbn kni n Yorb II 1 C
YOR
2
215 Ew Yorb 2 C
ODN KEJ SIMST KEJ
YOR
2
221 mse bnisr ni Yorb IV 2 E
YOR
2
222 w Kk ti w Kko IV 2 E
YOR
2
223 Fonlj pl Yorb 2 C
YOR
2
224 fikra sogb ni Yorb II 1 C
YOR
2
225 tn ti s Yorb I 1 C
ODUN KETA SIMESITA KIINI
(KOMO N WO O)
ODN KETA SIMST KEJ
YOR
2
321 fikra Is Yorb 1 E
YOR
2
322 Grm pl Yorb 2 C
YOR
2
323 Er-onse 2 C
YOR
2
324 fikra sogb ni Yorb III 1 C
YOR
2
325 tn ti s Yorb II 1 E
YOR
2
326 Is knse/Edu 323 2 C
189
KYS - TPAL: Krdt 36 n a nl lti fi gboy jde
Ks dandan-low-or: Krdt = 33
Ks on-ss-rr: Krdt = 8
pap = 41
LAPA
T IS YORB E
1
(ELD KNN)
1. M JNL-R
f nira d fn nyn de-n lti ron lr gb-ay bgbp ls r l d
nn r.
mdl, pp r-enu sso ni sfihn bd dm d nyn. N ti olk,
gbkl nn r r m mse r nn ffi ye yni ti ggn ni n ks lr k
npa b se lo d. won olk t r d sk lenu won, t wn s mo r gb
kal ti fre fa gbogbo m nfs won akk won tn, w s w fn pl lti
odo won.
N ti r won d Njr, a tnm-n p d abnib omo r mo ohun gbogbo t
je mo dgbsk ti tswj omo b.a. r s, r ajems-okn, r ajems
opolo, abbl. Kkni ti gbgb k n d abnib ma ranni lw lti tt n m,
m m p lr, tan m k ti lti se ml m b fn won k is mrn.
Ltrs ni a m s l d. A s tn mo p tn se kn gbogbo oj-mwy
won ran (nyn kan) t wjo ti sl, s, r, klkn, nyn abbl.
K a ni m npa d kan l nn ltrso r j is t bur j.
2. RNGB
lapa t is N-SI fn d Yorb ni a gb kal lti
1. j k won akk n m lr won mse pl nn fetsl, r-sso,
w-kk ti w kko ni bmu pl ln kot de-n;
190
2. gbn won akk n ks lti sfihn m mdl, npa llo d Yorb
nn is nkw altind, is-on bnisr ti t bnisr ryn;
3. k won akk ni y m d-d Yorb b won r, r ontum dm
ti hun d Yorb.
4. j k won akk m npa won ltrs alohun ti pilko t w ni d
Yorb.
5. j k won akk n ye npa s onyebye t j ti ran Yorb
6. j k won akk m t ln ti n ti a fi l lo d Yorb bi d kni
fn t k pl 1 3.
7. j k won akk n m lr t ln ti n kni ni d Yorb; ti
8. lti j k won akk n ye t o ye lr n t a fi fi kn m eni npse is
wd (swd)
3. LN GBANIWOL - K
1. LN FN GBOGBOGB
a) w r skdr pele kej t a m s (SSCE) Wk/Nk, Jsii.
gbod ni is mrn-n t ps nn y t d Gs gbod w nb, mta
nn won is b gbod j y t w n pele Krdt n jk kn, tb
Krdt mrin n jk mej.
Mj nn won Krdt n ni o gbod ni nnkan se pl ks t asdnw-
wol f yn ly.
b) w r olk onp kej t ni is mta t w n pele Krdt tb mrit,
ti pe mj nn r gbod ni nnkan se pl ks t asdnw-wol f yn
ly.
d) w r ss t a gba ni il k t joba fn lse tb lti k-hn ni o tn j
twgba.
e) w r gb nn k rbk ti slm t j t, A.B.U n Zaria tn j
twgba.
191
e) Gbogbo asdnwo-wol t b f k won gbr won r fn gbaniwol-k,
gbod forko sl, k o s se dnw figbaniwol t won jo ti a fn lse
st gg b jo Jb.
f) won asdnw-wol t o yege nn dnw, sekgb kls jb-N-
SI n a ni nfn ti wol.
g) O ye k a mo p o see se k won Klj tn n won ln mrn p mo
gbogbo won t a ti l s k y, b k won se dnw rp ti
frwnilnuw nn won ks kan.
II. FIKN
N fikn s ln fn gbaniwol-k N-SI fn gbogbogb, won
asdnw-wol ti o ba fe fi Yorb se ojlw is gbod ni Krdt nn d n
ni pele w r Jsii, w r skdr pele kej t Wk tb Nk.
Asdnw-wol t ni mrt nn w r onp kej n tn l wol. won
asdnw wol t won t yege nn dnw sewol ni kls jb- N-SI n
ni a tn l gb wol. won asdnw t w r won k twon t, sgbn t o w ni
bmu pl w r gbaniwol s kls jb N-SI ni a l gba fn Yorb E
1

ni kls jb N-SI.
4. WON OHUN ML
i) Yr kk: won yr kk gbd t, ly, k won s ni nnkan am-
kk rorn dada.
ii) won yr-fro-kd/std abbl. Yr-fro-kd t kn fn gbogbo
ohun l kd jbujbu, t s l gba akk b ogbn lkan n ni o
gbd w ni sep.
iii) fs fn won ss: kkan won olk gb ni gbd ni fs t a se
ls dada. won fs n gbd w fn won olk yk n. B n
ni fs gbd w fn won ss asrnw (atw, jse) pl won irins t
ye b.a. ro tw, r-tw-lp-yanturu, ro kpt pl gbogbo y
ml ti ohun l r.
iv) won w n il kw klj. won w gbd wa dada lr gbogbo ka
t is n pka d, b s ni akk kan gbd ni nfn s w mw n
bmu pl t ln fiywy. w ka m k tn gbd ni il kw tir
t kn fn w tmtmu lti ba l kn il kw klj lw.
192
v) won ml knn: Il sura snby albd tb Yr s.
vi) ro fd, telifsn, won fnrn fd t a ti gba won er-ontn, orin bl
ti ew Yorb s ti won fnrn fd ti k ni nnkankan lr, ni gbod w
nl fn l.
vii) tka won ro:
- Kpt t o ni bl r lt Yorb, won ro kast gbohnsl, won
fnrn gbohnsl t won j ffo, k btr, won ro fd ti won
fnrn fd kst.
5. WON SS
i) won ss t wn j olk: kr tn, a gbd n olk mjo (8) fn t
k kls jb-N-SI ti N-SI.
Olk mta fn d Yorb
Olk mta fn Ltrso Yorb
Olk kan fn s
Olk kan fn ogbn kni n Yorb
won olk gbod ni oy jnl Em e pl w r kni:
Akiyesi: sir agbra fiyewye won olk gbd w n bmu pl
gbdke iye olk t ye k w.
fiyewye akk t o ye k o je 1:25 tb 1: 50 b ti ye.
ii) won ss t k se olk (fs ka m k tb ti Olr ka m k)
fs ka m k tb Olr ka m k a ti nl won w wny:
- Onse n kan ni yr-fr-kd
- Atw kan
- js kan
- ss akw kker
6. N KNI
Orsrs ogbn kni t tn s or-or kan ni a gbd l. yiri kk or-
r k t ti koj w ati rrin rn-j knilk ye n sse ni gbogbo gb t
ye.
7. WON LN KKGBOY
Krdt t kr j lo fn kkgboy jde:
Ks lr m k: dwn e yo 36
193
Ks lr m k Gbogbo (JIIES): dwn e yo 14
Ks lr t kmo-n-w-: dwn e yo 6
Ks lr Yorb: dwn e yo 36
Is k kni kej: dwn e yo 36
dwn eyo 128
8. T KMO-N-W-
Akk kkan ni gbd lw nn t kmo-n-w-, krdt t b s
9. IS KNSE
Akk kkan ni gbd ko is knse lr Yorb, is k kni kej tb
lr m k, s gbodo fi is knse n sl fn mk, ti p krdt t o
b s gb ni a gbd ko s ab EDU 324
10. SOP IS
won is kni mj ni tn kan m is k m. won sop is t l w
n:
a) Yorb/Theatre Arts
b) Yorb/English
d) Yorb/French
e) Yorb/Primary Education Studies (PES)
e) Yorb/Igbo E
1
, E
2
3) Yorb/Hausa E
1
, E
2
4) Yorb/CRS
5) Yorb/ISS
6) Yorb/Arabic
7) Yorb/Music/CA
8) Yorb/Social Studies
9) Yorb/Adult Education
10) Yorb/Education (won Eka Ptk bi: SMR, SRE, SVI, SLD,
SGT, etc).
194
PJWE TI IP
KOL KS
KS KD ODN KNN SIMST
KK
KRDT IP
YOR
1
111 kot Yorb 2 C
YOR
1
112 lo d Yorb 1 C
YOR
1
113 fr s Ltrs Alohn 2 C
YOR
1
114 m Syns ti ro Yorb 2 E
YOR
1
115 tn ti s Yorb 1 C
ODN KNN SIMST KEJ
YOR
1
121 Moflj Yorb 1 C
YOR
1
122 Fntk Yorb 2 C
YOR
1
123 fr s Ltrs pilko Yorb 2 C
YOR
1
124 Ogbn kni n Yorb I 2 C
YOR
1
125 k Abnib Yorb 1 E
ODN KEJ SIMST KK
YOR
1
211 Grm Yorb I 2 C
YOR
1
212 Fonlj Yorb 1 C
YOR
1
213 Er-onse pilko 2 C
YOR
1
214 Ogbn kni n Yorb II 2 C
YOR
1
215 gb-ay ti wjo Yorb 1 E
ODN KEJ SIMST KEJ
YOR
1
221 Grm Yorb II 2 C
YOR
1
222 gbyw is -on Ltrs ti m
sowl-d
2 C
YOR
1
223 tn rso pilko Yorb 2 C
YOR
1
224 Ogbn swad n Yorb 1 C
YOR
1
225 ka-d Yorb 1 E
ODUN KETA SIMESITA AKOKO
(KOMO-N-WO-O)
ODN KETA SIMST KEJ
YOR
1
321 tum d 1 C
YOR
1
322 rko ti ky 1 C
YOR
1
323 Ew pilko ti won Akw
Yorb
2 C
YOR
1
324 Is-gbgbr lr Ltrs Alohn
Yorb
1 E
YOR
1
325 fikra se Yorb 1 C
195
YOR
1
326 Is nkw Altind 2 E
YOR
1
327 Is knse/Education 323 2 C
KYS - TPAL: Krdt 36 n a nl lti fi gboy jde
Ks dandan-low-or: Krdt = 32
Ks on-ss-rr: Krdt = 08
pap = 40
196
FULFULDE LANGUAGE L
1
SYLLABUS
10. OBJECTIVES
In addition to the earlier stated general aims and objectives of teaching
Languages, teaching Fulfulde as L1 at the NCE level aims at achieving the
following:
i) Equip the student teachers with the basic skills of listening, speaking,
reading and writing Fulfulde.
ii) Prepare them adequately for the task of teaching Fulfulde at both the
Primary and Junior Secondary School level.
iii) Expose the student teachers to the rich socio-cultural and political lives of
the speakers of the language.
iv) Help stimulate their creativity in Fulfulde.
i) General
h. A senior Secondary Certificate (SSC) NECO or GCE O level with passes
in 5 subjects include English Language, three of which must be at credit
level at one sitting or four credit at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer. Credit in English and/or
Mathematics may be required in some courses.
i. A Grade II Teachers Certificate (RC II) with credit or merit in three
to offer. One Credit/Merit in English language and/or Mathematics may be
required in some courses.
j. For candidates wishing to offer courses in Vocational and Technical
education, R.S.A. or City and Guilds Intermediate Certificate coupled with
credit/merit in at least four subjects are acceptable qualifications.
k. Associateship Certificate in Education awarded by an approved institution
in Nigeria or abroad is also acceptable as qualification.
l. All candidates wishing to be considered for admissions must enroll for and
write the selected examination organized by an accredited body such as
JAMB.
197
m. Successful candidates in Pre-NCE final examinations who also take and
succeed in a selection examination organized by an accredited body are
n. It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and or interviews for some courses.
This is legitimate.
- Additional
12. A credit or merit in any other Nigerian Language at the SSC,
WAEC/GCE (O/L) NECO or Teachers Grade II Certificate or SISC plus
any other requirements applicable to NCE Programmes. A credit in
English language/literature is strongly recommended.
13. Candidates who do not have a credit in the language may be
admitted into the one-year preliminary programme, provided they meet the
Pre-NCE entry requirements.
14. Waiver: A pass in mathematics is also acceptable.
12. FACILITIES
In order to facilitate a good teaching/learning environment, the following
facilities are required:
(vi) Classrooms
Adequate number of fully furnished Classrooms, Lecture halls/theatres must
be provided for seminars, group discussions etc.
(vii) Laboratories/Studios
The use of language laboratory for all practical aspects of the language
cannot be over-emphasized. It is therefore compulsory for all lecturers and
students to make effective use of these laboratory facilities. Thus, a well-
equipped language laboratory capable of sitting at least 30 students must be
installed. A multi media projector is essential.
198
(viii) Staff Offices
Each senior member of staff should have a comfortably furnished office to
himself/herself. There should also be an office for supporting staff
(Typist/Clerk) with relevant equipment e.g. Computers, reproduction
machines, etc.
(ix) Books in the Library
There must be enough books in the college/departmental library to cover all
areas of the subject to the ratio of one student to ten books.
(x) List of Equipment
a) Fully equipped Language Laboratory
b) Audio-Visual equipment such as films, slides, recorders, television
sets, cable Satellite, Video and relevant cassettes etc.
c) Computer sets with Fulfulde software,
i) PERSONNEL
i. Academic
Fulfulde studies at NCE level cover four main areas i.e. Language,
Literature, Culture and Fulfulde Teaching Methodology. The minimum
number of lecturers required is four (4). Teaching personnel versed in each
of these four areas must possess at least B.A., B.A. Ed second class lower
division.
ii) Others
a) Fulfulde typist
b) Laboratory Technician
c) Messenger
iii) MODE OF TEACHING
The medium of instruction for Fulfulde at all levels will be Fulfulde/English.
Various methodology approaches should be employed during formal sessions
e.g. lectures, discussions, dramatization, etc.
iv) GRADUATION REQUIREMENT
The minimum number of credits required for the award of N.C.E. (Fulfulde)
certificate shall be as follows:
199
(xi) General Education = 36 Credit Units
(xii) Teaching Practice = 6 Credit Units
(xiii) General Studies = 14 Credit Units
(xiv) Fulfulde = 36 Credit Units
(xv) Any other Teaching Subjects = 36 Credit Units
v) TEACHING PRACTICE
Every student is required to do Teaching Practice and the credit recorded in
EDU 324. The Teaching Practice is to take place during the first semester of
300 Level.
vi) PROJECT
Every student is required to write a Project in either Fulfulde or Education
and the credit recorded in EDU 323
vii) SUBJECT COMBINATION
The following subjects may be combined with Fulfulde at the N.C.E. level.
d. Any other Nigerian Language, Arabic, English or French.
e. Any Arts or Social Science subject as dictated by local needs.
f. Computer Studies.
200
COURSES AND STATUS
COURSE
CODES
COURSE TITLES CREDIT
UNITS
STATUS
YEAR 1 FIRST SEMESTER
FLS
1
111 History and Development of the
Fulfulde Language
2 C
FLS
1
112 Fulfulde Grammar 2 C
FLS
1
113 The use of Fulfulde 2 C
FLS
1
114 Introduction to Fulfulde Oral and
written Literature
2 C
TOTAL 8
NCE1 - SECOND SEMESTER
FLS
1
121 The Ajami form of written Fulfulde. 2 C
FLS
1
122 Fulfulde Culture 2 C
FLS
1
123 Methodology of teaching Fulfulde I 2 C
FLS
1
124 Introduction to General Linguistics. 2 C
TOTAL 8
FLS
1
211 Phonology of Fulfulde 2 C
FLS
1
212 Methodology of Teaching Fulfulde II 2 C
FLS
1
213 Morphology of Fulfulde 2 C
TOTAL 6
NCE II - SECOND SEMESTER
FLS
1
221 Fulfulde Prose 2 C
FLS
1
222 Translation (Theory and Practice) 2 C
FLS
1
223 Fulfulde Composition 2 E
FLS
1
224 Fulfulde Occupation and Crafts. 2 C
TOTAL 8
201
TEACHING PRACTICE
SECOND SEMESTER
FLS
1
311 Fulfulde Syntax 2 C
FLS
1
312 Fulfulde Drama 2 C
FLS
1
321 Fulfulde Poetry 2 C
FLS
1
322 Fulfulde Dialectology 2 C
TOTAL 8
SUMMARY
Course Status Total
Elective Courses 02Credit Units
202
SCIENCES
NCE BIOLOGY
1. PHILOSOPHY
The curriculum is designed to produce knowledgeable, highly motivated, professional
and effective teachers of biology who will be able to develop in students an appreciation
and understanding of biological process and principles. The programme is also designed
to develop confidence in the biology teacher and enhance his ability to adapt to the
changing situations in science and the technologically oriented society.
2. OBJECTIVES
At the end of the programme, N.C.E. teacher will be able to:
i) view biology as a process of inquiry into the living world;
ii) critically analyse the activities of living things in their environment;
iii) demonstrate practical skills in handling scientific apparatus;
iv) demonstrate excellence and professional competence in teaching secondary
school biology;
v) include positive scientific attitudes and values in the society and promote positive
disposition towards biology, science and the scientific enterprise;
vi) apply concepts and methods acquired in the course in new areas of study and in
everyday situations;
vii) make a successful career in biology teaching;
viii) Successfully undertake a B.Ed/B.Sc (Ed) degree programmes.
a) A Senior Secondary School Certificate (SSSC) (of NECO or WAEC) or G.C.E.
O Level with a minimum of 5 credit including English Language, Mathematics,
Biology and any two relevant science subject which must be either of these
subjects Chemistry, Physics, Geography, Agric-Science, Health Education.
b) A Grade II Teachers Certificate (TC II) with credit or merit in three subjects, two
of which must be relevant to the course the candidate wishes to offer.
c) Associate Certificate in Education awarded by an approved institution in Nigeria
or abroad, is also an acceptable qualification.
d) Successful candidates in the Pre-NCE final examinations or credit pass in JAMB
examination organized by an accredited body would be qualified for admission.
e) All candidates wishing to be considered for admission must enroll for and write
the selection examination organized by an accredited body such as JAMB.
203
f) It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and or interviews for some courses. This is
legitimate.
ADDITIONAL REQUIREMENT
Pre-NCE candidates should have a minimum of D grade before transiting to read Biology
at NCE proper.
4. FACILITIES
i) LABORATORY SPACE
There should be at least three general laboratories for each level (of about 7.5m
2
), each large
enough to accommodate not less than forty students. The following auxiliary facilities should
also be provided:
- Biological garden (botanical and zoology);
- Museum;
- Aquarium;
- Herbarium;
There should also be a stock room and preparation room adjacent to the laboratory.
ii) Lecture Hall: There should be at least three lecture halls each of which is large enough to
accommodate sixty students. Public address system and an overhead projector should be
provided in the large halls.
STAFF OFFICES
The comfort of teaching staff must be taken into consideration. Ideally, there should be an office
per lecturer. The office should be equipped with bulletin boards, book shelves, seats for at least
three visitors and standard furniture. There should also be an office for support staff with
relevant equipment.
a) Staff Common Room - There should be a big general office with adequate furniture to
comfortably accommodate all the staff of the biology department.
b) HODs Office - This should be fully furnished with adequate convenience and file
cabinets.
iv. Books in the Library: There must be enough books to cover all the areas of the subject to the
ratio of one student to ten books in the department and college library.
v. EQUIPMENT AND MATERIALS
S/ DESCRIPTION QUANTITY REQUIRED
a) Models and charts
1. Skeletal System 1
2. Muscular System 1
3. Brain and Nervous System 1
4. Circulatory System 1
5. Digestive System 1
204
6. Eye and Vision 1
7. Ear 1
8. Skin and Excretory Organs 1
9. Genetic Modes 4
S/ DESCRIPTION QUANTITY REQUIRED
b) EQUIPMENT AND CONSUMABLES
10. Hand lenses
11. Microscopes 40
12. Incubator/Sterilizer 20
13. Autoclave (Portable) 1
14. Balances 3
15. Hot Plates 3
16. Refrigerator 1
17. Water Filter 1
18. Hygrometer 1
19. Drying Oven (30
oc
120
oc
) 1
20. Microtone/Stage micrometer 1
21. Automatic Tissue Processor 1
22. Centrifuge 4
23. Herbarium Cabinet 1
24. Herbarium Index Boxes 9
25. Air Pumps 2
26. Photometer 6
27. Kymograph 2
28. Dissecting Microscopes 10
29. Insect Light Traps 2
30. Insect Box Traps 4
31. Slide Projector 1
32. Overhead Projector 1
33. Steel Frame Aquaria 2
34. Oxygen Meter 1
35. Binocular Microscopes 4
36. Embedding Bath 5
37. Maresty Still 1
38. Water Bath 1
39. PH Meter 2
40. Tissue Grinder 4
41. Calorimetre 6
42. Auxanometer (electric) 4
43. Soil Auger 2
44. Plant Press 2
45. Soil Treating Kit 1
46. Wooden Quadrants 10
205
47. Measuring Tape 1
48. Biological Kit/Dissecting Sets 10
49. Dissecting Boards/Plate strays 40
50. Bunsen Burners 20
51. Giant Gas Cylinder 2
52. Prepared and Plane microscope slides (Assorted)
53. Consumables: Glass wares, stains, chemicals (Assorted)
54. Test tube rack 10
55. Preserved plant and animals specimens (Assorted)
5. PERSONNEL
i) ACADEMIC STAFF
A minimum of 8 academic staff are required to adequately implement the N.C.E.
Biology programme. The minimum qualification for academic staff is second
class lower for first degree i.e. B.Sc, B Ed, B S.c (Ed). The holder of B.Sc degree
must also possess either NCE or PGDE or TTC to be professionally qualified.
ii) OTHERS
a) Technologist - One
b) Technician - One
c) Junior Staff - One each of the following
Laboratory attendant
Laboratory assistant
Garden/Curator
Cleaner
Typist
Office assistant
6. MODE OF TEACHING
For the broad objectives of teaching the subject to be achieved, the following methods are
recommended.
a) Lecture method
b) Practical
c) Project method
d) Field trips and excursions
e) Games and simulations
f) Team teaching
g) Demonstration method
h) Tutorial
i) An average of E in each of the 2 major subjects and education i.e. cumulative
Grade point average of 2 points each plus a pass in English and Mathematics
including other GSE courses.
ii) Successful completion of Teaching Practice, Acculturation and outdoor Education
programmes.
206
iii) Successful completion of project for the award of NCE Certificate.
All students admitted into biology programme will offer all compulsory courses
prescribed.
For graduation, students require 36 38 credit units spread across the three (3) years of
study.
Compulsory courses 36 Credits
Elective Courses 2 Credits
Total 38 Credits
Biology - 36 credits (minimum)
Second Teaching subject - 36
Education - 36
Total - 128 credits (Minimum)
For computation of Grade Point Average (G.P.A.), all compulsory courses should count
for transition from Pre-NCE 1 Biology; the candidate must make a grade not less than D
or CGPA of 1.0
The whole of 300 level first semester should be devoted to teaching practice i.e. starting
from mid September to April. This covers two terms to school year or 26 weeks.
Teaching Practice earns 6 credits under Education 324.
9. PROJECT
The final Year project is compulsory for all graduating students. The project may be
written or practical, and supervised in any area of the students chosen subjects and the
grade for the Project should be credited to EDU 323. Project carries 2 credits.
Programmes Status
a) All subjects should be single major
b) The total minimum credits for single-major subjects will be 36 credits and a
maximum of 38 credits maximum (compulsory and elective courses inclusive)
Only the accredited subject combination acknowledged by the Commission is acceptable.
ll. COURSE CODE COURSE TITLE CREDIT UNIT AND STATUS
NCE 1,FIRST SEMESTER
S/ COURSE CODE COURSE TITLE COURSE CREDITS STATUS
BIO 111
BIO 112
BIO 113
BIO 114
BIO 115
Basic Principles of Biology
Cell-Biology
Viruses, Bacteria & Lower Plants
Ecology l
Biology Practical l
Total
1
1
2
1
1
6C
C
C
C
C
C
207
NCE 1 SECOND SEMESTER
BIO 121
BIO 122
BIO 123
BIO 124
BIO 125
Diversity of Invertebrates
Diversity of spermatophytes
Biology Methods l
Ecology II
Biology Practical II
Total
2
2
1
2
1
8C
C
C
C
C
C
BIO 211
BIO 212
BIO 213
BIO 214
BIO 215
BIO 216
BIO 217
Anatomy and Histology of Spermatophytes
Diversity of Chordates
Research Methods and Biometry
Population Education
Plant Pathology
Animal Histology
Biology Practical III
Total
1
2
2
1
1
1
1
7C + 2E = 9
C
C
C
C
E
E
C
S/ COURSE CODE COURSE TITLE COURSE
CREDITS
STATUS
BIO 221
BIO 222
BIO 223
BIO 224
BIO 225
Plant Physiology
Vertebrate Anatomy &
Physiology
Embryology
Biology Method II
Biology Practical IV
Total
2
3
1
1
1
7 C + 1 E = 8
C
C
E
C
C
TEACHING PRACTICE
BIO 321
BIO 322
BIO 323
BIO 324
BIO 325
BIO 326
Laboratory Management
Applied Biology
Introductory Parasitology
Genetics
Evolution
Biology Practical V
Total
1
2
1
2
1
2
8 C, + 1 E = 9
C
C
C
C
E
C
208
SUMMARY
C = Compulsory
E = Elective
N.B.
The final computation of N.C.E. Biology results will be based on the minimum credit units of 36
12. COURSE DESCRIPTION
COURSE CODE COURSE TITLE CREDIT UNIT AND STATUS
BIO 111 - BASIC PRINCIPLE OF BIOLOGY 1 Credit. Compulsory
- Definition, brief history and
Importance of science
- Scientific method: -
Identifying and defining problem,
Raising question, formulating
Hypotheses, designing experiments to test hypothesis, collecting data,
analyzing data, drawing inference and conclusion.
- Science processes/intellectual skills:
a) Basic processes: observation,
Classification, measurement etc
b) Integrated processes:
Experimentation, prediction, Hypothesis,
Communicating, Theory formulation etc
- Science of biology and its subdivisions: Botany, Zoology,
Biochemistry, Microbiology, Ecology, Entomology,
Genetics, etc.
- The Relevance of Biology to man: Application in conservation,
Agriculture, public health, medical sciences etc.
- Relation of Biology to other science subjects
- Principles of classification:
Brief history of classification nomenclature, and systematic
- The 5 kingdom system of classification.
- Living and non-living things: General characteristics of living things.
Differences between plants and animals.
Study Status First year credit units Second year credit units Third year credit units TOTAL
Compulsory 14 13 9 36
Elective (Optional) - 4 - 4
Total 14 17 9 40
209
BIO 112 CELL BIOLOGY 1 Credit Compulsory
a) A brief history of the concept of cell and cell theory. The structure of a
generalized plant cell and a generalized animal cell, and their comparison
- Protoplasm and its properties. Cytoplasmic Organielles: Definition and
functions of ucleus, endoplasmic reticulum, cell membrane, mitochondria,
ribosomes, golgi complex, plastids, lysosomes and other cell organelles
b) Chemical constituents of cell salts, carbohydrates, proteins, fats and oils,
nucleic acid.
c) Physical processes of cell: particle size, molecules and ions, suspensions,
colloids and true solutions, properties of aqueous system; diffusion, osmosis
plasmolysis, turgor, pinocytosis, phagocytosis.
d) Cell Division:
- Mitosis and meiosis
- Major stages of mitosis and meiosis
- Comparison of the two divisions
- Significance of mitosis and meiosis
BIO 113 VIRUSES, BACTERIA AND LOWER PLANTS. (2Credits) Compulsory
i. Viruses - Classification, size, structure, kinds, replication; role in diseased
human (e.g. STD, HIV AIDS), plants and domestic animals e.g.
(coccidiosis in poultry). Bacteriophages structure and its biochemical
activities
ii. Bacteria - General description: structure; classification based on shape,
mode of nutrition, types of flagella, mode of respiration and staining
mechanism; life history; nutrition, role in diseases.
iii. Fungi - General description, classification, and relationship with the
environment. Study of various representatives of the phycomycetes e.g.
Mucor, Rhizopus. Economic importance.
iv. Algae - Classification, range of forms i.e. solitary, colonial, filamentous,
etc. Reproduction and economic importance of a named example.
v. Lichens - An example of symbiotic relationship between fungi and algae.
General description, classification and importance.
vi. Bryophytes - Musci and Hepaticae. Treatment of each class using
common examples in Nigeria Perlia, Funnaria generations, habits,
problems of the terrestrial environment as encountered by bryophytes in
transition from water to land.
vii. Pteridophytes - Classification, general description of various classes,
alternation of generations. Structure, reproduction and habit of
Lycopodium, Sellaginella Dryopteris. Types of stele. Transitional
position of pteridophytes among vascular and non vascular plants.
210
BIO 114 ECOLOGY I 1 Credit Compulsory
Basic terms and concepts of ecology - autecology, syneacology, environment,
habitat, niche, ecosystem, adaptation. Ecological factors (their measurement and
units in which the values are expressed). Soil studies soil components, soil
properties, beneficial role of soil organisms, soil fertility and its loss. Soil in
relation to plant and animal life. Aquatic habitats, terrestrial habitats their
nature, distribution, classification, environmental features, ecological hazards to
life and adaptations of plants and animals in these habitats. Microhabitants:
cracks on rock surfaces, tree crowns, soil litter on the ground, tree barks savannah
micro-habitats: termiteria.
BIO 115 BIOLOGY PRACTICAL I 1 Credit Compulsory
i) Requirements for practical classes in biology
ii) Examining biological specimens using hand lens
iii) Rules for making biological drawings.
iv) The microscopes and their uses (including magnification)
v) Data collection, analysis and presentation of results
vi) Format for reporting observation in practical biology
vii) Forms of practical examination in biology (observing and drawing
specimens, performing or carrying out experiments, alternative to practical
etc)
viii) Sectioning and staining techniques
ix) Slide preparation
x) Principles and practice of sterilization
xi) Culturing techniques for microscopic organisms such as bacteria and fungi
xii) Study of plant and animal cells using onion leaf, Rheo discolour or similar
plants (for plant cell) and scraping of the inner lining of the cheek to
isolate and study animal cells
xiii) Practical study of mitosis and meiosis
xiv) Experiments on plasmolysis, osmosis and diffusion
xv) Preparation and observation of slides of Mucor and Rhizopus
xvi) Observation, of slides of some pteridophytes
xvii) Preparation and observation of slides of algae e.g. Spirogyra, Euglena,
Chlamydomonas etc
xviii) Preparation and observation of slides of lichens showing various types and
forms
xix) Collection of Bryophytes and observation under the microscope
xx) Dissection techniques, practice on dissection of toad and lizard (Agama)
xxi) Use of dichotomous key to identify organisms.
211
NCE I SECOND SEMESTER
BIO 121 DIVERSITY OF INVERTEBRATES 2 Credits Compulsory
Protazoa
- General Characteristics
- Mode of life and life cycle of Sarcodina e.g. Amoeba sp
- Mode of life and life cycle of Mastigophora e.g. Euglena
- Mode of life and life cycle of Sporozoa e.g. Plasmodium
- Mode of life and life cycle of Ciliata, e.g. Paramecium
Porifera
- Characteristics and structure of sponges
Coelenterate
- General Characteristics of major classes
- Mode of life and life cycle of Hydra and Obelia
Platyhelminthes
- General Characteristics
- Mode of life and economic importance of
CLASS: Tubelaria e.g. Planaria
CLASS: Trematoda e.g. Fasciola
CLASS: Cestoda e.g. Taenia
CLASS: Aphasmidia e.g. Ascertidina
Nematoda
Ascaris- mode of life and economic importance
Annelida
General Characteristics, mention of mode of life, and economic importance
CLASS: Oligochaeta - e.g. Earthworms.
CLASS: Polychaeta e.g. Tubeworm/Sand/Lugworm.
CLASS: Hirudinea e.g. leech.
Arthropoda
General characteristics of the phylum.
External features of an example of each class:
- Crustacea
- Insecta
- Arachnida
- Myriapoda
- Chilopoda
- Diplopoda
General features, mode of life and life history of the following orders of the class
Insecta: Diptera, Lepidoptera, Hemiptera, Hymnoptera.
Mollusca
General Characteristics.
Brief classification and examples of each class.
212
Echinodermata
General description. Link between invertebrates and chordata.
BIO 122 DIVERSITY OF SPERMATOPHYTES 2 Credits Compulsory
Introduction to, and general description of, spermatophytes and their subdivisions.
General characteristics of gymnosperms and classification.
Similarities and differences with higher cryptogams. Development of seed in
gymnosperms and factors responsible for seed development. Structure and life-
cycle of a conifer e.g. Pinus. Development of embryo in gymnosperms.
Alternation of generation in plants. Characteristics of different angiosperm
families. External morphology of angiosperm-stem; leaf, root and their
modifications. Flower concept of whorls, inflorescence and types. Pollination,
fertilization, megasporogenesis and microsporogeneiss, Development of embryo
in angiosperms. Seed and fruit formation. Fruits and their classification.
Dispersal of fruits and seeds.
Importance of spermatophytes as sources of food, medicine, shelter, etc.
BIO 123 BIOLOGY METHODS 1 1 Credit Compulsory
- Aims and Objectives of teaching Biology in Secondary Schools
- Syllabus, Scheme of work, lesson plan and lesson note.
- Stating aims and instructional objectives in biology
- Resources for teaching biology
- Improvisation in biology teaching
- Methods/strategies of teaching biology e.g. discussion, Lecturer,
demonstration, small group approaches, activity approach, independent
study etc.
- Evaluation of Biology learning outcomes:
Cognitive: (memory, comprehension and application objectives)
Affective: (interest, value, receiving, responding, valueing)
psyschomotor: how to use hand lens, microscope, etc (manipulative skills)
- Scientific attitudes honesty, curiosity, critical/open mindedness etc
- Micro-teaching
BIO 124 ECOLOGY II 2 Credit Compulsory
Population Studies
- Terminology in population studies (species, population, community,
population size, biotic potential, natality, mortality, immigration,
emigration, carrying capacity, innate capacity, environmental resistance)
- Methods of assessing the size of population;
- Population growth and population growth curves
- Factors affecting size of populations. Reference should also be made to
human population.
213
Plant Succession
Primary and Secondary succession
Processes involved in plant succession,
Plant succession in selected habitats. Consequences of population changes on the
Ecosystem.
Biotic Interactions:
Symbiosis, commensalisms, Predation, parasitism, competition, saprophytism,
epiphytism, phoresis. Energy and material relations of organisms. Concept of
biological productivity, energy transfer, trophic interactions, methods of
expressing trophic interactions.
Ecological cycles (carbon, nitrogen, water and oxygen)
BIO 125 BIOLOGY PRACTICALS II 1 Credit Compulsory
AMOEBA:
- Observation of slides of Amoeba with false feet (Pseudopodia), food vacuoles
and contractile vacuoles
EUGLENA
- Make temporary slides of specimen collected from a slow flowing stream
or pond to identify Euglena with flagellum
- Observe permanent slide of Euglena and study the physical appearance
PARAMECIUM
- Observe the slide of Paramecium to identify the structure (shape, cilia,
mega nucleus, micronucleus, star-shaped to contractile vacuole, food
vacuole).
HYDRA
- Identify the tentacles, hypostome (mouth), two body walls Ectoderm and
Endoderm separated by mesoglea
- Observe L/S of the body wall.
PLANARIA
- T.S. slide of Planaria to show the three layers or body walls (ectoderm
mesoderm, endoderm)
TAENIA
- Observe slide to Taenia showing suckers and segmentation
LUMBRICUS (EARTHWORM)
- Collect living earthworms and study the physical appearance
- Observe the T.S. of earthworm
ACATINA
- Collect and observe the general appearance of snail.
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CRUSTACEA
- Collect and study the structure of crayfish or any other suitable crustacean
MYRIAPODA
- Study the physical appearance of centipedes and millipedes (note many
legs of the myriapode).
- Draw and label (use preserved specimen or freshly killed) specimen in
chloroform.
ARACHNIDA
- Study the physical appearance of Spider: Note two body divisions, four
pairs of legs
INSECTA:
Study the appearance of cockroach a representative of insect
Note three body divisions, three pairs of jointed legs, two pairs of wings
Note position of wings on thorax (meso and meta thorax)
Note segmented abdomen and spiracles on abdominal segments
Study mouth parts of these insects:
Dipteria: (Housefly, Mosquitoes)
Hymenoptera: (bees, ants)
Lepidoptera: (butterfly and moth)
DIVERSITY OF SPERMATOPHYTES
- External morphology of typical Gymnosperm and Angiosperm
- Preparations of Keys for identifying Angiosperms
- Flowers and inflorescence
- Study placentation of seed in fruits, types of fruits and adaptation for
dispersal
ECHINODERMATA Collect and study general external features of star fish
ECOLOGY
- Habitat studies: on suitable aquatic and terrestrial environments
- Mini project on specific habitat study
- Measurement of physical factors e.g. Temperature, Light intensity,
humidity, wind direction and speed, dissolved ages turbidity, depth speed
of flow PH in relevant habitats
- Edaphic factors soil porosity, water holding capacity, soil texture, PH
percentage humus, and land slope, soil temperature at various depths and
time.
215
BIO 211 ANATOMY AND HISTOLOGY OF SPERMATOPHYTES I Credit

Compulsory
- Cell types, distribution, and structure in relation to function
- Different types of tissues and their functions
- Anatomy of root, stem and leaf of monocot and dicot plants
- Primary and Secondary thickening.
BIO 212 DIVERSITY OF CHORDATES 2 Credits Compulsory
a) General Characteristics of Chordates
b) Classification and general distinguishing characteristics of:
i. Sub phyla protochordata and vertebrata
ii. Super classes Agnatha and Gnathostomata
iii. Agnatha - Class Cyclostomata.
iv. Gnathostomata - Classes: Pisces
Amphibia
Reptilia
Aves
Mammalia
c) Evolutionary advancement, adaptive radiation, success and special features of
interest in the various groups
d) i. The transition from water to land and the problem of land life in
amphibians
ii. The development of the cleidoic egg in the Amniota
iii. The dominance of mammals over other chordates.
BIO 213 RESEARCH METHODS AND BIOMETRY 2 Credits Compulsory
- Meaning, Purpose and relevance of Research and Biometry
- Types of Research (Experimental, Survey, Case Study etc)
- Choice of Research Topic
- Hypothesis (Types, Source, Formulation)
- Data Collection (Types and Sources)
- Population, Sample and Sampling techniques
- Data Presentation: Frequency Distribution, Cumulative frequency, graphs
(line, histograms)
- Bar Charts, Pie Charts etc)
- Measures of Central tendency (Mean and Median)
- Measures of Dispersion (Mean Deviation, Variance and Standard
Deviation)
- Measures of Relationship (Chi square (x
2
) Correlation Coefficient, T-test
and ANOVA)
- Project reporting.
216
Bio 214 POPULATION EDUCATION 1 Credit Compulsory
World Human Population Growth and Problems
- Factors accounting for population growth (causes of population change in
Nigeria e.g. socio-culture practices and religious beliefs.
- Population policies and strategies
- Methods and problems of estimating human population (e.g. school
community) and interpretation of results
- Population and development of resources
- Solutions to problems of population growth.
- Birth control measures involving male and female reproductive organs
controversies and consequences. Reproductive behavior (e.g. early
marriage, premarital sex, teenage pregnancy) consequences.
- Biological, psychological, social and economic readiness of male and
female for reproduction.
- Ethical implications of biotechnology.
BIO 215 PLANT PATHOLOGY 1 Credit Elective
- Meaning of plant pathology and pathogenicity.
- Plant pathology as it affects food production and quality of life.
- Differences between diseases, parasites and pests
- Classes of diseases, modes of transmission of pathogens
- Entry of pathogens in tissues of hosts
- Diseases enhanced by abiotic factors such as adverse weather conditions
and mineral deficiencies
- Phenomenon of infection and factors influencing it.
- Features of the major groups of plant pathogens (viruses, algae, fungi
bacteria, worms and nematodes)
- Diseases of food crops such as maize, yams, cassava, rice, tomatoes and
any other suitable food crops.
- Biology and control of diseases; a few selected diseases (biological
control)
- Diseases of cash crops such as tobacco, groundnut, oil palm and any other
suitable cash crop.
- General principles of plant protection.
BIO 216 ANIMAL HISTOLOGY 1 Credit Elective
- History of various tissues should be studied e.g.
Epithelia
Connective tissue
Muscular Tissue
- Histology of the following organs
Skin
Liver
Kidney
Ovary and testis
- Histology of the following:
Blood
Bones
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Cartilages
Muscles
Nerves
BIO 217 BIOLOGY PRACTICALS III 1 Credit Compulsory
Anatomy and Histology of Plants
- Preparation of temporary slides for T.S. of root, stem and leaf of monocots
and dicots
- Observation of permanent slides of root, stem and leaf of dicots and
monocots field observation of Primary and Secondary Thickening.
Diversity of Chordates
- Observation of living forms of fishes (bony and cartilaginous e.g. Tilapia
and dogfish), observation of Primary and Secondary thickening
- Observation of living forms of birds (Aves) e.g. pigeon/chicken for
external and adaptive features in flight.
- Examination of the various types of mammals. Observation of living and
preserved specimens of mammals.
BIO 221 PLANT PHYSIOLOGY 2 Credits Compulsory
Water Relations
Absorption of water
Transpiration in details
Mineral Nutrition in plants
The various mineral requirements of plants: sources and roles of each mineral
element (including trace elements) in plant metabolism; Nutrient deficiency,
diseases in plants.
Photosynthesis
Plants as Primary producers of food for populations. General description of the
process. Raw materials and products of photosynthesis, Mechanism of
photosynthesis, chloroplast as the site for photosynthesis: light reaction
conversion of light energy into energy; photochemical splitting of water, Calvin
cycle, Dark reaction.
Translocation of manufactured food. Reduction of nitrates and production of
amino acids.
Respiration
General description of aerobic and anaerobic respiration in plants.
218
Growth and Movements
Growth of plants in length, and its measurement. Movement in plants e.g.
tropism, taxism and nastism
Excretion in Plants
Excretion materials and their removal from the plant body.
BIO 222 VERTEBRATE ANATOMY AND PHYSIOLOGY 3 Credits Compulsory
Vertebrate Anatomy
- Meaning, scope and description of vertebrate anatomy and physiology
- Study of the following systems in mammals and amphibians
- Digestive system
- Circulatory system
- Respiratory system
- Compare male and female reproductive organs of human being
- Nervous system
- Skeletal system
Nutrition
- Meaning of nutrition, components of food and balanced diet, mineral
requirement in animal.
Digestive System and Digestion in Mammals and Amphibians
- Function of liver with emphasis on deamination
Enzymes
- Definition and nature of enzymes
- Main categories of enzymes and the system of naming them
- Factors affecting enzyme activity and the mechanism of enzyme action
- Co-enzymes and Prosthetic groups.
The Circulatory System
- Structure and functions of the circulatory system
- Blood circulation and control of heart beat.
- Structure and functions of blood, mechanism of blood clotting
- Blood transfusion, body resistance and AIDS
- Importance of blood screening (to detect cancer, malaria parasites
hepatitis, leukaemia etc)
Respiratory System and Respiration
- Structure and functions of respiratory system
- Mechanism of inhalation and exhalation; aerobic and anaerobic
respiration, glycolysis and the Krebs cycle.
- Significance of respiration.
219
Excretion
- The need for excretion and major metabolic wastes in vertebrates
- Excretory organs and their functions (the skin, lungs, kidneys)
- Processes of excretion (nitrogenous and gaseous excretion)
Nervous System and Co-ordination
- Structure and functions of the central and peripheral nervous system]
- Functions of a nerve cell, nerve impulse, synapse, nervous control and
coordination.
- Nervous integration, description of the reflex arc
- Sense organs eye, ear, skin, tongue, nose etc.
Skeletal and Muscular Systems
- Structure and functions of mammalian skeleton. Mechanism of muscular
contraction.
Hormonal Co-ordination
- Meaning, properties and functions of hormones; the pituitary and tropic
hormones (their sources and effects in the body).
- Thyroxin, adrenalin and hormones of the reproductive system (their glands
and effects in the body).
REPRODUCTIVE SYSTEM AND REPRODUCTION
Structure and functions of the male and female reproductive systems in mammals.
Fertilization, gestation and birth in a named mammal. A brief mention of
menstrual cycle is needed.
BIO 223 EMBRYOLOGY 1 Credit Elective
- The concept of embryology
Fundamental processes in embryonic development: Determination,
differentiation, morphogenesis (growth and organogenesis),
Gametogenesis (spermatogenesis and oogenesis).
- The structure of spermatozoa and egg cell of a named mammal at the time
of fertilization.
- The meaning stages, characteristics, types and significance of cleavage
- Outline of the development of a fertilized ovule and the production of seed
and fruit in a dicotyledonous plants
- An outline of the development of an amphibian (frog or toad) or bird, to
the neurula stage only.
- Embryonic membranes in birds and mammals
- Functions of the placenta in birds and mammals
- Gestation and abortion: birth in mammals.
BIO 224 BIOLOGY METHOD II 1 Credit Compulsory
- Further strategies in biology teaching: questioning, inquiry, discovery,
fieldtrips, use of resource persons, tours and excursions, projects etc.
- Classrooms management. Evaluation in biology i.e. types of tests and test
construction in biology. Developing tests at the cognitive (all the six
levels). Affective and psychomotor domains. Development organization
and characterization of test items.
220
- Further micro-teaching with emphasis on the importance of teaching aids
Practical work on improvisation of teaching aids in biology equipment and
materials (models, charts, mock ups, realia etc). Preparation of charts and
posters on core message of Population/Family life education and Sexually
Transmitted diseases (STD)/AIDS.
BIO 225 BIOLOGY PRACTICALS IV 1 Credit Compulsory
- Experiments to demonstrate that Chlorophyll light and cabondioxide, are
necessary for photosynthesis.
- Experiments to show that starch and oxygen are products of
photosynthesis
- Experiments to show tropisms in plants
- Examination of various excretory products from plants e.g. trains gums,
resins and salts, etc.
- Experiments on Transpiration to show:
- Evidence of transpiration in plants
- Rate of transpiration.
- Factors affecting transpiration rates.
- Study of slides in spermatogenesis and oogenesis.
- Gross and microscopic structures of the kidney.
- Slides of various tissues should be examined under strict supervision and
guidance of the teacher.
- Examination of slides of various organs.
- Population studies using sampling techniques.
- Observation of succession in the suitable habitat e.g. plant succession
- Identification of diseases associated with cash crops mentioned in the
syllabus. Interpretation of data, where available, on distribution of plant
diseases and STDs/AIDS in Nigeria.
- Dentition in herbivores, carnivores and omnivores compared
- Enzyme action of food substances, e.g. action of salivary amylase on
starch.
- Factors affecting enzyme action
- Measurement of heart beat and effect of exercise on heart beat.
- Measurement of breathing rate and effect of exercise on breathing rate.
- Determination of various taste sites on the tongue
- Determination of the blind spot on the eye
- Effect of sight on balancing
- Dissection of mammals showing the location of various organs and
system.
- Digestive system
- Respiratory system
- Excretory system
- Circulatory system
- Reproductive system
- The system above could also be shown in the frog/toad for comparison.
221
TEACHING PRACTICE
NCE III 2
ND
SEMESTER
BIO 321 LABORATORY MANAGEMENT 1 Credit Compulsory
- The planning of a biology laboratory
- Location, size, height, spacing and facilities such as windows, doors
- Lighting and other fittings like cupboard and working benches
- Ordering of equipment.
- Inventory, care and maintenance of the equipment
- Common accidents in the Laboratory-fire, acid & alkaline burns, animal
bites, stings, inhalation of dangerous gases, cuts, electrical shocks etc.
- Safety in the laboratory.
- Safety devices such as fire-extinguisher, fire blankets and bucket.
- First aid: (first aid kit, first aid measures)
- Knowledge of electrical wiring in the laboratory: fuses, bulbs and
fluorescent tubes.
- Improvisation in biology laboratory: importance of local production, basic
skills in improvisation and local production of local production, basic
skills in improvisation and local production in wood work, glassblowing,
brick laying, metal work and electrical/electronics. Such skills should be
usable in construction simple biological equipment.
- Biological garden and outdoor laboratory.
- Setting up of a school biological museum and preparation of museum
materials, preservation, display etc. (Taxidermy)
- The herbarium construction and setting up of a herbarium.
BIO 322 APPLIED BIOLOGY 2 Credit Compulsory
Mans Diseases and Health
Disease meaning, common tropical diseases, their causes, cure and
prevention. Effects of parasites on man e.g. malaria parasite, sleeping
sickness parasite etc. Public health and roles of voluntary and
international organizations in health control.
Social and health problems of Tobacco consumption and the effect of
smoking on the body; Drugs, their uses and abuses (mentioned use of
cocaine, hemp and other dangerous drugs)
Family life education. Sexually transmitted diseases /HIV-AIDS.
Other social problems such as: prostitution) sex abuse and the effects on
human health and productivity.
ECOLOGICAL CONSEQUENCES OF AGRICULTURE
Relationship between monoculture and spread of plant diseases and pests
Ecological effects of herbicides, pesticides and chemical fertilizers.
- Ecological Consequences of Urbanization and Industrialization
222
Overpopulation and pressure on social amenities e.g. transportation and
housing, undesirable social habits such as delinquency, truancy,
prostitution, pollution, conflict in land use.
Solution to problems of population growth
Birth control measures.
Reproductive behavior e.g. early marriage, pre-marital sex,
teenage pregnancy, abortion, their prevention and control.
Population education in Biology Preparation of charts and
posters on core messages/slogans of effects of uncontrolled
population.
- Effects on Man on his Environment
Effects of man on vegetation, atmosphere, soils, water and water
resources, other natural resources.
- Pollution
Definition: types of pollution (air pollution, water pollution, land
pollution)
Curses of pollution
Effects of pollution (effects of air pollution, water pollution and land
pollution)
Control of pollution
N.B. Special mention should be made to sewage and other forms of urban
pollution e.g. noise, radiation and ocean pollution, unburnt gases or
smokes from motor cars exhaust pipes or motorcycle silencers.
CONSERVATION OF NATURAL RESOURCES
- Wildlife, minerals, forests, soil, water, atmosphere, fuel (e.g. crude oil)
Methods of conservation and preservation of these resources.
FIELD TRIPS
Field Trips to game reserves to study rare species in their natural habitats
- Visit to areas of gully and sheet erosion
- Visit to notable areas of pollution e.g. polluted streams; mechanic
workshops etc and observe pollution. Watch films on polluted habitats.
N.B. Field trip/Excursion to game reserves or major areas of biological
importance is compulsory. Its report is to be presented for accreditation
purpose and should form a minimum of 20% of this course.
BIO 323 INTRODUCTORY PARASTOLOGY 1 Credit Compulsory
Meaning and scope of parasitology
Parasitism: different types of parasitic relationships between organisms e.g.
obligate, facultative, parasitic adaptations including change of antigenic structure
as in the AIDs virus (HIV)
Adaptation involved in parasitic mode of life and transmission of STDs/AIDS
Parasitic mode of life of the following:
Entamoeba spp, Malaria parasites, (Plasmodium spp) life cycle and control.
Trypanosome spp. Life cycle andcontrol
223
Trichomonas vaginalis lifecycle, cure and control)
Helminthes such as Fasciola hepatica: Schistosoma spp.
Nematodes such as Ascaris spp
Hookworms such as Ancyclostoma duodenale, Wuchereria bancrofti
(Note: All these organisms life cycle, cure and control are expected to be
treated).
- Plant parasitic nematodes
- Parasitic insects (Structure, adaptive features and control).
BIO 324 GENETICS 2 Credit Compulsory
- Heredity and Environment:
- Mendels work on peas. Meaning of basic genetical terms (genotype,
homozygous, heterozygous, alleles, etc). Mono and dihybird crosses.
Concept of dominance, Incomplete dominance.
- The choromosome theory of inheritance and the gene hypothesis, nucleic
acid, DNA genetic code. Salivary gland chromosomes, RNA, protein
synthesis, formation of amino acids and lipoproteins.
- Sex chromosomes, autosomes, sex determination and linkage.
- Mutations: lethal mutations, Polyploidy: Examples of new varieties of
plants and animals arising by mutation and polyploidy: production of
mutations by radiation and other means.
- Human heredity e.g. colour blindness, paternity, blood groups,
haemophilia.
- Problems in family that relate to sex determination, intelligence,
membership resemblance and diseases.
- Genetic Counseling on family characteristics e.g. blood groups, blood
types and sickle cell anaemia
- Applied genetics: in agriculture, medicine etc.
BIO 325 EVOLUTION 1 Credit Elective
- Concept of Evolution
- Evidence for Evolution
- The geological timetable
- Trends and theories of Evolution including pre-Darwinism and Neo-
Darwinism theories.
- Darwinism theories.
- Darwins theory of natural selection.
- Competition with particular emphasis on competition for food, space and
other resources among human population.
- Competition, variation and survival of the fittest.
- Mutational changes as causes of evolution.
- Adaptive radiation
- Isolating mechanisms
- The origin of life
- Fossils and human evolution.
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BIO 326 BIOLOGY PRACTICALS V 2 Credit Compulsory
- Examination of any fossil material, if available
- Excursion to zoological garden to study evolutionary trend among animals
Parasitology
- Observation of slides of Plasmodium, Trypanosome, Taenia, Fasciola,
Ascaris, Ancyclostoma, Wuchereria etc.
- Observe sterilization techniques in hospitals especially with reference to
prevention of HIV infection.
- Observation of structures and adaptive features of some parasitic insects
and arachnids e.g. Bed bugs, lice, ticks.
Applied Biology
- Study of population growth in Nigeria
- Town ecology i.e. measurement of pollutants e.g. CO
2
, CO, SO
2
at various
site in a town.
- Use of lower plants e.g. lichens and mosses as indicators of pollution
level.
- Pollutants in a stream e.g. detergents, fertilizer, chemical containers, dyes.
- Effects of various fertilizers and herbicides as pollutants in aquatic habitat
on biotic community.
- Estimation of population (school or college)
- Excursion to National Park, Lakes and areas of apparent gully erosion.
Genetics
- Examination of models/charts to illustrate monohybrid and dihybrid
crosses in plants and animals.
- Observation of variations (height, weight, finger prints, tongue rolling
etc).
- Microscopic examination of the squashed testes of grasshopper or pollen
grains for meiosis, other suitable experiments on monohybrid crosses in
using suitable plant and animal materials such as maize, guinea pigs and
beans.
- Culturing of fruit fly Drosophila Melanogaster
Laboratory Management
- Students should be guided to practice ordering of equipment for the
laboratory.
- Students should be familiar with safety and first aid devices in the
laboratory.
- Students should carry out exercises on handling glass wares and
chemicals, electrical wiring and fuses.
- Observation should be made on sterilization techniques in hospital
especially with reference to prevention of HIV infection.
- Organize special lectures/exhibitions on STDs/AIDS prevention and
control.
225
- Students should be guided to construct biological materials that can be
used in the laboratory i.e. improvisation e.g. test-tubes, beakers specimen
bottles, etc.
- Preparation of specimens such as herbarium, skeletons, stuffed materials
etc.
226
NCE CHEMISTRY
1. PHILOSOPHY
The intrinsic values as well as the utility values of Chemistry in all spheres of human
activity have necessitated its inclusion in the school curriculum. The teaching and
learning of Chemistry at the Nigerian Certificate in Education (NCE) level should be
such as to produce competent, effective and efficient teachers, who having acquired the
requisite skills should be able to impart same to their pupils.
2. OBJECTIVES
The objectives of the chemistry programme at the NCE level are to produce highly
qualified middle level manpower knowledgeable in the processes of Chemistry and
capable of inculcating these in the student. Students should have competencies in
chemistry teaching including ability to:
i) develop functional knowledge of Chemistry concepts and principles;
ii) observe and explore the chemical environment;
iii) apply the skills and knowledge gained through the study of chemistry to solve
day-to-day problems;
iv) explain simple natural phenomena;
v) develop scientific attitudes such as curiosity etc.
vi) manipulate simple apparatus for purposes of demonstration and use; and
vii) improvise simple equipment from available junk in the chemical environment
a) To Senior Secondary School Certificate of WAEC or NECO or any other
equivalent Certificate from recognized examination bodies with credit passes in 5
subjects including English Language and Mathematics. At least three of the
credit passes must be at credit level at the same sitting or four credits at two
sittings. Two of the credits must be in the subjects making up the combinations
the candidates wish to offer
Credits/Merits in English Language and/or Mathematics are required for
candidates wishing to study Chemistry.
c) A pass in Pre-NCE Chemistry final examination or a pass in IJMB Chemistry
final examination is required for admission.
d) All candidates wishing to be considered for direct admission must enroll for and
write the selected examination organized by an accredited body such as JAMB.
e) It should be noted that some colleges may in addition to all the above, administer
their own elimination tests and/or interviews for some courses. This is legitimate.
227
FACILITIES
a) i. Laboratory
The Department of Chemistry with 50 students or less in each year would need a
minimum of one standard laboratory with the following items:
a) Fume cupboard
b) Air conditioned preparatory room attached to the laboratory
c) A balance room
d) Spacious chemical store attached to the preparatory room
e) A bulletin board
f) Two adjoining classrooms each accommodating at least 50 students.
Colleges admitting more than 50 students would need additional laboratories.
ii. Staff Offices
Each Senior Staff should have a comfortably furnished office to
himself/herself. There should also be an office for support staff (Typist,
Clerks) with relevant equipment e.g. Typewriters, duplicating machine,
photocopier, computer and printer.
iii. Books in the Departmental Library
There must be enough books to cover all the areas of Chemistry in the
ratio of at least ten books to one (1) student.
b) EQUIPMENT
Apart from the routine standard equipment and materials required for the teaching
and learning of chemistry, the following items of equipment are also required:
Mettler balance, top loading balance, thermostat, water bath, and centrifuge.
(Hand and Electric), oven, (hot plate/heating mantle), steam bath, magnetic
stirrer, suction pump, circulating water pump, soxlet extractor, rotator evaporator,
calorimeter, pH meter, overhead water tank, first aid box, Victor Meyers
apparatus for measuring vapour density, conductivity meter, water distiller,
spectrophotometer, Kjedahl Digestion flask, Kjedahl Distribution Apparatus,
Chromatograph tank, GLC apparatus.
c) ESSENTIAL NEEDS
For a chemistry laboratory to function properly there is need for regular supply of
water, electricity and gas.
d) SUPPLY OF CHEMICALS
Chemistry teaching involves the use of chemicals that would need to be
replenished. There is therefore need to provide a large variety of potent
chemicals/reagents for he experiments specified.
5. PERSONNEL
a) Academic Staff
Minimum of eight (8) academic staff with at least the following qualifications is
required:
228
B.Sc (Hons) with Second Class Lower plus PGDE
B.Sc (Hons) Second Class Lower plus NCE/PGDE
B.Sc (Ed). Second Class Lower
B.Ed Second Class Lower
6. SUPPORT STAFF
One qualified Laboratory Technologist (HND), one Laboratory Assistant (OND)m
Assistant (OND) and two Laboratory Attendants (SSSC)
One typist and clerical officer, one messenger/cleaner.
7. MODE OF TEACHING
A teacher of chemistry should be aware and familiar with various teaching methods
available to him as a teacher. This will enable him/her to use any method or a
combination of methods he/she finds appropriate in his special circumstance and setting.
A combination of the following methods is recommended.
(i) Discussion
(ii) Activity
(iii) Demonstration
(iv) Lecture
(v) Project
(vi) Tutorial
(vii) Field trips
(viii) Games and simulation
(ix) Concept mapping
(x) Computer Assisted Instruction
There are 34 compulsory credit units and students are required to take additional 2 credits
units from the 5 elective courses to meet up to a minimum of 36 credits units. Every
student is required to carry a minimum of 128 credits and maximum of 130 credits to
graduate. The breakdown is as follows:
Chemistry - 36
Second Teaching subject - 36
Education - 36
Total = 128 Credits
Teaching Practice is compulsory for all students to graduate. Teaching Practice earns 6
credits under Education 324.
10. PROJECT
The final year Project is compulsory for all final year students. The project may be
written in any of the subjects offered by the students and credited to EDU 323. Project
earns 2 credits.
229
11. CHEMISTRY COURSE CODES, TITLES CREDIT UNITS AND STATUS
NCE YEAR I - SECOND SEMESTER
NCE YEAR 2 - SECOND SEMESTER
COURSE CODE COURSE TITLE CREDIT UNIT STATUS
CHE 111 General Chemistry 2 Compulsory
CHE 112 Introductory Organic Chemistry I 2 Compulsory
CHE 113 Chemistry Practicals I 1 Compulsory
CHE 114 Application of Maths to Chemistry I 1 Compulsory
CHE 115 Chemistry Methodology I 1 Compulsory
Total 7C
CHE 121 Introductory Physical Chemistry 2 Compulsory
CHE 122 Introductory Inorganic Chemistry 1 Compulsory
CHE 123 Introductory Organic Chemistry II 2 Compulsory
CHE 124 Chemistry Practicals II 1 Compulsory
CHE 125 Chemistry Laboratory Techniques 1 Compulsory
CHE 126 Application of Mathematics to Chemistry II 1 Elective
Total 8C
CHE 211 Properties of Ionic Compounds 1 Elective
CHE 212 The Gaseous State 1 Compulsory
CHE 213 The Liquid State and Colloids 1 Elective
CHE 214 Environment and Industrial Chemistry 1 Compulsory
CHE 215 Chemistry Practicals III 1 Compulsory
CHE 216 Nuclear Chemistry 1 Compulsory
CHE 217 Chemistry of Non-metals 1 Compulsory
Total 7C
CHE 221 Chemical Equilibrium 2 Compulsory
CHE 222 Organic Chemistry I 2 Compulsory
CHE 223 Metals and Alloys 1 Elective
CHE 224 Chemistry Practicals IV 1 Compulsory
CHE 225 Basic Analytical Chemistry and Research
Techniques
1 Compulsory
CHE 226 Chemistry Methodology II 1 Compulsory
CHE 227 Transition Elements 1 Compulsory
Total 9C
230
TEACHING PRACTICE
NCE III - SECOND SEMESTER
CHE 321 Chemical Kinetics 2 Compulsory
CHE 322
Chemistry of Alcohols, Carbonyl
Compounds and Mono Carboxylic Acids 2 Compulsory
CHE 323 Natural Products & Amines 1 Elective
CHE 324 Thermodynamics 2 Compulsory
CHE 325 Chemistry Practicals V 1 Compulsory
Total 8C excluding project (2C)
*The project may be done in the other teaching subject but it will be credited to EDU 323
SUMMARY
Compulsory = 34 Credits
Elective = 2 Credits
Total 36 Credits
NB:
There are 34 compulsory credits units and students are required to take additional 2 credits from
any of the 5 electives courses to meet up to a minimum of 36 credits units.
231
NCE I - FIRST SEMESTER
COURSE CODE COURSE TITLE CREDIT UNITS /STATUS
CHE 111 GENERAL CHEMISTRY 2 Credits Compulsory
Concepts of the atom and the molecule
Discharge of electricity through gases
Determination of e/m of cathode rays
Determination of the charge of an election
Discovery of protons and neutrons
Experiments of Rutherford and Chadwick
Electronic structure of the elements
Isotopes and mass spectrometry
Atomic orbital, Bohr atom, Dual nature of matter
Basic concepts of quantum mechanics
Qualitative treatment of de Broglies and Schrodingers wave equations
Quantum numbers
Uncertainty principle Hydrogen orbitals
Many electron systems, Electrons spin, principle
Pauli Exclusion Principle, The Periodic Table Valence shell electrons
Ionization Potential Electron Affinity. Atomic and Ionic radii, Electro negativity.
Types of chemical bonds: electrovalent, covalent, dative, hydrogen, metallic and Octet
Lewis Formulae.
Multiple electron-pair bonds. Odd Electron compounds
CHE 112 INTRODUCTORY ORGANIC CHEMISTRY I 2 Credits Compulsory
Characteristics of Organic Chemistry and its relationship to other branches of
atoms through covalent bonding resulting in chain formation. Review of ground
state electronic structures especially C, H, O, N, S, etc. Hybridization: Review of
atomic orbitals. Sigma and Pi-bonds Molecular orbitals and their relations to
structure. Bond characteristics: length, angle and strength. Electronegativity,
polarization and its effects on physical properties. Intermolecular forces and their
relationships to physical properties. Classification of reactions as involving
hemolytic and heterolytic fission. Cabonium ions and free radicals as reactant
intermediates. Acids and Bases. Electrophiles and Nucleophiles. Functional
groups and homologous series.
CHE 113 CHEMISTRY PRACTICALS I 1 credit, (3 hours/week) Compulsory
(a) Safety in the Chemistry laboratory precautions
(b) Qualitative Analysis
i) Detection of Anions:
SO
- 2
4
,
SO
- 2
3
-
,
SO
- 2
3
,
NO
-
2
,
CO
- 2
-
,
HCO
-
3
C1
-
, Br
-
, and 1
-
ii) Detection of cations: Groups 1-6
232
(c) Volumetric analysis
i) Weighing
ii) Preparation of standard solutions
iii) pH scale and choice of indicator
iv) Acid Base titrations: e.g. NaOH/HCI;H
2
SO
4
/NaOH
CHE 114 APPLICATION OF MATHEMATICS TO CHEMISTRY 1 Credit Compulsory
Observation and measurement, precision of experimental measurements. SI Units
of measurement, e.g. distance, volume, concentration, time, mass, density, etc.
Proportion: Application to mole concept, stoichiometry and volumetric analysis.
Ratio, percentage, rates and reciprocals. Quadratic equation and indices. Standrd
forms and Logarithms, Application to pH calculations.
CHE 115 CHEMISTRY METHODOLOGY I 1 Credit Compulsory
Trends in the teaching of chemistry. Lesson note preparation. Methods of
teaching Chemistry. Demonstration, Guided discovery, Discussion, Activity,
Tutorial, Project.
Organization of the chemistry laboratory
Duties of laboratory personnel (technologist, assistant, attendant)
Record keeping in the chemistry laboratory
Use of Audio-Visual in chemistry teaching (use of films, slides and overhead
projector during a chemistry lesson).
Computer Assisted Instruction (CA)
Games and simulations, concept mapping
Evaluation of chemistry textbooks
NCE 1 - SECOND SEMESTER
CHE 121 INTRODUCTORY PHYSICAL CHEMISTRY 2 Credits Compulsory
Valence bond theory. Molecular orbital approach (qualitative treatment only)
Directional character of covalent bonds, hybrid orbitals. Hybridization involving
orbitals of complex compounds. Hesenbergs rules, valence shell, electron pair
repulsion. Resonance. Delocalized orbital. Bond length. Dipole moments.
Partial covalent bond character, electronegativity and hydrogen bonding. Rare
gases compounds. Ionic crystals. Madelung constant. Calculations of lattice
energies using Born-Haber cycle. The covalent bond. Description of simple
homonuclear diatomic molecules and ions including CO
+
and CO
+.
Basic
concepts of quantum mechanics.
CHE 122 INTRODUCTORY INORGANIC CHEMISTRY 2 Credits Compulsor
General properties of the elements in relation to the periodic table.
Groups/family Periods of elements. Shielding effects. Nuclear charge. Stable
configurations.Atomic and ionic radii. Characteristics of transition elements.
Occurrence and extraction of the following metals: Aluminum, Sodium and
Calcium.
233
CHE 123 INTRODUCTORY ORGANIC CHEMISTRY II 2 Credits Compulsory
Saturated and unsaturated hydrocarbons
Introduction to the rules of IUPAC nomenclature as compared with trivial or
common names of compounds. Chemistry of the Alkanes: relative inertness,
oxidation, halogenations, pyrolysis and catalytic cracking of Alkanes.
Mechanism and orientation of halogenations. Chemistry of Alkenes and alkynes.
Bond dissociation energy, heat of reaction, energy of activation, rate of reaction
and transition state. Isomerism: Structural, geometrical and optical. Applied
alkene chemistry: Petroleum chemistry, fuel and petrochemical, energy
considerations. Brief elementary introduction to stereochemistry including
elements of symmetry and chirality. Optical activity and operation of a
polarimeter. Fischer projection and assignment of configuration e.g. D (+) 2,3
dihydroxypropanal (glyceraldehydes).
CHE 124 CHEMISTRY PRACTICALS II 1 credit, (3 hours/week) Compulsory
QUALITATIVE ORGANIC ANALYSIS
- Test for unsaturation
- Detection of the following elements in organic molecules: N, S, C1, Br, I, C,
H, O.
- Detection of the following functional groups, carboxyl, hydroxyl, alkanoate,
amine, alkanal and alkanone.
- Distinguishing the classes of amines
- Distinguishing alkanals from alkanones
- Distinguishing classes of alkanols
CHE 125 CHEMISTRY LABORATORY TECHNIQUES 1Credit Compulsory
(1) Management of the Chemistry laboratory
(2) Maintenance of equipment
(3) Improvisation of simple laboratory apparatus
(4) Setting up apparatus for demonstrating:
(a) Preparation of gases as in SSCE syllabus
(b) Preparation of salts
(c) Simple distillation
(d) Steam distillation
(e) Sublimation
(f) Fractional crystallization
(g) Paper chromatography
(h) Heating under reflux
(i) Using drying agents
(5) Determination of melting and boiling points
(6) Tests for oxidizing and reducing agents
234
CHE 126. APPLICATION OF MATHEMATICS TO CHEMISTRY II 1 Credit
Compulsory
Graphical solution to simple equations and linear simple simultaneous equations.
Application to equilibrium and kinetic calculations. Plotting of graphs and
estimating slopes, intercepts, etc. Application to physical chemistry problems.
Simple treatment of differentiation and integration of functions (rational and
algebraic functions). Differential equations involving separable variables.
Application to kinetic theory of gases, rate law and thermodynamics.
CHE 211 PROPERTIES OF IONIC SOLIDS 1 Credit Elective
Formation of ions. Ionization Potential and electron affinity. Formation of an
ionic solid. Arrangement of ions in crystals. Diffraction of electro-magnetic
radiation. Experimental methods of X-ray diffraction. Braggs equation. The
structure of Sodium Chloride from X-ray diffraction. Avogadros number from
lattice dimensions. Effects of ion size on crystal geometry. Electrolytic solutions.
Dissociation of strong and weak bases. Electromotive force and Galvanic cells.
Faradays laws and electrode reactions.
CHE 212 THE GASEOUS STATE 1 Credit Compulsory
The physical states of matter. Measurement of gas pressure, the barometer and
manometer. The gas laws: Boyles law, Charles law equation of state, and
Daltons law of partial pressures. Ideal gas equation: PV = nRT. Derivation from
Boyles and Charles laws. Kinetic theory of gases. Derivation of the
fundamental kinetic theory equation from the kinetic theory i.e. PV = mnc
2
.
The distribution of molecular velocities Derivation of gas laws from ideal gas
equation. Determination of molecular mass of real gases. The nature of
intermolecular forces and deviations from ideal behavior. The mean free path of
gas molecules. The heat capacities of gases and the equi-partition of energy.
CHE 213 THE LIQUID STATE AND SOLID 1 Credit Elective
General comparison of solids, liquids and gases. The liquefaction of gases and
the critical state. Vapour pressure. Boiling point. Freezing point. Sublimation.
Viscosity of liquids. Surface tension. Vapour pressure of solutions. Ideal
solutions and Raoults law. Non-ideal solutions and Henrys law. Boiling points
of solutions containing volatile compounds. Immiscible components. Dilute
solutions containing non-volatile solutes. Colligative properties: Vapour pressure
lowering, boiling point elevation, freezing point lowering and osmotic pressure.
The Nernst Distribution law.
The colloidal state: preparation and properties of hydrophilic and hydrophobic
colloids.
Stability of colloids. Separation of colloids. Surface phenomenon and
adsorption.
Chromatography: gas, solid and liquid.
Catalysis.
235
CHE 214 ENVIRONMENTAL AND INDUSTRIAL CHEMISTRY 1 Credit Compulsory
A study of the composition of soil and water. Environmental pollution: air, water
and soil. Solvent extraction, ion exchange and their application to industrial (v)
acid, sodium hydroxide, washing soda, baking soda, soaps, detergents, glass,
alcohol, matches, iron and steel. Production and utilization of timber. Trips to
related industries, a report should be written and this should form part of the
continuous assessment. Acid rain formation and its effects on the environment.
Oil pollution and its hazards. Environmental studies and HIV education (i.e. HIV
Transmission, other sexually transmitted infections, Body Abuse, prevention and
control).
CHE 215 CHEMISTRY PRACTICALS III 1credit,(3hours/week) Compulsory
REDOX TITRATIONS:
Balancing of redox equations
Redox titrations using KMnO
4
with Iron (II) ammonium tetraoxosulphate (VI)
and soidiumdioxonitrate (III).
Iodine with Na
2
S
2
O
3
5H
2
O.
Silver trioxonitrate (V) with sodium chloride and mixture of KCIO
3
and K
2
SO
4
.
K
2
Cr
2
O
7
with iron (II) ammonium tetraoxosulphate (VI).
Determination of the partition coefficient of iodine between carbon tetrachloride
and water.
Determination of molecular weight by freezing point depression.
Kinetic studies of hydrolysis of esters.
Measurement of pH using indicators.
Buffer solutions and pH meter.
Gender roles.
CHE 216 NUCLEAR CHEMISTRY 1 Credit Compulsory
Nuclear stability. Natural artificial radioactivity: Alpha, beta and gamma rays.
Einsteins mass-energy equation. Kinetic calculations of half-life.
Identification of Radio Isotopes. Application and uses of radioactivity: tracers,
dating and nuclear reactors.
Effects of nuclear reactions on the environment.
CHE 217 CHEMISTRY OF NON-METALS 1 Credit Compulsory
Physical and chemical properties of non-metals. Group V, VI and VII.
Extraction of sulphur. Peculiarity of the first row elements. Detailed treatment of
group trends. Group similarities and differences. Simple inorganic compounds:
hydrides, oxides and oxyacids including their properties and uses.
236
NCE II - SECOND SEMESTER
CHE 221 CHEMICAL EQUILIBRIUM 2 Credits Compulsory
Law of chemical equilibrium. Equilibrium constants expressed in different units.
Variables affecting chemical equilibrium. Effects of pressure, temperature,
concentration and catalyst. Aqueous solutions of weak acids and bases. The
ionization of water and the pH scale. Buffer solutions.
Polyfunctional acids and bases. Hydrolysis: Salts of a weak acid and a weak base.
Metallic ions, salts of dibasic acid.
Titration of acids and bases: strong acids and strong bases, weak acids and weak
bases. Indicators. Complex ion equilibrium. Equilibrium between ions in the
solid and liquid phases. Solubility and solubility products: effect of a common
ion on the solubility of slightly soluble salts. Equilibrium in systems containing
solid and gaseous phases. Phase rule. One component system and two
component systems.
CHE 222 ORGANIC CHEMISTRY I 2 Credits Compulsory
(MECHANISM IN EACH OF THE VARIOUS REACTIONS IN THE COURSE IS
NECESSARY)
Chemistry and molecular geometry of alkanes. Electrophilic and nucleophilic
addition. Oxidative cleavage and its application in structural determination (e.g.
Ozonolysis).
Relative stabilities of carbonium ions. The Markownikoffs rule: radical
addition.
Reduction. Polymerization: addition of polymers from akenes and vinyl
compounds, natural and synthetic rubber. Conjugated dienes: electrophilic 1, 2
and 1, 4 additions to conjugated dienes. Resonance orbital interaction. Alkyne
chemistry: acidity of C = C and reactions of C = C .
CHE 223 METAL AND ALLOYS 1 Credit Elective
Physical and chemical properties of metals. Arrangement of atoms in metals.
Bonding in metals. Valence bond theory of metallic bond.
Molecular orbital approach to the theory of solids. Free electron theory of metals.
Structure of pure metals. Insulators and semiconductors.
Alloys: Classification of alloys.
Structure of simple alloys, interstitial couples and bonding.
Group I/the Alkali metals. Group II/the Alkaline earth metals. The elements of
groups IIIA (Boron group). IVA (Carbon group).
CHE 224 CHEMISTRY PRACTICALS IV 1 credit, (3 hours/week) Compulsory
Separation techniques: solvent solvent extraction, column chromatography, etc.
Criteria for purity: Determination of melting point; determination of boiling point.
Determination of solubility and solubility products.
Determination of equilibrium constant. Verification of Raoults Law.
237
CHE 225 BASIC ANALYTICAL CHEMISTRY AND RESEARCH TECHNIQUES
1 Credit Compulsory
a) Project work in Chemistry
i) Title
ii) Abstract
iii) Introduction
iv) Experimental
v) Results
vi) Discussion
vii) Summary & Conclusion
viii) References
b) Significant figures:
i) Addition and subtraction
ii) Multiplication and division
c) Measurement:
i) Accuracy
ii) Precision
iii) Errors (concept, types, sources, control, estimation)
d) Measures of central tendency: mean, mode, median, range, co-efficient of
variance, standard deviation.
e) Test of significance
Chi
2
-Test and t-test.
f) Units of concentration: mol.dm
-3
(molarity), gdm
-3
(mass concentration),
molality, parts per million, percentage concentration.
g) Concepts of acids and bases:
i) Bronsted Lowry theory
ii) G.N. Lewis theory
iii) Conjugate Acids and Bases
iv) Strong acids and bases
v) Weak acids and bases
vi) Indicator action
h) Titrations:
i) Acid Base titrations
ii) Complexometric titrations
iii) Precipitation titrations
iv) Redox titrations.
238
CHE 226 CHEMISTRY METHODOLOGY II 1 Credit Compulsory
Philosophical elements of science education:
Nature and structure of science
Role of science, the scientist, the science teacher and society
The concept of integration in science and chemistry
Other issues in Science Education:
Professional growth of the science/chemistry teacher
Science, religion and culture
Science clubs and fairs
Exhibitions in chemistry
Conferences, clubs, seminars, symposia and workshops
Practicum in Chemistry teaching (Microteaching)
CHE 227 TRANSITION ELEMENTS 1 Credit Compulsory
i) Position in the Periodic Table
ii) General characteristics (1
st
, 2
nd
and 3
rd
row) of transition elements.
iii) Electronic structure of the atoms and ions (1
st
row only)
iv) Bonding in transition elements
- Crystal Field Theory (CFT)
- Adjusted Crystal Field Theory (ACFT)
- Ligand Field Theory (LFT)
v) Formation of complexes: Isomerism and stability of complexes
vi) Extraction, physical and chemical properties of 1
st
row transition elements,
their compounds and uses.
vii) Lanthanide contraction, chemical behavior and periodic comparison
TEACHING PRACTICE
NCE III - SECOND SEMESTER
CHE 321 CHEMICAL KINETICS 2 Credits Compulsory
The reaction rate: Reaction order. Molecularity. The rate law. Experimental
techniques for determining first order reactions. Derivation of firs-order kinetic
equation. Example of first order reactions, second order reactions, third order
reactions. The half-life of a reaction. Methods for determining the reaction order.
Factors affecting rates of reactions. Solvent effects. The Arrhenius theory of
reaction rates. The collision theory of reaction rates. The transition state theory
of reaction rates, the activated complex relationship between Arrhenius and
239
Transition state theories. Unimolecular gaseous decomposition reactions. Study
state approximation. Reaction mechanisms.
CHE 322 CHEMISTRY OF ALCOHOLS, CARBONYL COMPOUNDS AND
MONOCARBOXYLIC ACIDS 2 Credits Compulsory
ALCOHOLS:
Structure, nomenclature and properties
Methods of preparation
Uses
CARBONYL COMPOUNDS
Chemistry and reactivity of the carbonyl group. Structural survey of alkanals and
alkanones. General characteristics and nomenclature of alkanals and alkanones.
Similarities and contracts with other types of double bonded compounds.
Nucleophilic addition to the carbonyl group. Some examples of aliphatic and
aromatic. Alkanones and Alkanals. Special topics related to carbonyl groups.
Acetals, ketals and use as protecting groups.
Introduction to reactions of anolate ions. Keto-enol tautomerism. Simple aldol
condensation and its synthetic utility. Halogenation of ketones. The haloform
reactions. The Cannizaro reaction.
CARBOXYLIC COMPOUNDS
Chemistry of the carboxylic acids and derivatives. Polarity, structure and
nomenclature of monocarboxylic acids, hydrogen bonding in carboxylic acids and
its medication by inductive effects and mesomeric effects.
Some reactions of carboxylic acids.
Some reactions of carboxylic acid derivatives e.g. anhydrides, acyl halides, esters
and amides.
Synthesis and reactions of aromatic suphonic acids.
CHE 323 NATURAL PRODUCTS AND AMINES 2 Credits Elective
Lipids. Triglycerides: structure, composition and functions in living organisms.
Types of fatty acids encountered in lipids. Commercial applications as soaps,
edible oils and fats, etc.
Carbohydates: aldoses and ketoses.
General features, configuration in relation to glyceraldehydes. Aldohexoses
structure and chemical reaction. Disaccharides, sucrose, maltose, lactose, etc.
Polysaccharides starch, cellulose, etc. Brewing.
Proteins: Properties, structure, nomenclature, synthesis and uses.
Amino-acids: Their dipolar nature and relationship to proteins.
Amines and derivations: General characteristics and nomenclature of amines;
structure, physical and chemical properties. Amines as nucleophiles: General
reaction of aliphatic and aromatic amines. Quatemacy ammonium compounds.
Hoffman Benzene diazonium salts and their reactions.
240
CHE 324 THERMODYNAMICS 2 Credits Compulsory
The nature of thermodynamics. Definition of some thermodynamic terms,
including temperature. The first law of thermodynamics. Enthalpy. Heat
capacity of gases. Reversible adiabatic processes. Thermochemistry. Standard
states. Enthalpy of reactions. Hesss law. Relationship between heat of reaction
at constant pressure and at constant volume.
Heat of solution. Enthalpy of formation of ions in solution. Bond energies.
Dependence of heat capacity and enthalpy of reaction on temperature. The
second law of thermodynamics. Bohr Energy Circle. Molecular interpretation of
entropy. Examples of entropy calculations. Criteria for equilibrium. The work
function and Gibbs Free Energy. Free energy and the equilibrium constant.
Equilibrium between phases.
The Clapeyron equation.
The third law of thermodynamics.
CHE 325 CHEMISTRY PRACTICALS V 1 credit, (3 hours/week) Compulsory
Synthesis and characterization of inorganic complexes.
Determination of enthalpies of neutralization and combustion.
Synthesis of some benzene derivatives.
Tests for proteins, carbohydrates, sucrose, glucose and lipids
Note: C = Compulsory
E = Elective
241
COMPUTER SCIENCE
1. PHILOSOPHY
Nigeria cannot afford to ignore the role which computer literacy plays in achieving the
national goal of technological development. Hence she has resolved to introduce
computer education in primary and secondary schools. For meaningful teaching of
computer science in our primary and secondary schools, there is a need to produce
professional teachers in the discipline. Hitherto there has been provision for the training
of computer scientists in the universities and the polytechnics but little attention was paid
to the training of teachers in computer education. There is now an urgent need for the
Colleges of Education to offer computer studies as a subject in the programme of
professional preparation of teachers.
2. OBJECTIVES
By the end of the programme, the student should be able to:
i) Teach computer studies at the Primary and Secondary School levels;
ii) Write progammes and process data with maximum speed and accuracy;
iii) Demonstrate reasonably high level of competence in preparation for further
studies in computer science education.
iv) Motivate pupils interest in the study of computers by appropriately using ICT
teaching/learning strategies.
v) Apply the use of computer as an aid in daily life activities.
3. (i) General Admission Requirements
a) A Senior Secondary School Certificate (SSSC), (WAEC and / or NECO) or
G.C.E. O Level with credit passes in 5 subjects including English Language,
three of which must be at credit level in one sitting or 5 credits at two sittings.
Also a credit in relevant course combination is acceptable. Two of the credits
must be relevant to the course the candidate wishes to offer. Credits in computer
science and/or mathematics are required in this course.
Credit/merit in computer science and/or mathematics is required in this course.
c) Associateship Certificate in Education awarded by approved institutions in
Nigeria or abroad, is also acceptable qualification if accepted by the institution.
Such qualification (s) must meet the requirement to read NCE computer science.
d) Successful candidates in the Pre-NCE final examinations or credit pass in Interim
Joint Matriculation Board (IJMB) examination, organized by an accredited body
would also be qualified for admission provided they meet the minimum
requirements for admission i.e.; credit in computer science.
e) A credit pass in IJMB with credit in computer science at ordinary level.
f) All candidates wishing to be considered for admission must enroll and write the
242
5. a) Facilities
For Colleges to run a computer studies programme, it is essential that the following
facilities should be provided as a minimum condition:
i) One computer for a group of not more than 5 students
ii) Laboratory for Computer Studies, which must be air-conditioned
iii) Cabinet for storage facilities
iv) Regular supply of software material
v) 1 Multimedia system
vi) 1 Computer Centre for training/teaching of other students/commercial purposes
vii) Alternative power supply Generator
viii) Journals on computer science
All computer systems must be full multimedia system whose configuration is not
less than the following:
- INTEL PIV 3GHZ (100 FSB) MMX
- 512 MB RAM
- 40GBHD
- 56 X CD-ROM Drive
- 15 SVGA Monitor
- PS 2 Keyboard + mouse
- SUBMIDI PIV casing
- 650 VA UPS for each computer system
- 1000-Watt stabilizers for each system
- all computers must be on Local Area Network
- Every system must be connected with Internet
- The following additional equipment must be available:-
- Scanners
- Printer (Laser printers and DeskJet Printers)
- Computer projectors
- One Laptop Computer to each lecturer of the department
- Journals:-Local and international journals on computer studies education must
be made available
b) Computer Lab.
Equipments Required for Computer Laboratory
i) Microcomputers with the following configuration:
Pentium - III 866MHZ OR 1 GHZ
128 MB RAM
20 GB HARD DISK
3.5 FDD
WINDOWS 98 AND ABOVE
D ROM
14 SVGA MONITOR
ENHANCED KEYBOARD (FIF12)
ii) UPS 1.22 KVA OR HIGHER CONFIGURATION
243
iii) PRINTERS
a) LQ 2170 EPSON PRINTER/DFX 5000
b) HP LASERJET 1200
iv) EXTENTION CABLES
v) PEN BOARD
vi) COMPUTER PROJECTOR/SCREEN
vii) Due to the dynamic nature of the advancement of Information and
Communication Technology (ICT), equipment and software should be updated
regularly to meet with the current changes in Technology.
6.0 PERSONNEL
6.1 ACADEMIC STAFF
Minimum of eight (8) academic staff with Bachelors degree in Computer Science
with at least a Second Class Lower (2/2) (Honours) degree in Computer Science
and a professional teaching qualification or a minimum of Bachelor of Education
Degree in computer Science with at least a Second Class Lower (2/2) status. The
staff-students ratio should be 1:25. Also those without teaching qualifications
should be advice to take Postgraduate Diploma in Education (PGDE).
6.1.1 SUPPORT STAFF
a) 1 computer Technologists/Engineer
b) Two (2) Computer Operators (Data operators, programmers, etc)
c) 2 Cleaners
d) 1 Laboratory attendant
e) 1 Standby Security Staff
7.0 Mode of Teaching
Computer Studies at the NCE level shall be taught by an appropriate selection or
Combination of the followings teaching strategies:
Discussion
Lecture
Practical Demonstration
Tutorials
Supervised projects
Students Guided Practice
Problem Solving/Inquiry Method
Excursion to computer firms
Seminar
Computer Assisted Instruction (CAI)
NOTE:
Every Computer Science student must be exposed to 5 hours of practical per week
Education - 36 Credits
Computer Science - 38 Credits
244
Second Teaching Subject - 36 Credits
General Studies - 12/14 credits
Total - 128 Credits minimum
The maximum credits for graduation should not exceed - 130 credits
8.a) TEACHING PRACTICE
Every student is required to complete successfully Teaching Practice for a period
of 12 weeks. The whole of 300 level first semester should be devoted to teaching
practice i.e. starting from mid September to April. This covers two terms of
school year of 26 weeks. The credit earned is recorded in EDU 324.
c) SIWES: - A two-phase SIWES is recommended: - 8 weeks programme at the end
of the first session coded CSC 125 (1 credit, Compulsory and the second one as
CSC 225 (1 credit, compulsory at the end of the second session.
9. FINALYEAR PROJECT
Every student is required to write and submit a project in Computer Science and
the credit is recorded under EDU 323. All topics should reflect computer in
education (Teaching and Learning) Project carries 2 Credit Units.
10. MANDATORY REFRESHER COURSES
Due to very rapid changes in the field of Information Technology/Computer Science,
it is mandatory for all Computer Science Staff to regularly undergo
Workshops/refresher courses/programmes in the field and belong to relevant
professional bodies.
245
11. SUMMARY OF COURSE TITLES AND STATUS
Code &
Number
COURSE TITLE UNIT STATUS
CSC 111 Introduction to Computer Science 2 C
CSC 112 BASIC Programme Language 1 2 C
CSC 113 Computer Operations & Application 2 C
CSC 114 Number System 1 C
CSC 115 Introduction to Micro Processor 1 C
Total 8 credits
CSC 121 Electronic Data Processing (EDP) 1 C
CSC 122 Word Processing MS word 2 C
CSC 123 Electronic Spreadsheet with MS Excel 1 C
CSC124 The Teaching of Computer Science 1 2 C
CSC 125 Basic Programming II 2 C
Total 8 credits
CSC 211 Introduction to Symbolic Logic 1 E
CSC 212 Introduction to Operations Research 1 E
CSC 213 Database Management I 2 C
CSC 214 Data Structure 1 C
CSC 215 Computer Logic 2 C
CSC 216 FORTRAN Programming Language 2 C
Total 9 Credits
CSC 221 PASCAL Programming Language 2 C
CSC 222 Operating Systems (OS)/windows application 2 C
CSC 223 Introduction to Numerical Methods 2 C
CSC 224 The Teaching and Learning of Computer
Science II
1 C
CSC 225 SIWES 1 C
CSC 226 System analysis and Design 1 C
Total 9 Credits
NCE FIRST SEMESTER
EDU 324 (Teaching
Practice)
Teaching Practice
6 Credits C
Total 6 Credits
246
CSC 321 Advance Level Programming Language(JAVA),
C++,VBASIC, COBOL, etc 1 C
CSC 322 Seminars 1 C
CSC 323 Desk top Publishing 1 E
CSC 324 Computer Graphics 1 E
CSC 325 Introduction to Networking 1 C
CSC 326 Data Base Management II 2 C
CSC 327 Computer Maintenance/Troubleshooting 1 E
Total 8 Credits
Note: -
C = Compulsory;
E = Elective
12. ASSESSMENTS AND CERTIFICATION
C.A. = 30%; Externally moderated examination = 70%
13. COURSE COMBINATIONS
i) Computer Science/Mathematics
ii) Computer Science/Physics
iii) Computer Science/Chemistry
iv) Computer Science/Biology
v) Computer Science/Integrated Science
vi) Computer Science/Secretarial Studies
vii) Computer Science/Accounting
viii) Computer Science/Economics
ix) Computer Science/Business Studies
x) Computer Science/Geography
xi) Computer Science/Social Studies and so on
14. COURSE CODE COURSE TITLES CREDICT UNITS STATUS
NCE 1 - FIRST SEMESTER
CSC III: Introduction to Computer Science 2 Credits Compulsory
1. An overview of the world of computers with
Emphasis on the different ages e.g. Stone Age, to electronic age.
2. Historical development of computers starting from early counting
devices to electronic counting devices.
3. Information transmission
4. Basic computer concepts (definition and components of computers)
5. Types of computers (analogue, digital, hybrid)
6. Hardware components
7. Software components
8. Peripheral devices
9. Bits, Bytes, Word, Storage size
10. Computer Worms and viruses
11. ICT as a transformational tool and ICT gadgets
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CSC 112 Basic Programming I 2 Credits Compulsory
What is programming?
Algorithm & Flowcharting
Need for Computer Language
BASIC as a Computer Language
Data and Variable Types
Functions and Key words
Statements (Commands)
CSC 113 Computer Operations and Applications 2 Credits Compulsory
The use of Computers in Education, administration,
Transportation, job creation, library, protection of
Documents, domestic chores, municipal work and
National development.
Operating the Microcomputer (operating systems)
Use of the Keyboard and the mouse
Use of Computer Assisted Instructions (CAI)
Booting of computer, file handling, multimedia systems, installation
of application software (two hours practical per week)
Computer Games
Internet Operations and Application
CSC 114 Number System 1 Credits Compulsory
Binary Number system
Binary Arithmetic
Octal and Hexadecimal Numbers
Floating and Fixing Point Numbers
Data and Character representations (codes)
Four-bit Binary coded decimal
Six-bit Binary coded decimal
The Binary Arithmetics should treat Is and 2s complement
CSC 115 Introduction to Microprocessor 1 Credit Compulsory
Characteristics, Features and Anatomy
Addressing Modes
The BUS System (Data bus, Address bus, Instruction bus)
ROM and RAM
Limitations and Virtues of Micros
The Microprocessor as one of the Selection Criteria for the purchase of a
Computer
NCE I SECOND SEMESTER
CSC 121 Electronic Data Processing (EDP) 1 Credit Compulsory
Meaning of data, information and information system concept of EDP
Techniques of EDP (input/output) devices
248
Data processing stages, Data processing cycle
Data entry, meaning and problems of data entry
Data collection, meaning, media and methods
Data collation, meaning and devices
Information storage and retrievals
Types of files, types of storage (main and backing storage)
CSC 122 Electronic Word Processing MS Word 2 Credits Compulsory
Basic concept of word processing
Opening a Document File]
Production of Memoranda, Letters and Reports
Techniques of Understanding, Blocking, Editing and Spell-checking
Printing a file
Saving a file
Exiting Computers following normal sequence
(Two hours practical per week)
CSC 123 Electronic Spreadsheet with MS Excel 1 Credit Compulsory
Definition of Spreadsheet, Structure of the Spreadsheet
Opening Files
Keying-in/manipulation of Data
Graphs (line, pie chart, bar chart, stack-bar chart)
Printing of graphs, saving files and graphs
Retrieving files and graphs
Common uses of spreadsheets
Operators and types
(Two hours practical per week)
CSC 124 The Teaching and Learning of Computer Science I 2 Credits
Compulsory
Introduction to the Teaching Profession
Basic Competencies of the Computer Science Teacher (An Overview)
- The Lecture Method
- The Discussion Method
- The Demonstration Method
- The Practice and Drill Method
- The Problem-solving (Heuristic) Method
- Computer Aided Learning
- Computer Assisted Instruction
Analysis of Upper Basic Education Curriculum in computer Science
The Use of the Chalkboard/Magnetic Board
Preparation of Lesson Notes
CSC 125 Basic Programme II 2 Credit Compulsory
Looping and subroutines
Arrays and Tables
More BASIC Statements
Control Structures in BASIC
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Subprograms (subroutines and procedures)
More BASIC Functions
Data/Computer files in BASIC
File creation and assessing
String manipulation
Using BASIC to read life problems/application
Intensive BASIC program design, coding, running and debugging
CSC 211 Introduction to symbolic Logic 1 Credit Elective
Arguments (Deductive and Inductive)
Proposition of forms, validity, truth, falsity
Negation
Conjunctions and Disconjunctions
Truth functions
Arguments form and validity
Formal proof
Truth functional equivalence
CSC 212 Introduction to Operations Research 1 Credit Elective
Linear programming models and selected areas of application
Decision Theory: Uncertainty
Maximum and Minimum Strategies
Network Analysis
Transportation Problems
CSC 213 Database Management I (Theory only) 2 Credit Compulsory
Nature of Database Management system (DBMS)
Different types of DBMS
Files: Network, hierarchical, relational records, keys
Types of Fields, Access Methods
Programming in dBase with Windows
Advantages and Disadvantages
Database Model Hierarchical, Relational, Network, Distributed etc
Data Storage and Retrieval
Data Security and Integrity
Further expectation of the meaning and users of Database
Further examination of Database Management System
Database Administration (DBA)
Methods of Organization Data
Intensive Practice with Dbase for Windows
CSC 214 Data Structure 1 Credit Compulsory
Queries, Stacks, LIFO, FIFO
Queries and Deuces
Sequential and linked Allocations
Doubly linked Lists
Arrays and Trees
250
CSC 215 Computer Logic 2 Credit Compulsory
Meaning and nature of Computer Architecture, levels within Computer
Architecture
Logic Gates and Logic Circuits (OR, AND, NOR, NAND, etc)
Truth Table
Circuit simplification (Minterm & Maxterm)
Boolean postulates (Commutative; Associative, Distributive, Negation
and, Redundancy Laws and De Morgans Theorem)
Application of Logic gates (Diodes, Registers, Transistors, etc).
CSC 216 FORTRAN Programming Language 2 Credit Compulsory
Visual FORTRAN 99 Data and Variable Types
Visual FORTRAN 99 Identifiers and Functions
Keywords in Visual FORTRAN 99
Statements (Read, Write etc)
Looping in FORTRAN
Arrays and Tables
Subroutines
Intensive Practice in Programme Design, Writing and Running
CSC 221 PASCAL Programming Language 2 Credits Compulsory
PASCAL data and Variables types
PASCAL identifiers and functions
Keywords in PASCAL
Statements (Read, Write, etc)
Looping in PASCAL
Arrays and Tables
Subroutines
Intensive practice in programme design, writing and running
CSC 222 Operating Systems (Windows Application) 2 Credits Compulsory
Definition and functions of Operating system (OS)
Advantages and disadvantages of using (OS)
Windows (types, uses, etc)
Assemblers, Translators and Interpreters
Batch processing, Real time processing and time sharing processing
Allocation and scheduling Resource
System Nucleus and memory management
Input/output systems
Intensive Practice in Application of Windows
Batch Processing & Multi-processing
Real-Time Processing
Time Sharing
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CSC 223 Introduction to Numerical Methods 2 Credits Compulsory
Exposition of and Programmes Design for:
Methods of Interpolation
Halving the Square Method
Newton-Raphson Method
Trapezoidal Rule, Simpsons Risk
Gaussian Method
Using Computer for treating the above
CSC 224 The Teaching of Computer Science II 1 Credits Compulsory
Evolution of knowledge in Computer Science
Application of this Evolution as basis for Teaching Computer Science
Further Preparation of Lesson Notes in Computer Science
Micro Teaching Practice
The use of computer and other electronic media in the classroom
Management of the Computer Science Laboratory
Assessment of Students Achievement in Computer Science
Construction and use of Simple Computer-Assisted Instruction (CAI)
Packages
The use of computer and other electronic media in the classrooms
Assessment of Students Achievement in Computer
Construction and use of Simple Computer Assisted Instruction (CAI)
Packages.
CSC 225 SIWES 1 Credit Compulsory
CSC 226 Systems Analysis and Design 1 Credit) Compulsory
Types of systems, System Analysis definition and objectives
Stages of Systems Analysis
Aspects of feasibility study
System Analysis Techniques
Management Information Systems (MIS)
Organizational Structure
Explain management and level of management
Information and sources of information
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NCE III: SECOND SEMESTER
EDU 324 Teaching Practice 6 Credits Compulsory
TEACHING PRACTICE
CSC 321 Advance level programme language (Java, C++, V Basic COBOL etc
1 Credit Compulsory
Introduction to Advance Programming
Comparison of various level of Advance Programming Language with
other programming language (Basic, Pascal etc)
Application of the selected Advanced Programming Design, Writing and
Running
Advance level Programming Language (APL) e.g. JAVA, C++, Q-
BASIC, COBOL, etc)
CSC 322 Seminars 1 Credit Compulsory
Academic Seminars on selected topics in Computer Applications,
Students should present papers on allocated topics in Computer
Applications
Intensive discussion and critical review of each paper should be carried
out under the guidance of lecturers in the Department. Copies of
presented (and updated) papers should be kept in the Departmental Library
for consultation and reference.
CSC 323 Desk Top Publishing 1 Credit Elective
Explanation of the Concept of Desk Top Publishing (DTP)
Items of equipment required for DTP
What can you publish?
Methods of Design, Composing and Production
Advantages and problems of DTP
CSC 324 Computer Graphics 1 Credit Elective
What are graphics?
Production of Designs, Plan, Lagos, etc
Presentation of Information as Pie Charts, Histograms and Line graphs
Practicals to emphasize: Drawing, Shape Variation, Labeling, Graphical
Outputs from Numerical Data/Formulate
Designs of Layouts
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CSC 325 Introductions to Networking 1 Credit Compulsory
Meaning and nature of Information technology
Definition and essence of Networking
Networking Structures (Characteristics, advantages, disadvantages)
Hierarchical structure
Ring Structure
Star Structure
Networking types (Local Area Networking, (LAN), Wide Area Network)
Network Tools (Modems, Servers, ISP, etc)
The Use of Internet and Intranet
Multiplexing
Multiplexing, communication protocols
Multiplexing and communication protocols

CSC 326 Database Management II 2 Credits Compulsory
Advantages and Disadvantages
Database Model Hierarchical, Relational, Network, Distribution etc
Data Storage and Retrieval
Data Security and Integrity
Further expectation of the meaning and uses of Database
Further examination of Database Management Systems
Database Administration (DBA)
Methods of Organizing Data
Intensive Practice with Database for Windows
Database design using MS-Access
Data capturing
Query, sorting, Report generation
Wizard and Design view etc
Application in student record, payroll, inventory control etc.
(The content should address practical of all the theories discussed in CSC 123)
CSC 327 Computer Maintenance/Troubleshooting 1 Credit Elective
The computer Laboratory Environment
Management of the Computer Science Laboratory
Care of the Computer
Prevention of computer viruses
Care of computer systems components (CPU, VDU, Keyboard, Diskettes,
Printers, Mouse, etc).
Solving basic operating problems, removing viruses, trouble shooting etc.
Identification of Basic components (CPU, I/O etc)
Provision of maintenance workshop with materials for practical
Establishing of maintenance workshop and (2 hrs practical per week)
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NCE INTEGRATED SCIENCE
1.0 PHILOSOPHY
The philosophy of the Nigerian Certificate in Education NCE Integrated Science is anchored on
the following areas:
a) Fundamental unity of science
b) The use of scientific method as a common approach in solving
c) The role and function of science in everyday life
Integrated Science has been described as that science which has not been disintegrated. It
supposes to be an approach to the study of the environment, free of the limitation imposed by the
separate subject disciplines. This is not to decry the value of a subject discipline approach; it
clearly has its uses. However, at the-level of readiness for learning of secondary school students,
the boundaries between the disciplines can only appear as artificial, man-made constructs which
interfere with unified view of nature as a whole, which children bring to the classroom with
them.
Integrated science emphasizes those concepts which are common to all of science, the process of
science and the skills associated with them. The great themes of science such as energy, field and
particle theories, conservation, balance and cycles in nature are also emphasized as its the
relevance of science to everyday life. Integrated Science also emphasizes inquiry into the nature
of the environment. The scientific method of inquiry can be learned by everyone, and a prime
aim of the programme is to provide students with an introduction to this method and allow them
to follow their own inquiries. The method of inquiry has cognitive and practical aspects.
These cognitive aspects include the ability to formulate questions, to identify variables and
design experiments, to interpret results, recognize patterns, generate hypotheses, draw
conclusions and develop theoretical models. The practical skills required include general skills
such as ability to observe and to measure, and more specialized skills in the handling and use of
laboratory apparatus, living material, and chemical.
2. OBJECTIVES
In preparing teachers of Integrated Science, the principal objectives include:
i) Enabling students gain the concept of the fundamental unity of science;
ii) Installing in students a commonality of approach to problems of a scientific nature i.e.
the scientific method;
iii) Increasing students understanding of the role and functions of science in everyday life
and in the world in which they live;
iv) Making students well informed and scientifically literate;
v) Enabling students acquire and demonstrate the intellectual-competence and professional
skills necessary to the teaching of Integrated Science in Primary and Junior Secondary
Schools, as an inquiry based subject, in conformity with National Curriculum;
255
vi) Developing in students the ability to impart and encourage in their pupils the spirit of
inquiry into living and non-living things in the environment;
vii) Developing the ability and motivation in students to work and think in an independent
manner;
viii) Enabling students carry out scientific investigations, emphasizing co-operation,
development of appropriate scientific processes and skills and improving their written
and oral communications skills.
3. (i) GENERAL ADMISSION REQUIREMENTS
a) A Senior Secondary School Certificate (SSSC), (WAEC or NECO) or GCE O Level
with credit in 5 subjects including English Language and Mathematics.
b) A Grade II Teachers Certificate (TC II) with credit or merit in five subjects, two of which
must be relevant to the course the candidate wishes to offer.
c) Associateship Certificate in Education awarded by an approved institution in Nigeria or
abroad, is also an acceptable qualification.
d) Successful candidates in the Pre-NCE final examinations or Interim Joint Matriculation
Board (IJMB) who also take and succeed in a selection examination organized by an
accredited body would also be qualified for admission.
e) All Candidates wishing to be considered for direct admission must enroll for and write
the selection examination organized by and accredited body such as JAMB.
f) It should be noted that some colleges may in addition to all the above, administer their
own elimination tests and/or interviews for some courses. This is legitimate.
(ii) ADDITIONAL ADMISSION REQUIREMENTS
Candidates wishing to study Integrated Science at the NCE level must satisfy the general
admission requirements. For candidates with Senior Secondary School Certificate or GCE O
Level, the credit passes must be from any two of the following groups:
a) Biology/Health Science/Agricultural Science
b) Physics
c) Chemistry
d) General Science/Integrated Science
For candidates with Grade II Certificates, the credit or merit passes must be from any two of the
following groups:
a) Biology/Health Science
b) Chemistry
c) Physics
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d) General Science/Integrated Science
e) Agricultural Science
Pre- NCE Directorate should be established with coordinator from various schools to represent
the interest of the school. A Director should head the Directorate.
4.0 FACILITIES
1. Classrooms/Laboratories
i) Classes of a maximum of 30 are seen as suitable teaching groups. Where the student
intake exceeds this number they should be grouped into parallel groups.
ii) Classroom/Laboratory size should be between 10 x 8 and 12 x 9sq. meters to afford
adequate space for practical activities and interaction.
iii) Special purpose laboratories and workshops should have a floor space of between 18 x 8
and 20 x 8sq. meters respectively.
iv) Biological Garden
v) (a) There should be a general purposes laboratory adequately stocked to cater for the interest
of the students.
b) Since teaching in the very near future will be I.T. driven the Department should be
provided with a Computer and Power point presentation projector. All staff are advised to
be Computer literate.
c) There should be a digital laboratory for the Department
d) There should be enough classrooms and lecture venues for students: Computers should be
provided to the Departments.
e) There should be an office for each staff (academic) furnished to enable the staff to work
effectively.
f) There should be a weather station, fishpond, botanical garden/zoological and a nursery
for the plants.
2. Staff Offices
The Head of Department and each senior staff should have a comfortably furnished office to
himself/herself. There should also be an office for support staff (Typist, Clerks etc.) with
relevant equipment e.g. Typewriters, duplicating machines, etc. Every HOD should have a
personal office separate from HODs office.
3. The Library
There must be enough books to cover all the areas of the subject in the ratio of one student to ten
books.
257
EQUIPMENT REQUIRED FOR THE TEACHING OF INTEGRATED SCIENCE
S/. DESCRIPTION QUANTITY
1) Skeleton System 3
2) Muscular System 3
3) Brain and Nervous System 3
4) Circulatory System 3
5) Digestive System 3
6) Eye and Vision 3
7) Skin and Excretory organs 1
8) Microscope 40
9) Incubator/Sterilizer 1
10) Autoclave (portable) 3
11) Top Loading Balances 4
12) Hot Plates 1
13) Refrigerator 1
14) Water Filter 1
15) Hygrometer 1
16) Drying Oven 1
17) Microtome 1
18) Automatic Tissue Processor 3
19) Centrifuge 1
20) Herbarium Cabinet 9
21) Herbarium Index Boxes
22) Air Pump
23) Photometer
24) Kymograph
25) Dissecting Microscope
26) Insect Light Traps
27) Insect Box (large)
28) Slide Projector
29) Overhead Projector
30) Steel Frame Aquarium
31) Oxygen Meter
32) Herbarium
33) Binocular Microscope
34) Embedding Bath
35) Manesty Still
36) Water Bath
37) PH meter
38) Tissue Grinder lan
39) Calorimeter
40) Auxanometer (Electric)
41) Soil Auger 4
42) Plant Press 2
43) Soil Testing Kit 2
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44) Wooden Quadrant 1
45) Measuring Tape 10
46) Biological Tape 1
47) Bunsen Burner 18
48) Gas Cylinder 2
49) Meter Balance
50) Cone Balance
51) Thermostat
52) Steam Bath
53) Magnetic Stirrer
54) Suction Pump
55) Circulating Water Pump
56) Soxlet Extractor
57) Rotary Evaporator
58) Water Tank
59) First Aid Box
60) Conductivity Meter
61) Water Distiller
62) Spectrophotometer
63) Oven and Victor Meyers apparatus
64) for measuring
65) Vapour density (density bottle)
66) Ammeter
67) Volmeter
68) Rheostat
69) Triangular Prism
70) Rectangular Prism
71) Pendulum Equipment
72) Stop Clock
73) Meter Rule
74) Convex Mirror
75) Concave Mirror
76) Telescope
77) Vernier Calipers
78) Micrometer Screw Gauge
79) Thermometer
80) Bar Magnet
81) U-shaped Magnet
82) Soft-iron Bar
83) Solenoid
84) Steel Bar
85) Electromagnet
86) Colour Disc
87) Colour Filter
88) Iron Fillings
89) Compass
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90) Ticker-Timer
91) Glass String (100ml)
92) Pine-hole Camera (can be made by students
93) Ray Box
94) Ripple Tank
95) Tuning Fork
96) Sono meter Box
97) Resonance Table
98) Lead-acid-Accumulators
99) Dry Cell
100) Connecting (copper) wire
101) Roll-assorted
102) Plug key
103) Simple Electric Motor Generator
104) Zinc Rod
105) Copper Tubes
106) Capillary tubes
107) Glass Tubes
108) Stop Watch
109) Dissecting Kit
110) Hand Lens
111) Beam Balance
112) Spring Balance
113) Computer
114) Workbench with all accessories
115) Vice
116) Tool box with the following content:
i) Hammer
ii) Hack saw
iii) Soldering iron and lead
iv) Tri square
v) Pliers
vi) Files
vii) Glass Cutter
viii) Spoke Shave
ix) Spanners
x) Tape
xi) Chisel
xii) Tester
xiii) Coping Saw
xiv) Cross Cut
xv) Tenon Saw
xvi) Mallet
xvii) Marking Gauge
xviii)Collapsible Meter Rule
xix) Hand drill with set of twist drills and drill bits
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xx) Punch/pincer
xxi) Adjustable Screw Driver
xxii) Knife
xxiii)Rasp plane
Note: the quantity should be determined by the number of students in the programme
6. PERSONNEL
i) ACADEMIC STAFF
A minimum of 8 academic staff (lecturers) for single major subject will be required.
Qualification: At least B.Sc (Ed) Hons. Degree or its equivalent with NCE or PGDE or B.Ed
with a minimum of Second Class Lower. The staff should preferably be qualified in Integrated
Science.
ii) SUPPORT STAFF
One Laboratory Technologist
One Laboratory Technician
One Laboratory Assistant
One Workshop Attendant
One Laboratory Attendant
One Cleaner
One Typist/Computer Operator
iii) MODE OF TEACHING
The most basic and fundamental approach to the teaching of Integrated Science at the NCE level
is that it must be activity-based at all points. This has been reflected in the time allocated to the
various courses. Practical work is not listed separately since if forms an integral part of the
teaching programme and can be assessed as part of the continuous assessment scores for the
programme. It has long been noted that students teach as they have been taught. The aim of
this programme is to capitalize on this phenomenon so that graduates of the programme will
continue with the activity-based approach when they reach schools to teach pupils.
The development of the science skills of observing, classifying, measuring, organizing,
formulating hypothesis, experimenting and interpreting data and reporting results should be a
major aim. A brief checklist for an activity-based approach to learning science is that students
should be:
(a) Handling materials, living and non-living;
(b) Designing, making or manipulating apparatus using a variety of materials including
junk items;
(c) Moving around freely and finding the materials they need;
(d) Discussing their work with each other and the teacher;
(e) Busy doing things they feel are important;
(f) Trying to work out for themselves what to do, from step to step, and not expecting to be
told what to do;
(g) Puzzling over problems;
(h) Comparing their ideas or observations with those of others;
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(i) Embarking on Field Trips;
(j) Excursion to places where students can observe science in operation/action to enhance
better understanding of science.
The Integrated Science programme should be taught in such a way those students:
(a) Take the initiative in suggestive what to do and how to set about it;
(b) Try out ideas to see what happens;
(c) Observe things closely watching, listening, touching, smelling;
(d) Try different ways of approaching a problem;
(e) Classifying things according to their properties or characteristics;
(f) Make sure record of what they find out or observe
(g) Use instruments for aiding observation and measurement;
(h) Devise and apply tests to find out what things will do;
(i) Make predictions of what they expect to happen;
(j) Look for evidence to support the statements they make;
(k) Try to explain their observations;
(l) Confirm their findings carefully before accepting them as evidence;
(m)Have workshops experience and practice.
Note
(a).The above checklists give a clear idea of the different approaches required for the effective
training of teachers of Integrated Science. A reorientation of course tutors from the traditional
approach to science teaching will certainly be required.
(b) In addition to that, fundamental unity of science, the social responsibility of science should
be emphasized
(c) There is the need for materials to be produced for the course in form of modules so that there
will be a standardization of teaching. Also zonal centres set up by NISTEP should be resuscitated
so that avenue will be created for teachers to meet and exchange ideas from time to time to uplift
the teaching of ISC. In addition, there should also be in-house Workshop in the various colleges
to help in enhancing the capabilities of the new ISC teachers.
(d) The Students-teachers ratio should be 1:25
ADMINISTARTION OF THE DEPARTMENT: -
A lecturer of the rank of Senior Lecturer and above should administer the department.
A candidate only needs a minimum of 36 credits for the single major. There are 34 compulsory
credit units and students are require to take additional 2 credit units from the three elective
courses to make a minimum of 36 credit units.
Integrated Science 36 credit units
Second Teaching Subject 36 credit units
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Education 36 credit units
General Studies 14 credit units
Teaching Practice 06 credits
Total 128 credits
All students must successfully complete Teaching Practice before graduating. Teaching practice
ears 6 credits under Education 324.
10. PROJECT
A final year project is to be written in either Integrated Science or second teaching subject. The
grade for the project is to be credited to EDU 324. It carries 2 credits.
11. ASSESSMENT AND CERTIFICATION
i)
C.A = 40% made up of: -
(a) Activity/Practical/Assignments 20% and
(b) Tests 20%
ii) Semester Examination = 60%
COURSE TITLES AND STATUS FOR INTEGRATED SCIENCE (SINGLE MAJOR)
FIRST SEMESTER NCE I
COURSE CODE TITLE CREDITS STATUS
ISC 111 Mathematics for Science I 1 Compulsory
ISC 112 Science Education I 1 do
ISC 113 Introduction to Scientific methods 1 do
ISC 114 Components of the environment 2 do
ISC 115 Nature of matter I 1 do
Total 6
SECOND SEMESTER NCE I
ISC121 Mathematics for Science II 1 Compulsory
ISC122 Processes of Life 3 do
ISC123 Man and Energy I 3 do
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FIRST SEMESTER NCE II
ISC 211 Components of the environment 2 Compulsory
ISC 212 Science Education II 2 do
ISC 213 Man and the Environment 2 do
ISC 214 Workshop practices and laboratory
management 1 do
Total 7
SECOND SEMESTER NCE II
COURSE CODE TITLE CREDITS STATUS
ISC 221 Nature of matter II 2 Compulsory
ISC 222 Science Education III 2 do
ISC 223 Dynamics 2 do
ISC 224 Research method 1 Elective
ISC 225 Carbon Compound I 2 Compulsory
Total 8 or 9
NCE III FIRST SEMESTER (TEACHING PRACTICE
SECOND SEMESTER NCE III
ISC 321 Man and Energy II 3 Compulsory
ISC 322 Reproduction and Growth 1 do
ISC 323 Carbon compounds II 2 Compulsory
ISC 324 The earth and the moon 1 Elective
ISC 325 Global ecology 1 do
Total 6 or 8
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SUMMARY
Compulsory - 34 Credits
Elective - 2 Credits
Total - 36 Credits
Notes:
Courses are core courses satisfying a minimum credit requirement for the award of the NCE
Single Major Integrated Science. There are 34 compulsory credit units and students are required
to take additional credit units from any of the 3 elective courses to meet up to a minimum of 36
credits
a) Elective course credit units. Students do 34 compulsory credit' units, and- two electives.
b) Integrated Science is designed to be taught as an activity-based 'subject and
practical should be included in every course.
c) Activity-based courses have been assessed as requiring more than 1 hour per Week per
Semester for a single credit unit, the allocation being based upon the quantity of practical
work implied by the stated course objectives.
COURSE CODE COURSE TITLES CREDICT UNITS STATUS
NCE 1 - SECOND SEMESTER
ISC111 MATHEMATICS FOR SCIENCEI 1) ARITHMETIC
1 Credit (2 Hours/Week) Compulsory
Use calculating aids such as tables and electronic calculators for me four arithmetic functions,
plus reciprocals, square roots, sine, cosines, tangents, exponentials and logarithms. .
1.1 Take account of accuracy in numerical work so that significant figures .are neither lost nor
carried beyond what is justified.
1.2 Make appropriate evaluations of numerical expressions (e.g. n
2
= 10; sin 30 = 0.5) and use such
approximations to check the magnitudes of machine calculations.
1.3 Use the following as examples:
- Exponential growth in Human population
- Population data: the accuracy of census, sample survey and vital registration system
- Population quantities e.g. birth rate, population density.
2) ALGEBRA
2.1 Positive and negative indices and square roots.
2.2 Simple algebraic equations, linear equations and quadratic equations, using correct
formulae
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ISC 112 SCIENCE EDUCATION I 1 Credit (2 Hours/Week) Compulsory
The science methodology component of the course acts as a bridge between the more formal
education course taught by the Education Department and the science content which forms the
bulk of the work done within the NCE Integrated Science. The focus is on the question: how can we
help children to learn science? This subsumes two further questions: "how do children learn science?
What is special about science? The understanding of diseases caused by viruses and other
microbes e.g. AIDS and the search for their cure is an example of the uses, to which 'man puts
scientific knowledge. These questions loosely correspond to cognitive and developmental
psychology and to the sociology and history of science. These themes are presented as questions in
order to emphasize their application to classroom practice and curriculum implementation The first
year of Science Education (courses ISC 112 and 122} concentrates upon the psychological,
philosophical and historical aspects of answering these questions.
"HOW DO CHILDREN LEARN SCIENCE?"
1.0 A Brief Introduction
1.1 History and philosophy of Integrated Science;
1.2 Traditional African ideas;
1.3 Behaviorism;
1.4 Constructivism;
2.0 CURRENT OR RECENT COMPETING THEORIES ON LEARNING
Their implications for the Science Curriculum;
2.1 Skinner's behavioral ideas;
2.2 The Bloom taxonomy of educational objectives;
2.3 Gagne's ideas;
2.4 Piagetian Stage theory;
2.5 Brunner's ideas;
2.6 Ausubel and the alternative conceptions movement;
2.7 Application of education theories to science teaching.
This will demonstrate to students that our best theories are only, provisional and arise out of several
competing theories. The greatest emphasis should. be laid upon the Piagetian stage theory because it is
important to give the students a- firm grip upon the most wide-ranging and easily applicable theory
we have .to hand at present. (Time: 16 hours, with at least 6 hours on Piaget).
3.0 EVIDENCE FROM RESEARCH
3.1 Stages of cognitive development and the cognitive demands of science curricula;
3.2 Childrens alternative conceptions;
3.3 Scientific concepts;
3.4 Science Education research from Nigeria.
NOTE:
This will give students a feel for the empirical evidence that must be gathered to test and develop
theories of learning, and for the nature of data that is accepted as evidence in building
psychological models (Time: 10 hours).
266
1SC 113 INTRODUCTIONS TO SCIENTIFIC METHODS
2 Credits, 4 Hours/Week) Compulsory
Definition of science, ethics and science process skills as ways of finding but about the
environment and attempt to put structure on it. Assumptions of. Science concerning nature and the
processes and products of scientific investigations.
1.0 OBSERVATION
1.1 Senses and related organs
1.2 Use of senses to make and record observations
1.3 Uses of Aids such as microscope, hand lens, telescope, glasses, hearing Aids

MEASUREMENT
Standard S.I. units and common related units for measurement of length, area, volume, mass,
temperature and time.
Apparatus and instruments for measurement in the units specified in 2.1.
CLASSIFICATION
Grouping or classifying
/
objects in the environment by colour, shape, behaviour and other
observed criteria.
Classification of living things: plants .and animals; vertebrates and invertebrates; groups of
vertebrates, flowering and non-flowering plants.

4.0 ETHICS OF SCIENCE AND SCIENTIFIC ATTITUDES
Knowing the ethics of science and developing scientific attitudes know the assumptions of science
concerning nature and the processes and products of scientific investigations/implication
SCIENCE PROCESS SKILLS
Application of science process skills to emphasis on communicating, interpreting data, designing
experiments, reporting completely, and accurately, formulating hypotheses, genera1lizing,
predicting, etc.
ISC114 COMPONENTS OF THE ENVIRONMENT I
2 Credits (4 hours/week) Compulsory
Air, water, weather and soil as components of the environment.
1.0 AIR
1.1 Air pollution, sources and consequences of air pollution
1.2 One method for determining experimentally the-prop6rtion of oxygen in the atmosphere;
1.3 Qualitative and Quantitative composition of air in terms of nitrogen, oxygen, and water
vapour, inert gases and carbon dioxide;
267
1.4 Physical properties and uses of oxygen and carbon dioxide and
their importance to living things;
2.0 WATER
2.1 Sources of water;
2.2 Importance of water to Life;
2.3 Nature of water as a solvent;
2.4 Importance of oxygen dissolved in water;
2.5 Sources of water and contaminating agents, (e.g.: sewage, oil, Chemicals);
2.6 Methods of water purification (e.g. use of chemicals, filtration, boiling, sedimentation);
2.7 Compare rural and urban water supplies;
2.8 Effects of water cycle, including the formation of ice, thunder, lightning, non-uniform
rainfall on the environment, with respect to plant growth and erosion.
3.0 WEATHER
3.1 Elements of weather (temperature, humidity, wind, rain, etc.);
3.2 uses of simple weather recording instruments in a weather station (thermometer, rain gauge,
wind vane, barometer, hygrometer, etc.);
3.3 keep weather records in chart form.
4.0 SOIL
4.1 Organisms that live in soils in our environment;
4.2 Mineral component of the soil: soil texture, inorganic and organic components, air content
and water;
4.3 Formation of soil in the light of climate and weathering, parent material, topography,
organisms, influence of man and time;
4.4 Types of soil; sandy, clay, loamy, humus, etc;
4.5 Value of soil as a non-renewable resource and discuss the uses and importance of soil
4.6 Common causes and forms of soil erosion and the relevant preventive measures
4.7 Practices that influence of bush burning regulations agent
4.8 Drainage patterns, causes, prevention and effect
ISC115 NATURE OF MATTER I 1 Credit (2hours/week) Compulsory
States of Matter explained in terms of particles; physical and chemical changes; separation;
elements; compounds and mixtures.
1.0 STATES OF MATTER
1.1 Evidence for the existence of matter as particles;
1.2 General physical properties of solids, liquids and gases;
1.3 Boyle's law, Charles' law. Ideal gas law, PV=nRT and the effect of intermolecular forces
on physical properties;
1.4 Vapour pressure of a pure liquid depends on temperature (qualitative treatment only);
1.5 Vapour pressure and relationship with external pressure;
268
Structure of NaCl as an ionic solid and carbon (diamond) and carbon (graphite) as
macromolecular -structures; plastics as polymers (cross-linked or not) and glasses as super
cooled liquids.
2.0 PHYSICAL AND CHEMICAL CHANGES; SEPARATION TECHNIQUES
2.1 Differences between physical and chemical changes;
2.2 Meanings of solution, solute, solvent, and apply them to Aqueous and some non-aqueous
systems;
2.3 Techniques and applications of distillation, evaporation, sedimentation, crystallization,
filtration, and cliromatography e.g. paper and alum.
3.0 ELEMENTS, MIXTURES AND COMPOUNDS
3.1 classification of matter into elements, mixtures and compounds; and distinguish between
them;
3.2 classification of common elements as metals and non-metals and as solids, liquids, or
gases at room temperature.
3.3 Uses of common elements, compounds and mixture.
269
NCE I, SECOND SEMESTER
ISC 121 MATHEMATICS FOR SCIENCE II 1 Credit (2 hours/week)
Compulsory
1.0 GRAPHS 1
1.1 Graphical, numerical, algebraic and verbal forms;
1.2 Variables and Scales for graph plotting;
1.3 Slope and intercept on a linear graph;
1.4 Standard linear form y = m x + c and re-arrange relationships into linear form where
appropriate;
1.5 Forms of common plots such as
x
1
, x
2
,
2
1
x
, sinx, cosx, e"
x
, Sinx, Cosx;
1.6 The slope of a tangent to a curve as a means of obtaining gradient;
1.7 The use of population data.
2.0 GEOMETRY AND TRIGONOMETRY
2.1 Areas of right angle and isosceles triangles;
2.2 Circumferences and areas of circles and segments;
2.3 Areas and volumes of rectangular blocks, cylinders and spheres;
2.4 Pythagoras' theorem, similarity of triangles and angle sum of a triangle;
2.5 Sines, Cosines and Tangents in physical problems;
2.6 Relationship between degrees and radians
3.0 GRAPHS II
2.1 Revision from ISC 121 (1.0) the use of the slope of a tangent to a curve' as a means of
obtaining gradient; e.g. distance/time graphs;
2.2
dx
d
For a rate of change with respect to variable x;
2.3 Area below a curve and relate this to integration, e.g. velocity/time graphs;
2.4 Histograph plots,
2.5 Apply the wave equation to simple harmonic motion, AC generation, Wave interference and
diffraction;
2.6 Use of data from a variety of sources including population education to illustrate rate of
change, histogram plots, and line graphs.
ISC 122 PROCESSES OF LIFE 3 Credits, (4 Hours/Week) Compulsory
Photosynthesis, combustion and respiration, nutrition, and digestion, circulatory system
Excretory system, Nervous system, Skeletal system.
1.0 PHOTOSYNTHESIS
1.1 Photosynthesis in terms of plants trapping energy and using it with carbon dioxide and water
to make carbohydrate;
1.2 Test leaves and storage organs for starch;
1.3 Importance of light, carbon iv oxide and chlorophyll in photosynthesis;
1.4 Importance of photosynthesis to life processes
270
2.0 COMBUSTION AND RESPIRATION
2.1 Combustion and respiration;
2.2 Oxidation and reduction as the addition and removal of oxygen respectively;
2.3 Oxidation reactions and oxidizing agents in cases where oxygen has been added;
2.4 Reactions of-oxygen with some common elements (e.g. carbon, hydrogen, magnesium,
sulphur, zinc);
2.5 Respiration in terms of the release of energy from the reaction of oxygen with food,
forming waste products, carbon dioxide and water;
2.6 Experiment to measure the energy change during the burning of food;
2.7 Part of a mammalian respiratory system: nostrils, trachea, epiglottis, bronchi, bronchioles,
alveoli, lungs, capillaries, ribs, intercostals muscles and diaphragm
2.8 Functions of respiratory system and the respiratory problems connected to breathing e.g. Asthma
3.0 NUTRITION
3.1 Types of food and test for the presence of glucose, starch, protein and fats;
3.2 Sources of carbohydrates, fats and proteins and their importance to animals and plants;
3.3 Sources of calcium, iron and vitamins and their importance to animals;
3.4 Interrelationship between population, personal health and nutrition (Meaning, methods of
personal health, advantages and disadvantages)
4.0 DIGESTIVE SYSTEM
4.1 Digestion as the process of making large particles small enough lo be soluble; reference to
the physical and chemical action of teeth, gut muscles, digestive juices and enzymes.
4.2 Digestive system of mammals: mouth, esophagus, stomach, liver, small intestine, large
intestine (colon and rectum), anus and the origin of the bile duct and pancreatic duct.
4.3 Absorption of food and simple food test.
4.4 Forms, places of storage and problems associated with food storage
5.0 CIRCULATORY SYSTEM
5.1 Composition of blood and lymph;
5.2 Role of blood in the transport of foodstuffs, respiratory gases, hormones, heat, excretory
materials and as defence against diseases;
5.3 Role of lymph in the transport of foodstuffs;
5.4 Structure and function of the mammalian heart.
6.0 EXCRETORY SYSTEM
6.2 Process of excretion, the excretory organs and their functions in plants and mammals;
6.3 Excretion and elimination in mammals.
6.4 The excretory product
7.0 NERVOUS SYSTEM
7.1 Sense organs and their uses
7.2 Structure and function of the gross nervous system;
7.3 Simple reflex action and examples
7.4 Central nervous system in the detection and protection of the environment\
271
8.0 SKELETAL SYSTEM
8.2 Structure and function of the skeletal system support, movement arid' protection;
8.4 Muscles as energy converters;
8.5 Bones and joints as it relate to lever systems.
ISC 123 MAN AND ENERGY I 3 Credits, (4 Hours/Week) Compulsory
Measuring and converting energy: force, work, energy, power. Forms of energy. Heat,
temperature and heat transfer.
1.0 FORCE, WORK, ENERGY, POWER
1.1 Work done as force x distance, and is measured in joules;
1.2 Knows that the energy of a body is a measure of its capacity to do work and is measured in
joules;
1.3 Concept of power as the rate at which work is .done (energy is transferred) and that the unit of
power is the Watt (joule/second)
2.0 FORMS OF ENERGY.
2.3 Kinetic and potential energy, with kinetic energy associated with motion, and potential
energy associated with position in a force field e.g. gravity;
2.4 Sources of forms of .energy: chemical, heat, magnetic, sound, and electro-magnetic
radiation including light;
2.5 Transfer of energy from one form to another e.g. electrical to sound, heat to mechanical
2.6 Meaning, examples, uses and misuse of renewable and non renewable energy.
2.7 Energy conservation to machines, power stations and to animals (metabolism).
3.0 HEAT AND TEMPERATURE
3.1 Heat of a body as it relate to energy of movement of particles.
3.3 Effects and uses of the expansion of solids, liquids and gases on heating;
3.4 Celsius and Kelvin temperature scales- and the concept of absolute zero of temperature;
3.5 Meaning of fixed points, temperature interval and the use of different thermometric
substances (e.g. alcohol,, mercury) and. other properties (e.g. electrical resistance) for
temperature measurement.
4.0 HEAT TRANSFER
4.1 Heat transfer by conduction, convection and radiation;
4.2 Simple demonstrations of the conduction of heat along good and poor conductors, and daily
life examples of the use of good, and poor conductors;
4.3 Simple demonstrations of the transfer of heat by. Convection, and cite daily life examples of
the use of convection;
4.4 Simple demonstrations of the absorption and emission characteristics, of matter and shiny
surfaces with regards to -radiant heat and describe experiments to compare these surfaces.
5.0 LIGHT
1.0 Rectilinear propagation of light, shadows and eclipse;
1.1 Laws of reflection;
1.2 Position and nature of an image formed by a plane mirror;
1.3 Uses of convex and concave mirrors;
272
1.4 Behaviour of light as it passes from one medium to another; - (Refraction) to apparent dept
vision, dispersion and rainbow.
6.0 SOUND
2.1 Sound waves as produced, propagated and reflected in- terms of longitudinal waves in a medium;
2.2 Velocity of sound in air by a simple method of measurement;
2.3 Factors which cause changes in the frequency of sounds given out by vibrating strings, air
columns and other objects; the application of these .to musical instruments;
2.4 Pitch of a sound as it is related to frequency and loudness to amplitude;
ISC211 COMPONENTS OF THE ENVIRONMENT II
2 Credits (4 Hours/Week) Compulsory
1.0 CHARACTERISTICS OF LIVING AND NON LIVING THINGS
Characteristics and classification of living things, cells, chromosomes and genes, bacteria and
viruses, fungi
1.1 Classification of growth in terms of temporary and permanent changes
1. 2 Physical and chemical changes in non living things and their characteristics.
2.0 PLANT AND ANIMAL CELL

2.1 Cheek cells and onion cells for viewing under a microscope, and to observe permanent slides of
different types of cells under microscope.
2.2 Distinguish between animal and plant cells e.g. cytoplasm, cell wall, cell membrane, nucleus,
vacuoles and chloroplast in a plant cell, cytoplasm, cell membrane and nucleus in animal cell.
CHROMOSOMES AND GENES
Nuclei as it contain chromosomes and that chromosomes carry, genes;.
Genes as a carrier of chemical information which determines an individual
Characteristics / traits.
Sex preferences among Nigerian communities and consequences on population; Importance of family
trait.
BACTERIA AND VIRUSE
Bacteria and viruses are micro-organisms
Bacteria and viruses are important members of ecological cycles
Importance of bacteria in natural water
Diseases caused by Viruses and some bacteria
Importance of some bacteria in making yoghurt and cheese
Bacteria and viruses and their effects on food, nutrition and health
5.0 FUNGI
5.1 Fungi and state their characteristics;
5.2 types of fungi;
273
5.3 Occurrence of fungi, their use as food and in industry;
5.4 Fungi and its effects on food, nutrition and health.
ISC 212 SCIENCE EDUCATION II 2 Credits (2 hours/week) Compulsory
In the second year, student-teachers will be turning their, attention towards the business of
teaching science in schools to pupils. This is the time to draw together the work of the first year and to
think about how the fundamental question of: "How can we help children learn science?" Can be
translated, into classroom practice
The Science Education Courses ISC 212 and 222 address the problem of effective
Management of the learning environment
The following topics form the basis of discussion (about 10 hours for each):-
1.0 THE TEACHER AS A MANAGER OF THE LEARNING ENVIRONMENT
1.1 Time and lesson planning;
1.2 Resources and pupil activities;
1.3 Pupils and grouping of pupils for different activities;
1.4 Space and efficiency of operation.

2.0 THE TEACHER AS AUTHORITY VERSUS THE TEACHER AS FACILITATOR
2.1 Traditional role of the teacher;
2.2 Problems associated with developing or changing subject content;
2.3 School as an encouraging or a restricting environment.
3.0 THE TEACHER AS AN ORGANISER OF LEARNING OPPORTUNITIES
3.1 Finding out what children already think and know;
3.2 Presenting counter demonstrations and arguments, generating cognitive conflict;
3.3 Drawing arguments and evidence together;
3.4 Maximizing children's involvement in their own learning.
3.5 Using context to explain concepts.
3.6 Use of analogies (similes and metaphors)
ISC213 MAN AND THE ENVIRONMENT 2 Credits, 2 hours/week Compulsory
The special role of the human animal, ecological concepts, the influence of man on the
environment, pollution and conservation
1.0 HUMAN BEINGS AS HIGHER ANIMALS
1.1 Characteristics of primates; the similarities and differences with other animals;
1.2 Human beings and other primates, (differences in terms of skeletal structure, size of brain,
manipulation and use of tools, language and intelligence).
1.3 Application of basic intelligence skills e.g. observations, measurement and inquisitiveness.
2.0 INTRODUCTORY ECOLOGY
2.1 Concept of an ecosystem;
2.2 Major ecosystems in Nigeria: deciduous, savannah, and tropical forests;
2.3 Physical and biotic factors and uses of smaller ecosystems e.g. ponds, streams, farmland, etc;
274
2.4 Relationships between plants and animals, food chains, food webs;
2.5 People's use of land with reference to food production and food chains;
2.6 Carbon and nitrogen cycles;
2.7 Importance of fertilizers, herbicides and pesticides in food production;
2.8 Traditional and modem methods of food preservation
2.9 Associations: parasitism, symbiosis and commensalisms.
3.0 THE ROLE OF MAN IN RESOURCE DEVELOPMENT
3.1 Exploitation of resources by man, such as deforestation, desertification (Definition, causes,
effects and control) and mining etc.
3.2 Causes of environmental .pollution: biological (sewage), chemical (especially fertilizers
and power station emissions), thermal, and others e.g. oil spillages, slit and other waste
from mining.
3.3 Environment as its being affected by pollution; land, air and water (rivers, lakes, the seas
and pipe water).
3.4 Define environmental pollution- water, air and soil (types)
3.5 Causes of the environmental pollutants, their consequences and control.
3.6 Transfer of pollutants to the food chain, resulting in concentration in carnivores; the particular
danger to large predators.
3.7 Ozone layer: definition, importance, effects depletion and control measures,
3.8 Human activities and its effects on the environment.
4.0 CONSERVATION
4.1 Natural resources from living things and non living things and their uses in Nigeria such as
plant sources, animal sources and their economic importance.
4.2 Conservation and recycling of natural resources
4.3 Role of conservation organizations at local national and international levels
4.4 Improvement and the management of environment.
5.0 POPULATION STUDIES, QUALITY AND VALUE OF LIFE
5.1 Population and environmental quality;
5.2 Population and quality of life,
5.3 Effects of urbanization on the environment.

6.0 FIELD TRIP
275
ISC 214 WORKSHOP PRACTICES, LABORATORY MANAGEMNET AND
SAFETY
1 Credits (3 Hours/Week) Compulsory
1.0 Laboratory Management
1.1 Laboratory rules
1.2 Laboratory equipment/apparatus
1.3 Storage and management procedures
1.4 Parts and use of microscope. Section Cutting: temporary and permanent
preparation of slides.
1.5 Balances: Parts and manipulation of different types of balances
1.6 Preparation of solution - Molar and percentages.
1.7 Indicators - pH ranges.
1.8 Uses of burettes and pipettes and their maintenance
1.9 Bunsen burners, flame parts and adjustments.
1.10 Glass-blowing.
1.11 The accumulator, circuit connection - series and parallel.
2.0 Safety in the Environment
2.1 First aids for victims of acid/alkali burns, electric shock and other common accidents,
ways/methods of extinguishing fires including oil and electric fires.
3.0 Workshop Practice and skill acquisition
3.1 Improvisation definition and its advantages.
3.2 Production of improvised materials for teaching Integrated Science at Primary and Junior
Secondary School Levels.
3.3 Recognition and use of basic carpentry tools in improvisation of science equipments e.g.
test-tube racks. Acquisition of elementary skills in carpentry
3.4 Using paper work in modeling e.g. use of paper-Mache. .
3.5 Glass work: Glass-cutting, construction of aquarium etc.
3.6 Preparation of skeletons and herbariums.
3.7 Elements of painting - types of paints, colour mixing and sign writing.
4.0 Metal Work
4.1 Identification and uses of simple instruments used in metal workshop.
4.2 Soldering techniques
4.3 Welding techniques
4.5 Engraving

5.0 Electrical/Electronic Work
5.1 Meaning of ICT, component of ICT and importance of ICT
5.2 Identification and uses of simple instruments used in electrical workshop.
5.3 Simple circuit connection and types
5.4 Fuses and uses
5.5 Elementary Electronics
5.6 Mechanism of radio and tape recorder and T.V functions
5.7 Wavelengths and channels
5.8 Batteries types, functions and maintenance
276
N.B Students should do a simple project on either of the following.
1) Improvisation of apparatus/equipment for science.
2) Simple experiments to demonstrate scientific processes and principles.
6.0 Skills acquisition
6.1 Meaning and reasons for skill acquisition, the risk, decision making, managing emergency
situation, survival strategies and learning together.
6.2 Type of skills such as farming, computer literacy, photography, internet browsing, e-mail
operation, fax, desktop publishing and networking etc.
6.3 Importance of skill acquisition, improvement of quality of life and appreciation of human
capability.
ISC 221 NATURE OF MATTER II 2 Credits (3 hours/week) Compulsory
Atomic structure and the periodic Table, electronic structure and its relationship to the properties
of the elements and to bonding. Reactions of some ions. Basic volumetric analysis.
ATOMIC STRUCTURE AND THE PERIODIC TABLE
1.1 Structure of the atom in terms of protons, neurons, and electrons each, particle and
described in terms of its relative charge and mass.
1.2 Define element by the number of protons in its nucleus
1.3 Concepts of atomic number and mass number, in relation to the number of protons and
neurons in a nucleus
1.4 Isotopes in terms of variations of numbers of neutron
1.5 Arrangement of electrons in shells (considered as-energy levels, not as Bohr orbits) for
the elements Hydrogen to Krypton
1.6 Grouping of elements according to their properties and reactions and similarities of
arrangement of electrons
1.7 Gradation of properties within groups (alkali metals and Halogens), change in electro
negativity and oxidizing / reducing properties down the group
1.8 Gradation of properties along period, such as metallic / non-volatility for the period Sodium
to Chlorine
1.9 Ionic and covalent compounds with properties characteristics of their bond type
2.0 REACTIONS OF SOME IONS
2.1 Identification of anions such as Cl
-
, Br
-
, F
-
etc using sodium hydroxide NaOH\ and NH"
4
OH
2.2 Identification cations such as Zn
2+
, Cu
2+
, A1
3+
, Fe
2+
, Fe^Pb* Using NaOH\ and NH"
4
OH
(aq), as illustrations of precipitation reactions of metallic ions; their use in identification. Do
confirmatory test for all the ions listed above
2.3 General characteristics of transition elements; coloured ions, variable oxidation states, para-
magnetism, and their use as catalyst.
2.4 Transition elements and their' properties

277
3.0 VOLUMETRIC ANALYSIS
3.1 Simple acid-base volumetric analysis to show the concept of molarity (concentration).Mole Ratio
,Calculations ,end point, role of indicators etc.
ISC 222 SCIENCE EDUCATION IV 2 Credits (2 hours/week) Compulsory
A continuation of ISC 212 Science Education III, translating the fundamental question:
"How can we help children learn science?" in classroom practice: by addressing the problem of effective
management of the learning environment.
The following topics form the basis of discussion:
1.0 STRUCTURING LEARNING EXPERIENCES
1.1 Developing a course
1.2 Developing a lesson
1.3 Increasing the practical component
1.4 Devising work for mixed ability groups
1.5 Caring for pupils with special educational needs.
2.0 THE TEACHER AS A PRESENTER
2.1 Board work
2.2 Demonstrations
2.3 Practical activities
2.4 Discussions
2.5 Teaching/learning aids.
3.0 THE TEACHER AS AN ASSESSOR
3.1 Purposes of assessment
3.2 Different modes of writing questions
3.4 Preparing marking schemes
3.6 Assessments of practical activities with cognizance to Cognitive, Psychomotor and
Affective domains
3.7 Evaluation of classroom activities and end of course performance.
4.0 MICRO-TEACHING
Students should prepare lessons and present topics in Integrated Science as a group or individually.
ISC223 DYNAMICS 2 Credits (3 Hours/Week) Compulsory
1.0 SPEED AND ACCELERATION
1.1 Derive and use the equation: average speed distance over time taken
1.2 Derive and use the relationship: acceleration - change of velocity over time taken
1.3 Compute and use the relationship that acceleration is proportional to the force acting on a
body
1.4 Interpret a speed/time graph for linear motion
1.5 Newtons law of motion
1.6 Gravitational force
1.7 Concept and purpose of space travels.
1.8 Satellite and its uses in the society
278
2..0 MOMENTUM
2.1 Application of momentum to the study of moving objects e.g. table tennis ball compared to a
stone; a bullet thrown or fired by a gun
2.2 Application of Newton's Laws of Motion and derivation of the concept of force as rate of
change of momentum
2.3 Derivations;
mu
mv
F = and impulse as Ft = mv - mu
2.3 Principles of conservation of linear momentum.
3.0 WORK, ENERGY AND POWER
3.1 Concepts and units of work, energy and power from \iSC 115
3.2 Derivation of the expressions KE =
2
1
mv
2
and PE = mgh, and apply them to example
4.0 MOTION IN A CIRCLE
4.1 Uniform motion in a circular path.
4.3 Application of the concept of angular velocity to circular motion.
4.5 Centrifugal and Centripetal force, production of artificial gravity.
5.0 SIMPLE HARMONIC MOTION
5.1 Simple Harmonic Motion (SHM) as motion of a particle whose acceleration is
proportional to- its displacement from its mean position and is always directed towards it;
5.2 Amplitude, frequency and period with respect to SHM, and the energy associated with SHM;
5.3 SHM with practical examples e.g. the simple pendulum and oscillating mass on spring in a
qualitative manner.
ISC 224: RESEARCH METHOD l Credit (/2Hours) Elective
1.0 Meaning, types and importance of research
1.1 Identifying the topics
1.2 Topic selection
1.3 Literature Review
1.4 Construction of instruments
1.5 Data Analysis
1.6 Project reports
279
ISC225 CARBON COMPOUNDS I 2 Credits (2 hours/week) Compulsory
General concepts, aliphatic hydrocarbons, industrial sources.
1.0 INTRODUCTION TO CARBON CHEMISTRY
1.1 Principles of functional groups and structural formulae of organic-compounds.
1.2 Principles of determination of empirical and molecular formula.
1.5 Application of the IUPAC rules to hydrocarbons and their simple substitution products.
2.0 ALIPHATIC HYDROCARBONS
2.1 Organic compounds and their homologous series
2.2 Alkanes: general formula, type of bonding, methods of preparation, natural occurrence,
combustion and their uses as fuels
2.3 Alkenes: general formula, methods of preparation, type of bonding, addition reactions of
ethane and propene with bromine, hydrogen bromide and sulphuric acid
2.4 Alkynes: general formula, a method of preparation of ethyne, type of bonding, addition
reaction, energy of triple bond with reference to ethyne.
3.0 CRUDE OIL
3.1 Petroleum; origin, occurrence, composition as a mixture of predominantly aliphatic
hydrocarbons, fractional distillation of petroleum (crude
oil) and uses of the different fractions
3.2 Cracking as a way of breaking longer chains to shorter more commercially ; useful ones
3.3 Meaning of the octane number of a fuel
3.4 Ethane as product of cracking, and as important source of chemicals for agriculture medicine
and industry.
3.5 Processes of refining crude oil, its uses and its economic importance.
4.0 COAL
4.1 Origin, occurrence, composition (as predominantly a 'composing of carbon and many useful
organic compounds) and uses of coal as fuel.
4.2 Distillation of coal to release coal gas and coal tar from which important organic compounds are
separated, including aromatics such as benzenes, phenol, and toluene
4.3 Resource management and national wealth
4.4 Mineral exploration and pollution management.
NCE III SECIND SEMESTER
EDU 323
TEACHING PRACTICE
\
NCE III SECIND SEMESTER
280
ISC 321 MAN ANDENERGY II 3 Credits (3 hours/week) Compulsory
Magnetism, electrostatics, current electricity, main electric circuits, costing electrical
energy
1.0 MAGNETISM
1.1 Magnetism, North and South poles, attraction and repulsion, lines of forces. Magnets
1.2 Making a permanent magnets
1.3 Laws of magnetism
1.5 Magnetic induction as the mechanism for magnetic North and South Poles
2.0 ELCTROATATICS
2.1 Phenomena of static electricity by rubbing different materials e.g. polythene and acetate rods,
2.2 Static electricity and magnetism
2.3 Electrostatics in terms of electrons.
3.0 CURRENT ELECTRICITY
3.2 Parts of simple circuit and their functions . .
3.3 Conductor, electrical insulator and describe common application of both
3.4 Series and parallel circuits.
3.5 Transfer of chemical energy to electrical energy in an electrical cell
3.6 Electromagnetism
3.7 Source of energy for large-scale electrical production are the combustion of fossil fuels (e.g.
Egbin thermal power station) water-flow (e.g. Kanji
dam) and nuclear reactions (not available in Nigeria)
3.8 Ohms law
3.9 Direct and alternating currents.
4.0 MAINS ELECTRICAL CIRCUITS
4.1 House Wiring, 3 pin plugs, fuses, ear thing, safety devices or practices for Electrical Circuit
4.2 Electrical fuses and reasons for the choice of a particular rating of fuse for a particular use
4.3 Principle of a ring-main circuit
4.4 Principle of earthling appliances and other safety aspects of electrical
circuits.
5.0 COSTING OF ELECTRIC ENERGY
5.1 Calculating cost of power consumption, the KWH, the importance of power for national
development.
5.2 Energy consumption, conservation and management for development.
6.0 RADIOACTIVITY
6.1 Radioactive elements
6.2 Types, radiation and properties
6.2 Uses of radioactivity
6.3 Danger of radiation.
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ISC 322 REPRODUCTION AND GROWTH 1 Credit (2hours/week) Compulsory
Sexual reproduction, growth and development in plants and animals
1.0 SEXUAL REPRODUCTION
1.1 Parts of reproductive system
1.1 Recognizing gametes as specialized cells;
1.2 Sexual reproduction as fusion of male and female gametes to form a zygote which develop
into an embryo;
1.3 Functions of ovaries (animal and plant), testes and pollen grains as gamete-producing organs;
1.4 Physical problems of bringing together male and female gametes in plants, fish and mammal
2.0 HUMAN DEVELOPMENT
2.1 The monthly cycle, pregnancy and the shedding of the spongy lining of the uterus if pregnancy
does not occur;
2.2 Mode of action and relative effectiveness of "natural" physical and Chemical (hormonal)
methods of contraception in relation to population control, family and national economy;
2.3 Safe ages for reproduction in humans.
3.0 GROWTH AND DEVELOPMENT
3.1 Parturition and lactation; hormonal and neural control of labour, milk secretion and benefits of
breast feeding
3.2 Behaviour that characterize Age of puberty
3.3 The couple's right in reproduction decisions.
3.4 Human potentials for population growth
3.5 An experiment to investigate conditions required for seed germination
3.6 An experiment to investigate the growth of a plant from a seed
3.7 An experiment to determine where growth occurs in a plant
4.0 INTRODUCTORY EMBRYOLOGY
A brief discussion on the fundamental processes which include determination,
Fertilization, cleavage, blastula formation, gastrulation, organogenesis, differentiation,
morphogenesis, with brief reference to some animals.

ISC 323 CARBON COMPOUNDS II 2 Credits (2hours/) Compulsory
Haloalkanes, alkanols, alkanoic acids, amines and amino acids macromolecule's
1.0 HALOALKANES
1.1 Nomenclature of the haloalkanes
1.2 Synthetic utility of substitution reactions on haloalkanes e.g. with. -OH, -CN, etc {restricted to
the formation of primary amines)
1.3 Importance and dangers of some organo-chlorine compounds e'.g. DDT,
PCBs, PVC, CFCs.

2.0 ALKANOLS
2.1 General molecular formula and nomenclature
2.2 Industrial preparation of ethanol by fermentation and from ethene.
2.3 Industrial and domestic uses of alkanols.
3.0 ALKANOIC ACIDS
3.1 General molecular formula and nomenclature
3.2 Properties of naturally occurring acids such as etbanoic and citric acids
3.4 Test for the carboxylic functional group

4.0 AMINES AND AMINO ACIDS
4.1 Classes of amines and their nomenclature . .
4.4 Acidic and Basic properties of amino acids that amino acids have acidic
and basic properties
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4.5 Relationship of amino acids to proteins.
5.0 SYNTHETIC MACRO-MOLECULES
5.1 Definition of polymerization
5.2 Nature and uses of an addition and condensation polymers e.g. polythene, polyamides and
polyesters.
ISC 324 THE EARTH AND THE MOON 1 Credit (2 hours/week) Elective
Natural cycles, the Earth, the Moon
1.0 NATURAL cycles days, lunar months, and year
1.1 Phenomena of seasons; harmattan; summer/winter, rainy/dry
2.0 THE EARTH
2.1 The structure of the Earth in terms of core, mantle and crust
2.2 Geological time scale and how it has been determined
2.3 Atmosphere as means of protection from radiation
2.4 Types of rocks; Igneous, Sedimentary and Metamorphic
2.5 Formation of the different types of rocks
2.8 Management, preservation and conservation of non-renewable natural resources
3.0 THE MOON
3.1 Relationship between moon and the earth
3.2 Phases of the moon
3.3 Conditions on the lunar surface
3.4 Solar and lunar eclipse
ISC 325 GLOBAL ECOLOGY I 1 Credit (2 hour) Elective
Socio-political aspects of science and technological, health and disease.
1.0 SOCIO-POLITICAL ASPECTS OF SCIENCE AND TECHNOLOGY
1.1 Appreciate-social and political implications of science and technology in the
environment, including the problem of conflict between the need for electrical power and
minerals, and the damage that may be caused to the environment.
1.2 Effects of science and technology on society in terms of science related occupations and
changes in cultural and leisure activities.
1.3 Influence of science and technological development on population
1.4 Effects of Human Relationship in a larger society (e.g. Team work)
1.5 Gender roles in society and culture
2.0 HEALTH AND DISEASE (EMPHASIS ON TROPICAL DISEASES)
2.1 Possible causes, environmental effects, possible treatments and avoidance of non-
communicable disease e.g. cardiovascular, cancers, respiratory.
2.2 drug abuse, and side effects, sources and drug/substance abuse
2.3 problem of drug abuse, alcohol, tobacco and hard drugs etc.
2.4 Methods of drug use, common ways of misusing drugs and social risk factors
2.5 Prevention of drug abuse and drug control agencies
2.6 Difference between methods of diseases transmission, with examples e.g. air-
borne, flu, T.B. etc.
2.7 Causes of cholera, typhoid, intestinal infections etc.
2.8 Consequences of contacted diseases
2.9 Spread, prevention and control of STDS/AIDS
2.10 Blood transfusion and spread of diseases
2.11 Preventive medicines, including control or vectors
2.12 Importance of immunization
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PHYSICAL AND HEALTH EDUCATION
PHILOSOPHY
The philosophy of Physical and Health Education is to develop academic and professional
competency which will enable individuals earn a living and render unique services to the society
and also provide good basis of knowledge and experience that characterize an educated and fully
developed person through physical activities.
2. OBJECTIVES
The objectives of Physical and Health Education programmes are as follows:
- Producing teachers who can inculcate and promote sound health attitude and practical at the
Basic Education Levels.
- Producing teachers who can organize and administer sports programmes (both intramurals
and extra murals)
- Preparing teachers so as to qualify them for a 2- or 3-years post- NCE degree programme
(full time) in Physical and Health Education in Nigerian universities and abroad.
(i) GENERAL
a) A Senior Secondary School Certificate (SSSC) (of WAEC/NECO or G.C.E. 'O' Level
with. Credit in 5 subjects including English Language and Mathematics at 2 sittings.
b) A Grade II Teacher's Certificate (TC II) with Credit or merit in five subjects, two of
which must be relevant to the course the candidate wishes to offer. Credit/merit in English
Language and Mathematics may be a requirement in some courses.
c) Associates Certificate in Education awarded by an approved institution in Nigeria or
abroad is also an acceptable qualification.
d) Successful candidates- in the Pre-NCE or credit pass in Interim Joint Matriculation/Board
final examinations who also take and succeed in a selection examination organized by an
accredited body would also be qualified for admission.
e) All candidates wishing to be considered for admission must enroll for and write the
selection examination organized by an accredited body such as JAMB
f) It should be noted that some Colleges may in addition to all the above, administer their own
admission tests and/or interviews for some courses, This is legitimate.
(ii) ADDITIONAL REQUIREMENTS
a) Senior Secondary School Certificate (SSSC) of WAEC/NECO with at least five (5) credits,
two credit, of which shall be in Physical Educalion, Health Science and Biology.
b) GCE 0/L in 5 subjects with at least five (5) credits in two sittings, two of which shall be in
Biology or Health Science or Physical & Health Education.
c) Teachers Grade Two Certificate (TC II) with at least five (5) credits/merits one of which shall
be in Physical and Health Education, Health Science or Biology
d) Candidates should pass a physical fitness skill test to be conducted by the Department of
Physical and Health Education of his/her choice College of Education.
e) Any other qualification approved by NCCE.
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4. (i) FACILITIES AND EQUIPMENT
(a) PLAY AREAS, COURTS AND FIELDS
ITEM MINIMUM NO. REQUIRED
Football field 1
Basketball court 1
Volleyball court 1
Handball court 1
Badminton courts (indoor) 1
Tennis courts 2
Large indoor teaching space of 40mx50, for gymnastics,
Swimming pool (where local resource permit)
Squash court
Hockey field
Gymnasium
Lecture Theatre (large, well ventilated)
Storage room (large, well ventilated)
Equipped Exercise Physiology Laboratory
6-8 lane athletic tracks
PHE Resource Centre (for Audio-Visual equipment for
Effective teaching of skills)
(b) EQUIPMENT AND SUPPLIES
(A) GYMNASTICS
ITEM
Tripod (horses) 2
Agility boxes 2
Bucks 3
Landing mats 15
Take-off boards 2
Trampolines 2
Long benches 2
Agility mattresses 20
Horizontal bars 2
Agility rings 4
b) EXERCISE PHYSIOLOGY LABORATORY EQUIPMENT
Digital sphygmomanometer 2
Bicycle ergometer 2
Skinfold calipers 2
Stethoscopes 2
Weights 2
Balance Beam 2
Flexometers 2
Padded tables 2
Step Benches 2
Tapes, 30m, 50m, & 100m 3 each
Stop watches etc 15
C) ATHLETICS
Starting blocks 10
Starting guns 4
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Javelins (male) 4
Javelins (female) 4
Shot puts 4
Discus (male) 4
Discus (female) 4
Track suits 6
Pairs of high jump stand 4
Aluminum cross bars 4
Landing foams for high jump and pole-vaults 40 pairs
Canvases 20 pairs
Shinguards 20 pairs
Stockings etc 8
Exchange batons 60
Hurdle stands 10
D) BALL GAMES
Soccer balls 10
Inflators 2
Handballs (male) 10
Handballs (female) 10
Volleyballs 10
Basket Balls (Male) 10
Hockey balls 10
Handball Protectors 6
Table Tennis tables 4
Table Tennis eggs 12
E) RACKET GAMES, ETC
Tennis rackets 12
Badminton rackets 12
Hockey sticks 30
Table tennis bats 20
Hockey keepers kits 2 Sets
F) BOOKS, JOURNALS AND PERIODICALS
It is recommended that at least fifteen (15) books on each of the following areas and six (6)
journals in each area be made available to supplement the teachers' efforts:
Exercise Physiology
Principles of physical education
Nutrition and sports
Women in sports
Sports psychology
Movement education
Administration of sports
Coaching techniques (all sports)
Sport officiating (all sports)
Health Education
Sociology of sports
Biomechanics of sports
Human anatomy
Human physiology
Drug education
Adapted Physical Education
Sports Injuries and Management
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Recreation
Methods and materials in physical education
Tests and measurements
G) GENERAL SUPPLIES FOR ALL SPORTS
1. Stop watches 10
2. Tape measures 2
3. Weighing scales 5
4. Maintenance equipment 5
5. Whistles (all kinds) 12
6. Recording sheets For all sports
7. Sleeping bags 160
8. Mosquito nets 35
9. Tents 160
10. Camp bed 160
11. Life jackets 3
12. First Aid boxes 30
13. Multi Gym 35
14. Back Packs 2
15. Tape recorders 20
16. Empty tapes all systems
17. Anatomy and Physiology charts all systems
18. Physiology moulds 5
19. Stove 35
20. Lanterns 160
21. Camping boots 1 set
22. Television set 1 set
23. Video set 1 set
24. A set of multimedia computer + CD's 2
25. Lawn mowers 5
26. Wheel Barrows 5
27. Flags (various colours)
28. Scoring boards for various games
4. (ii) Staff Offices: Each senior staff should have a comfortably furnished office to himself/herself.
There should also be an office for support staff (typists, clerks) with relevant equipment e.g.
typewriters, duplicating machines, Computers, Photocopier.
III) Books in the Library: There must be enough books to cover all the areas of subject in the ratio of
one student to ten books minimum. The conditions under F above should be adhered to in all cases.
5. PERSONNEL
i. Academic-
A minimum of ten (10) academic staff, for a double major subject combination and eight (8) for a
single major combination each with a qualification of not less than a Bachelor's degree in Physical
and Health Education with the Head of Department having a Higher Degree and at least of the rank of
a Senior Lecturer. It is encouraged to have at least one female Lecturer in the Department. The
qualification should not be lower than Second Class Lower degree.
ii. Others
i) A minimum of 5 ground men
ii) A minimum of 1 lab attendant/assistant
iii) A minimum of 1 sports equipment curator
iv) A typist
v) A Secretary
vi) One Office Assistant/attendant
vii) One Cleaner
viii) A Sports instructor should be attached to PHE department
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6. MODE OF TEACHING
i) Mode of teaching is practical and theory, depending on the course except physical activity
(sports skills) that must be practice and theory, plus camping, field trips, excursion/educational
visits.
ii) Students certified unfit for sports practicals e.g pregnant women, should terminate the
programme until after delivery.
iii) Medically unfit students e.g. an epileptic student shall not be allowed t o participate in any
practical field activities.
7. ASSESSMENTS AND CETIFICATION
Practicals should be 60% and theory to attract 40% of overall assessment.
Since this is a SINGLE MAJOR PROGRAMME, every student in the department is required
to register for 34 compulsory credit units and 2credits as electives for Single Major. To graduate, a
student in the department shall have registered for at least a total of 36 credits.
The following is the breakdown: A student requires a minimum of 72 credit units to graduate.
Education- 36 credits
General Studies 14
Teaching Practice 06
Total - 128 credits \
TEACHING PRACTICE
Teaching Practice for the duration of 12 weeks is compulsory and cannot be waived for any student to
graduate. Teaching Practice earns 6 credits under Education 324. It should be externally moderated
and monitored.
RESEARCH PROJECT 323
The Final Year Project which earns 2 credits is compulsory and cannot be waived for any student and
shall be credited to EDU 323.
Physical and Health Education could be combined with any of the following subjects:-
- Physics
- Chemistry
- Integrated Science
- Biology
- Geography
- Mathematics
- Computer Science
Course Outline for Physical and Health Education Single Major
COURSE CODES, TITLES CREDIT UNITS AND STATUS NCE I FIRST SEMESTER
COURSE CODE TITLE CREDIT STATUS
PHE 111 Theory and techniques of Sports I (Football, Handball
and Volley ball)
2 Compulsory
PHE 112 History and Philosophy of Physical Education 1 Compulsory
PHE 113 Recreation Education 1 E
PHE 114 Concepts of School and Community Health Education 1 C
PHE 115 Anatomy and Physiology 2 C
Total 6C, 1E
SECOND SEMESTER
PHE 121 Theory and Techniques of Sports II (athletics and 2 C
288
physical fitness; track and field)
PHE 122 Theory and Techniques III (gymnastics and physical
fitness)
2 C
PHE 123 First Aid and Safety Education 2 C
PHE 124 Personal, Mental and Emotional Health 1 C
Total 7C
PHE 211 Theory and Techniques of Sports IV (Cricket or
Swimming or Combat Sport or Traditional Sports
1 E
PHE 212 Coaching and Sports Management 2 C
PHE 213 Nutrition and drug Education in Sports 2 C
PHE 214 Methods of Teaching Physical and Health Education 2 C
COURSE CODE TITLE CREDIT STATUS
PHE 215 Citizenship and Leadership Training 1 C
PHE 216 Research Methodology of physical and Health
Education
1 C
Total 8C, IE
SECOND SEMESTER
PHE 221 Theory and Techniques of sports V (Basket ball and
Hockey)
2 C
PHE 222 Seminars in Physical and Health Education 1 C
PHE 223 Test & Measurement in Physical & Health Edu 2 C
PHE 224 Introduction to Socio-Psychology of Sports 2 C
PHE 225 Communicable and Non-communicable diseases 2 C
Total 9C
EDU 323 Research Project 2 C
EDU 324 Teaching Practice 6 C
Total 8 C
SECOND SEMESTER
PHE 321 Theory and Techniques of Sports VI (Badminton,
Table Tennis and Tennis
2 C
PHE 322 Introduction to Sport Science 2 C
PHE 323 Adapted Physical Education and Sports 1 C
PHE 324 Family Life and Reproductive Health Education 1 C
PHE 325 Physical and Health Education 1 C
Total 7 C
Note: C = Compulsory
E = Elective
SUMMARY
Compulsory Courses = 34
Elective Courses = 2
Total = 36
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NCE I - FIRST SEMESTER
PHE 111 THEORY AND SPORTS 1 (FOOTBALL, HANDBALL, VOLLEYBALL)
2 Credits Compulsory
History and development of football, handball and volleyball
Basic skills and techniques of the games
Rules of the listed games
Construction of the pitches/courts
Officials and officiating of the games
Terminologies and Records of the, games
Facilities, Equipment and Values of Ball game
- Terminologies and Records of the Games.
PHE 112 HISTORY AND PHILOSOPHY OF PHYSICAL EDUCATION 1C
1 Credit Compulsory
- Meaning, definition, Scope and concept of Physical Education
- Aims and Objectives of Physical Education
- Philosophy of Physical Education
- History of Physical Education in Ancient Greece, Rome,
- Germany, Sweden, England, USA and Japan
- Development of Physical Education in Nigeria
- Nigerian Sports heroes and professionals
- Current Trends in Physical Education in Nigeria
- Future trends in physical Education in Nigeria
- Physical Education, Agencies and Career guidance and opportunities
PHE 113 RECREATION EDUCATION 1 Credit Compulsory
- Definition of Recreation
- Values of Recreation
- Purposes and Objectives of Recreation
- Recreational activities under the component of recreation
- Recreational Agencies: Private, Government etc.
- Relationship between health and recreation
- Relationship between Recreation and leisure
- Organization and Administration of recreation education
- - Excursions/visits to recreation parks, tourist centers (in fulfillment of the
requirements of outdoor education).
- Computer games/sports; type, value and scales
- Dramatic and creative rhythms.
PHE 114 CONCEPTS OF SCHOOL AND COMMUNITY HEALTH EDUCATION
1 Credit Compulsory
Definition, scope, and concepts of Health and Health Education
Aims, Purposes and Objectives of Health Education
History and development of health education in Nigeria
Theories of evolution
Components of the Health Education Program: Consumer Health, Nutrition Education, Adult
Health, contemporary issues in health and health education etc.
- Factors affecting the health of individuals such as heredity, environment, personal
factors e.g. life style etc.
- Meaning and scope of School Health programme
- Component of School health programme
290
- Relationship between school and community health
- General principles and application of health. Emphasis should be on the following:-
- Meanings and methods of Sanitation, Housing, Sewage and refuse disposal
- Air, water supply, sources and qualities of good water environmental pollutions of air,
waters, land and noise effect and prevention
- Control of Vectors both in rural and urban areas
- Health education, career guidance and opportunities
- Health problems in Nigerian communities
- Health Agencies e.g. WHO, UNICEF, FAO, NAFDAC etc.
PHE 115: HUMAN ANATOMY AND PHYSIOLOGY 2 Credits Compulsory
- Organization of the body structure
- Life characteristics of the body structure
- Skeletal system: types and functions of bones, body cavities, discretional terms; main
divisions of the skeleton (axial and appendicular); Types of joints.
- Characteristics of joints and the possible movement at the joints; Bones as levers in human
body
- Posture and postural defect, meaning, kinds, causes of postural defect.
- Muscular system, Types and characteristics, muscle tone and muscle contractions.
- Nervous systems: structure of nerve cells, structure and functions of sensory Nerves; Central
nervous system
- Organization of the Central Nervous System: the reflex action.
- Sense organs: skin, eyes, ears, tongue and nose
- Respiratory system: breathing organs, mechanism and the control of respiration.
- Digestive system: Organs mechanism of digestion, assimilation and absorption
- Circulatory system: Organs of circulation: structure and functions of the heart, pulmonary and
general circulation etc.
- Blood composition: Blood groups, functions of blood and community.
- Excretory system: Organs of excretory system, functions of excretory system, functions of
the excretory organs (kidney and skin).
- Endocrine system: Organization of the system, different endocrine glands; hormones secreted
and their functions (hyper - and hypo-secretions).
- Reproductive system (Male and Female).
NCE I SECOND SEMESTER.
PHE 121: THEORY AND TECHNIQUES OF SPORTS II (ATHLETICS:
TRACK AND FIELD) 2 Credits Compulsory
History and development of track events
Tactics and strategies in track events performance
Rules and Regulations in track athletics
Construction/laying and maintenance of track
Description of performance characteristics in: Sprints (100m, 200m, 400m); Middle distance races
(800m, 1500m) and long distance races (5000m, lO.OOOm and Marathon).
- Description of types and performance characteristics in Relays and Hurdling.
- Officials and officiating in track events.
- Basic skills and techniques in the throwing events (discus, shot put, javelin and
Hammer).
- Basic skills and techniques in the Jumps (High jump, Hop, Step and Jump (triple); Long Jump
and pole vault;.
- Rules governing the jumps, officials and officiating Terminology and Records.
- Combined events Pentathlon and Decathlon.
291
PHE 122: THEORY AND TECHNIQUES OF SPORTS III (GYMNASTICS AND
PHYSICAL FITNESS) 2 Credits Compulsory
- Fundamental of human movement (Locomotive and non-locomotive) with their
examples:- walking, jogging, running, jumping, skipping, non locomotive e.g. stretching,
bending, lifting, pushing, twisting.
- History and development of gymnastics
- Values of gymnastics and safety measures---
- Description of stunts and tumbling: forward Roll, backward Roll and apparatus works - etc.
- Types of gymnastics and distinction between the Olympic)and Educational gymnastics
- Values of physical fitness
- Components of physical fitness: Performance and Health related tests of physical
fitness.
- Effects of physical fitness on heart rate, blood pressure and physical characteristics
(height and weight)
- Fitness exercises and its precautions
- Gender participation in sports
PHE 123: FIRST AID AND SAFETY EDUCATION 1 Credit Compulsory
- Definition of First Aid Characteristics of a first aide, content of an aid box and their uses,
Qualities of a first aides and meaning of safety education.
- Hazards at home, in school, at work on the road etc; fire drills.
- Action of a first Avider in emergencies such as bleeding, drowning, fainting, burns, scalds
fire disasters, cuts, bruises, poisoning etc
- Description and analysis of sports injuries and management procedures: fractures,
sprains, strains, dislocation etc.
- Fits and unconsciousness: Emphasis should be on practicals, and where possible, members of
voluntary organizations like the Red Cross Society, Boys Brigade etc should be invited to give
practical demonstrations and training in the following areas. Bandages and Bandaging
Artificial Respiration.
- Safety and accident, safety measures, classification of accident, causes of road traffic accident
and preventive measures.
PHE 124 PERSONAL, MENTAL AND EMOTIONAL HEALTHS
1 Credit Compulsory
- Definitions and meanings of personal health, mental health and
emotional health
- Characteristics, of a healthy person e.g. ability to work without being easily fatigued,
ability to comprehend mental task and resistance to infection.
- Personal Hygiene: care of the teeth, skin, eyes, ears, nose and the
entire body.
- Care of clothing and clothes
- Care of rooms, kitchens and surroundings
- Care of the school surroundings: classroom toilet etc
292
- Health Hazards and their preventions: flood, earthquakes, oil
spillages etc.
- Health appraisal and understanding of health problems.
- Ways of achieving a satisfactory emotional and social adjustment -Problems of changes in
health behavior and keeping of simple health records
- Maintenance and improvement of emotional and social health.
- Methods of handling the mentally and emotionally disturbed persons Excursions to
psychiatric hospitals/Clinics/wards/homes
NCE II: FIRST SEMESTER
PHE 211: THEORY AND TECHNIQUES OF SPORT IV (CRICKET OR SWIMMING OR
COMBAT SPORTS OR TRADITIONAL SPORTS) NOTE (ANY ONE WHERE
APPLICABLE) IE) 1 Credit Elective
Cricket:
History and development of cricket
Layout and maintenance of cricket facilities, equipment and supplies
Basic Skills and Techniques in Cricket: Battling, Bawling and Fielding
Terminologies and Records: Inning, Overs, boundaries etc
Rules and Regulations, officials and Officiating
a) Swimming:
Meaning, Types facilities/equipment, safety measures and skills in aquatic-sports e.g. Regatta, water
polo, canoeing and fishing.
- Introduction to the basic skills in buoyancy, arm and leg actions
- Fundamental and practical approaches to the study of the strokes: Free style (the
crawl); back stroke, breaststroke, butterfly (Dolphin) and Diving
- Values of swimming
- Safety precautions in and around the pool
- Maintenance of pool equipment and facilities
- Use of swimming aids (floats) etc
OR
c) Combat Sports: - Emphasis should be centred on any two of: Judo, Karate, Wrestling, Boxing
and Tackwando and target as follows:
- History of combat sports in Nigeria
- The importance of combat 3ports in general
- Basic skills of selected combat spcrts,
- Rules of combat sports.
- Officials and officiating in combat sports practicals.
OR
d) Traditional Sports (Including Dances).
Emphasis should be on learning and performance of traditional Sports and
Dances within the locality. Types, origin, significance and facilities/equipment.
- Dambe (local boxing) in the North
- Langa (North)
- Local Wrestling
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- Local hockey and golf
- Local shooting
- Arin (West)
- Abula
- Boat Regatta
- Each: Local draught (East): Any ONE of these to be taught as obtained in locality and two
others from other localities in line with the Federal Government policy of uniting Nigeria
through Sports. They should be taught under the following sub-headings.
- Basic skills
- History and Development
- Playing area
- Rules and Regulations
- Officials and Officiating
- Origin of Dance, Types of Dance and dance steps.
- Dance Formations: African Dance and contemporary/social dances
- Nigerian traditional dance/acrobatic displays
- Basic Dance Movement etiquettes
- Teaching dancing steps: Methodology
- Dance Response to talking drums etc
PHE 212: COACHING AND SPORTS MANAGEMENT 2 Credits Compulsory
- Definition of coaching and officiating
- Distinction between teaching and coaching
- Importance of coaching and officiating
- Qualities of a coach, qualification and functions of specialists in physical and Health Education
- Officials needed in sporting events
- Principles of officiating in sports
- Meaning and Definition of organization and administration
- Types of leadership styles
- Organization and administration of tournaments and meets; types of tournaments, factors to
be considered during organization of tournaments.
- Purchase, care and maintenance of sports equipment, facilities and supplies
- Legal liabilities in physical education
- Concept of sports management and duties of sports managers
- The school Intramural sports programme organization and record Keeping
- Inter college Sports Organization and Management:- Violence in Sport
- Sports and society marketing and promotions
- Human rights issues in sports; child abuse, gender participation in sports, human trafficking in
sports.
294
PHE 213: NUTRITIONAND DRUGS EDUCATION IN SPORTS
- Consumer Health; Meaning, examples of Consumer rights
- Meaning, CIasses, types and importance of food: referenced to be made to local foodstuffs and their
values to athletes well-being.
- Balanced diet, its values and preservations of food; deficiency diseases; food fads and
fallacies, food and the digestive system; role of nutrition in sports performance
- Preparation of simple meal for athletes in camp and during competitions.
- Nutrition for special groups e.g. School children, adolescence, and sick
- Pre-game meal glycogen loading techniques
- Effects of glycogen loading on health and performance
- Definition of Drugs: Classification of drugs and alcohol?
- Drug use and abuse in sports
- Alcoholism: caress and treatment therapy
- Importance of labels and expiry dater of drugs
- Quacks and Quackery in drug production and dispensing
- Effects of the use of drugs in sports.
PHE214: METHODS OF TEACHING PHYSICAL & HEALTH EDUCATION
- Aims and objectives of Teaching Physical education in Primary and Secondary Schools (Basic
1-9)
- Methods of Teaching Physical Education: Demonstration, manual guidance, Lecture,
Fieldwork, verbalization, field trip etc.
- Materials for teaching Physical Education (Computer-based Training (CBT) and
Improvisation.
- Minor Games and Sports: Perceptual skills refined motor skills and grossfoot work.
- Content of the Physical Education syllabus in primary and secondary schools (Basic 1-9)
- Preparation of lesson notes in Physical Education: tabular and essay format with emphasis on
preparation, organization, lesson presentation and evaluation.
- Aims and objectives of teaching Health Education in Primary and Secondary Schools (Basic
1-9).
- Methods of teaching Health Education: Incidental, discussion projects, field trip, audio
Visual, demonstration, lecture, micro-teaching: use of filmstrips.
- Improvisation of materials
- Evaluation in Health Education
- Preparation of lesson notes (as above).
PHE 215: CITIZENSHIP AND LEADERSHIP TRAINING 1 Credit Compulsory
- Aims and objectives of the programme
- Mountaineering
- Camping and Hiking
- Origin of outdoor education
- Leadership skills: Inculcation and evaluation (display)
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- Followership skills: Patriotism through citizenship and leadership training
- National Agencies: NOA, Man-O-War (Students are expected to attend a two-week camping
in any of the leadership training centres in share Hills (Mountain School) Jos; Sea School,
Lagos; Forest School, Port Harcourt; Hill Top NYSC Camp Awgu Enugu State etc.
- Emphasis. At least two accompanying PHE staff should stay with the students for the
duration of the training and camping.
- Institutions should attend leadership training centres of their choice; and practical aspects
should carry greater weights in evaluation/assessment.
PHE 216: RESEARCH METHODOLOGY IN PHYSICAL AND HEALTH EDUCATION 1
Credit Compulsory
- Meaning and definition of Research
- Types and nature of research: Historical, experimental, survey, casual comparative
- Elements of the Problem Statement
- Formulation of Hypothesis: Relationship with Research Questions; types of hypothesis, and
testing of tested hypothesis
- Literature Review in Research report.
- Sampling technique and data analysis
- States and steps involved in research report writing
- Elements and types OF statistical analysis
- Questionnaire: Types, role of research question; and relationship with statistical analysis.
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SECOND SEMESTER
PHE 221: THEORY AND TECHNIQUES OF SPORTS v BALL & HOCKEY) BASKE
- History and development of Basketball and Hockey
- Court construction and maintenance of the games
- Basic Skills and Techniques of the games
- Tactics and strategies of the games
- Rules of the games
- Officials and officiating of the games
- Terminologies and Records.
PHE222: SEMINARS IN PHYSICAL & HEALTH EDUCATION 1 Credit Compulsory
The lecturers teaching the course should expose students to current Issues in physical and Health
Education Sports and Dance in order to develop their art of writing and paper presentation.
PHE 223: TESTS AND MEASUREMENT IN PHYSICAL AND HEALTHEDUCATION
- Definition of test, measurement and evaluation
- The need for tests, measurement and evaluation in PHE
- Evaluation of tests and criteria for evaluation
- Elementary statistical analysis: Mean, Median, Mode, standard deviation, correlation
coefficient, student t-test and chi square.
- Measurement of sports skills.
PHE 224: INTRODUCTION TO SOCIO-PSYCHOLOGY OF SPORTS
- Definition of sociology and psychology
- Definition of sociology of sports; psychology of sports
- Group dynamics in sports
- Values' of sports in the society: sports and politics; sports and culture; sports and religion;
women in sports, etc.
- Social learning theories and sports
- Sports and Race/Ethnicity
- Sports as an institution
- Role of the sports psychologist
- Psychological factors affecting individual and group performance eg personality, stress,
anxiety, motivation, fear, venue, crowd etc.
- Psychological preparation of athletes: before, during and even after competition
- History of the Sports Psychological Association of Nigeria (SPAN).
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PHE 225: COMMUNICABLE AND NON-COMMUNICABLE DISEASES
- Definition of communicable and non-communicable disease
- Causes, symptoms, prevention and control of communicable diseases such as malaria,
cholera, small pox, chicken pox Tuberculosis, sexually Transmitted infections (STI) eg.
gonorrhea, syphilis and HIV/AIDS
- Causes, signs, prevention and control of non-communicable diseases such as
hypertension, asthma, cancer, epilepsy, diabetes, sickle - cell anemia and other several
diseases of the body systems.
EDU 323: REASEARCH PROJECT
EDU 324
TEACHING PRACTICE
PHE 321: THEORY AND TECHNIQUES OF SPORTS VI (BADMINTON, TABLE
TENNIS, TENNIS) 2 Credits Compulsory
- History and development of the listed games
- Basic skills of the games
- Tactics and strategies of the games
- Rules of the game
- Construction and maintenance of the listed games
- Officials and officiating
Terminologies and Records of the games.
PHE 322: INTRODUCTION TO SPORTS SCIENCE 2 Credits Compulsory
- Definition of kinsinology; importance to the physical education Teacher
- Special muscles: their uses and roles in movement:
- Agonist, Antagonist, Neutralizer, stabilizer, synergist
- Role of bones and muscles in movement
- Equilibrium: Definition and types (stable and unstable and Neutral)
- Motion: Definition and meaning of sports science,
- Types of motor: Linear, Angular, and curvilinear motor
- Concept and scope of exercise physiology
- Meaning of exercise, physiology and physiology of sports
- Physiological effects of training: Biochemical changes, cardio respiratory changes,
other training effects and retraining
- Biological energy cycle and energy sources during physical activities
- Meaning and types of energy; sources of energy for physical activities
298
- Types of energy systems: Phosphate, lactic Acid system and aerobic system Anaerobic
energy system/metabolism
- Factors affecting energy uptake and their relevance in PHE
PHE 323: ADAPTED PHYSICAL EDUCATION AND SPORTS
- Brief history of adapted physical education and Sports
- Meaning and definition of adapted Physical Education and Sports
- Types and causes of handicapping conditions e.g. hearing defects (deafness, hard of
hearing); mental retardation, eye defects (partial blindness, total blindness), orthopedic
conditions, speech defects etc.
- Needs of the handicapped
- Integrating and programming Physical Education and sports for the challenged individuals
- The role of physical education and sports for the challenged persons
- Agencies responsible for ensuring adequate care and integration of the challenged persons in
the society.
PHE 324: FAMILY LIFE AND REPRODUCTIVE HEALTH EDUCTION
1 Credit Compulsory
- Definition and need for reproductive health education
- Functions of the reproductive system
- Socio cultural aspects of reproductive health education: courting, marriage, family planning
(use of different contraceptive devices), divorce etc.
- Children's concept of reproduction and pregnancy and birth
- Sexually Transmitted Disease including HIV/AIDS Prevention
- Issues and opinions about reproductive Health education in public schools
- Religion and family life education and reproductive health Family relationships.
- Ageing and Death Education
PHE 325: PHYSICAL AND HEALTH EDUCATION CURRICULUM
- Definition of curriculum
- Principles guiding curriculum development
- Types of curriculum: Subject - centred; child-centred and community centred
- Factors to consider in Designing a Physical and Health Education Curriculum
- Steps involved in designing a curriculum for PHE
- Facilities and instructional materials in Physical and Health Education curriculum
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NCE PHYSICS
1.0 PHILOSOPHY
The philosophy of the Nigeria Certificate in Education, (N.C.E.), physics is inspired by the desire to help
students become intellectually informed in physics, and by the need to produce competent and effective
teachers with good mastery of content and method, and a knowledge of the development of the learner.
2.0 OBJECTIVES
At the end of the programme the students should be able to:
i) Have basic knowledge of the organizational concepts and techniques in practical physics and
laboratory management,
ii) Be aware of the fact that the fundamental ideas of physics evolved from a process of inquiry,
which will enable them to develop scientific attitudes which are transferable to other life
situations,
iii) Plan and effectively execute physics-based lessons in B1-B9 classes in accordance with the UBE
policy,
iv) Have sound basic knowledge of the physics concepts and principles to equip them for further
studies in physics and physics- related courses,
v) Explain the nature of science,
vi) Use science resources effectively,
vii) Use Information Technology (IT) effectively to support pupils/students learning physics,
viii) Demonstrate the understanding of concepts of physics, reflect upon them and revise them when
necessary;
ix) Organize physics lessons for the whole class, groups, and individuals effectively,
x) Recognize the difficulties students face with their physics learning,
xi) Remedy students misconception in physics,
xii) Develop pupils use of physics language and
xiii. Carry out formative, diagnostic and summative assessment of students work (theory and
practice) in physics very successfully.
3.1. 1 GENERAL ADMISSION REQUIREMENTS
(a) A Senior Secondary School Certificate (SSSC) (of WAEC or NECO) or G.C.E.O Level with
credits in 5 subjects including English Language and Mathematics at maximum of two sittings.
Two of the credits must be relevant to the course the candidate wishes to offer.
(b) Successful candidates in the Pre-NCE final examination
(c) All candidates wishing to be considered for direct admission must enroll for and write the
(d) All applicants must undergo a selection examination.
A candidate must posses at least a credit in Mathematics at the Senior Secondary School Certificate level,
and a credit in physics at the same or equivalent level. (e.g. NTC from National Business and Technical
Examinations Board, NABTEB).
4. FACILITIES
i) Classrooms/Laboratories
a) One standard and well equipped laboratory for at least 30 students.
300
b) One preparatory room
c) Three Specialized laboratories one each for electronics, optics and workshop.
d) At least one adjoining classroom to the laboratory.
e) One computer room with at least 5 computer systems, overhead projector, slide projector and
screen stencil scanners.
(ii) Staff Offices
Each senior member of staff should have a comfortably furnished office to himself/herself. There should
also be an office for support staff (typist, clerks etc.) with relevant equipment e.g. typewriters, duplicating
machines.
(iii) Books in the Library
There must be enough relevant and current books and journals to cover all the areas of Physics in the ratio
of one student to ten books.
(iv) Students/Staff should have access to the INTERNET.
5. PERSONNEL
(a) Academic Staff
There should be at least eight (8) lecturers each with a minimum of B.Sc. (Ed.) Or B.Ed. Honours degree
or B.Sc. (Honours) degree in Physics plus professional qualifications such as NCE or PGDE.
b) Support Staff
i) A minimum of three qualified laboratory technicians, one of which must be a workshop
technologist to assist the lecturers during practical and to organize the laboratory activities in each
of the specialized laboratories. There should also be a workshop technician

ii) A laboratory assistant who has background in the sciences
iii) A cleaner/messenger.
6. ADMINISTRATION OF THE DEPARTMENT
Only a lecturer of Senior Lecturer status and above should head the department.
7. MODE OF TEACHING
Physics is the most basic of the sciences and as such the students should be led to develop critical
attitudes which can make them function effectively as teachers.
The integration of practical work with theory and the use of teaching aids and modern physics teaching
techniques are essential. The practical work and the workshop practice are introduced as compulsory
courses in order to achieve the desired effect. The following methods are desirable when reasonably used
singly or combined:
i) Lecture
ii) Demonstration
iii) Practical
iv) Project/Assignment
v) Problem-solving in the classroom
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vi) Field trip/excursion
vii) Team teaching
viii) Tutorial
ix) Discussion/Seminar/Workshop
x) Computer-Assisted Learning
xi) Internet/E-mail
xii) Game/Simulation
xiii) Any other relevant method.
A total of 34 credits unit courses in the department are compulsory.
Every physics student is required to carry a minimum of 34 credits in addition to other compulsory
courses such as TP and project.
The breakdown is as follows:
Physics - 36 credits
Second subject - 36 credits
Education - 36 credits
Teaching Practice - 06 credits
General Studies - 14 credits
Total - 130 credits
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Teaching Practice is compulsory for every student to graduate. Teaching practice earns 6 credits under
Education 324. The Teaching Practice lasts for 26 weeks covering the first semester of year 3.
10. ASSESSMENT AND CERTIFICATION: For theory based courses CA = 40% and
Examination = 60% and for Practical courses, CA = 50% and Examination = 50%
11. PROJECT
Final Year Project is compulsory for all graduating students. The project may be written and supervised
in any of the students chosen subject areas. The grade for the project is credited to EDU 323. Project
carries 2 credits.
12. COURSE CONTENT AND STATUS
YEAR 1 - FIRST SEMESTER
Year Semester Course Code and
Number
Course Title Credit Unit Status
NCE 1
First
Semester
IPHY 111
PHY 112
PHY 113
PHY 114
PHY 115
Mathematics for Physics
Electromagnetism 1
Mechanics & Properties of
matter 1
Acoustics
Introduction to Physics
Practical
1
2
2
1
1
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Total 7
YEAR I SECOND SEMESTER
Second
semester
PHY 121
PHY 122
PHY 123
PHY 124
PHY 125
Thermal physics I
Optics I
Basic and Digital Electronics
Physics Methodology I
Physics Practical I
2
1
2
2
1
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Total 8
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Year Semester Course Code and
Number
Course Title Credit
Unit
Status
NCE II
First Semester
PHY 211
PHY 212
PHY 213
PHY 214
PHY 215
Thermal physics II
Electromagnetism II
Mechanics &
Properties of matter II
Maths for Physics II
Physics Practical II
2
2
2
1
1
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Total 8
Second
Semester
PHY 221
PHY 222
PHY 223
PHY 224
PHY 225
Workshop Practice
Optics II
Atomic and Quantum
Physics I
Environmental Physics
Physics Methodology
II
2
2
1
1
2
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Total 8
NCE III
FIRST
SEMESTER
TEACHING PRACTICE
SECOND
SEMESTER
PHY 321
PHY 322
PHY 323
PHY 324
Electromagnetism III
Atomic and Quantum
Physics II
Introduction to
Astronomy
Physics Practical III
2
2
1
1
Compulsory
Compulsory
Elective
Compulsory
Total 6
C = Compulsory, E = Elective
C = 34 Credits
E = 04 Credits
EQUIPMENT REQUIRED FOR THE TEACHING OF PHYSICS
Ammeters (0-3A, 0-5A, -3A-+3A) For every student
Voltmeters (0-3V, 0-5V, 0-10V) For every student
Milliammeter (0-5m A, 0-10mA) For every student
Millivoltmeters (0-5mV, 0-10mV) For every student
Rheostat (Various sizes) 10
Triangular prisms 20
Pendulum equipment 10
Stop clocks 10
Meter rulers 30
Convex mirrors 30
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Concave mirrors 30
Telescope 2
Vernier callipers 10
Micrometer screw gauge 10
Thermometers 40
Bar Magnets 20
Electromagnets 5
U-shaped Magnet 10
Soft-iron wires For every student
Solenoid 10
Steel Bars 10
Colour Disc 5
Colour Filters 5
Iron Filings 1kg
Compasses 20
Ticker-Timer 10
Glass beaker 20
Pin-hole camera (can be made by students) 15
Ray boxes 15
Ripple tank and Accessories 3
Tuning Forks 20 boxes
Sonometer Box 10
Resonance tubes 10
Lead acid accumulators 5
Battery charger 2
Hydrometers 2
Dry cells 20
Connecting (Copper) wires (rolls)-assorted For every student
Plug keys 5
Simple electric motor 2
Generators 2
Capillary tubes For every
U-tubes 5
Glass tubes 10
Stop watch 15
Meter Bridge 10
Daniell cells 5
Standard Cells (1.018V) 10
Standard Resistors (1R.2R,3R) assorted For every student
Retort clamps & Stand 10
Calorimeters 10
Electric Water Heaters 5
Weighing Balances 5
Elastic springs 10
Standard weights For every student
Optical Pins 10 packets
Spherometer 3
Spectrometer 3
Inclined Plane 5
Pulleys (Various types) 10 each
Wheel & Axle 5
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Roll of String 1 big roll
Elastic Bands (variety) 5 packets
Lens Holders 40
Force Board 10
Optical Benches 10
Searles Apparatus (Elasticity) 5
Travelling Microscope 2
G-Clamps (Variety) 40
Mercury Vapour Lamps, Sodium Lamps, hydrogen lamp 2 each
Lamp holders and Resistors 20 each
Steam Generators 10
Rubber tubing (Variety of sizes) For every student
Rubber Bungs (Variety of sizes) For every student
Ordinary Corks (Variety of sizes) For every student
Tripod Stands Bunsen Burners 30
Bimetallic strip 5
Searles Conductivity Apparatus 2
Lees Disc Apparatus 2
Radiation Detectors & Apparatus
Metal Strips and Metal Bars 5 each
Measuring Cylinders (Variety of sizes) 5 each
Glass Bath 2
Variety of liquids such as glycerol, alcohol, kerosene,
naphthalene, mercury (250g) 2.5 each
Dip circles 3
Hares Apparatus 3
Hoffmanns Voltameter 3
Electrodes (Copper, Zinc, Carbon etc) 1 dozen each
Crocodile clips 5 dozen
Electrical Calorimeter 2
Eureka can 3
Platinum Resistance Thermometer 2
Cathode Ray Oscilloscope 2
Perins tube 2
Power Supply Unit 5
Shunts (Various Values) 10 each
Sonometer 10
Frequency Generator 2
Kundts tube 2
Boyles Law Apparatus 2
Aneroid Barometer 2
Transistors (different Values) 30
Viscometer (Oswalds) 2
Gold leaf Electroscope 5
Induction Coil 5
Van de Graaff Generator 2
Worchester Circuit Kits 2
Electrostatic Kits 2
Diodes (solid state) Many (30) each
Vacuum Diodes (Valves) 2
Capacitors, Inductors, Resistors (Various Values) 30
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Variac transformer 2
Frequency counter 2
Plane Mirrors & Holders 20 each
Spherical bobs (Various sizes) of Steel, Copper etc 3 bottles of various diameters
Long Cylindrical tube 5
Ball & Ring 2
Bar Breaking Instrument 2
Leslie Cube 2
Radiometer 2
GM tube 2
(Copper Sulphate) Copper (II) Tetraoxosulphate (VI) 1000g
(Silver Nitrate) Silver Trioxonitrate (V) 1000g
Zinc Rod 5
Porous Pot 5
Lycopodium Powder 500g (2bottles)
15. MATERIALS, TOOLS AND MACHINES REQUIRED FOR THE COLLEGE
WORKSHOP
A. Machine tools for a Standard Physics Mechanical Workshop
1. Universal Lathe Machine
2. Universal Milling Machine
3. Pillar Drilling Machine
4. Radial Drilling Machine
5. Bench Drilling Machine
6. Universal Grinding Machine
7. Tool Grinding Machine
8. Bench Grinding Machine
9. Sharpening Machine
10. Hand Grinder
11. Gillotine
12. Bending Machine
13. Jig Saw Machine
14. Band Saw Machine
15. Power Saw Machine
16. Hand (Sanding) Grinding Machine
17. Machine Vice
18. Welding Machine (Arc)
B. Hand-tools for a Standard Mechanical Workshop
1. Bench Vice 4
2. Sets of files (rough and smooth) 5 sets
3. Hacksaw with Blades 10
4. Chisels 10
5, Shear snips 4
7. Hammer 5
8. Punchers 10
9. Sets of Spanners 5 sets
10. Sets of screwdrivers 10 sets
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11. Plier 10
12. Gripping plier 10
13. Long nose plier 10
14. T-square 10
15. Dividers 10
16. Calipers and odd leg calipers 10 each
17. Tape and Dies (metric and imperial( (B.A. thread) 10 each
C. Measuring tools
1. Micrometer screw gauge 0-25, 25-50mm 10
2. Vernier calipers 0-18cm 10
3. Steel Rule 5
4. Inside and outside calipers 20
D. Cutting tools
1. Hacksaw blades 20
2. Power blade 10
3. Lathe cutting tools (turning and Boring tools) 10
4. Thread cutting tools (internal and external) 10
E. Protective wears
1) Plain Goggles 5
2) Dark goggles for gas welding 5
3) Welding shield (opaque glass Dark) 5
F. Others
1) Gas welding set (Oxygen and Acetylene 2 sets
2) Engraver 2
16. COURSE CODE COURSE TITLE CREDIT UNIT AND STATUS
NCE I FIRST SEMESTER
PHY 111 MATHEMATICS FOR PHYSICS 1 1 Credit Compulsory
Numerical Techniques
Significant figure and decimal places
Indices and Logarithms
Standard Form
Simple algebraic equations, inequalities and solutions
Binomial theorem
Matrices and determinants
Numerical Techniques.
ANALYTICAL GEOMETRY AND TRIGONOMETRY
Compound angle geometry
Sine and cosine rules
Small angle approximations
308
Triangular relations
Vector algebra
CALCULUS
Partial fractions
General rules of differentiation and integration
Differentials and integrals of common functions
Differential Equations and Partial Derivative.
PHY 112 ELECTROMAGNETISM 1 2 Credits Compulsory
ELECTROSTATICS
Concept of charge, Coulombs law
Electric fields and electric potential
Compare: gravitational fields and potentials
Charge distribution over conductors
Storage of charges - capacitance, dielectrics and problems relating to them
Van de Graaf Generator.
MAGNETOSTATICS
Concepts of magnetic fields including the earths magnetic induction.
CURRENT ELECTRICITY
Ohms law
Simple circuit analysis
Thermal electricity and applications
ELECTROLYSIS
Concept of electrolysis
Cells - primary and secondary cells e.g. simple Voltaic,
Daniell, Leclanche, Weston, Lead-Acid, Nickel-Iron (NIFE) cells, etc.
CAPACITANCE
Parallel plate capacitor, energy stored in capacitor, Charging and discharging a capacitor.
PHY 113 MECHANICS AND PROPERTIES OF MATTER 1
QUANTITIES, UNITS AND DIMENSIONS
Fundamental quantities (mass, length, time, current, temperature, luminous intensity, amount of
substance, Plane angle and Slid angle)
Derived quantities (e.g. volume, speed, momentum etc).
Fundamental and derived units
Dimensions - dimensional equations and their uses
SCALARS AND VECTORS
Scalar and vector quantities
Vector components
Addition and subtraction of vectors
Composition and resolution of vectors
Vector and scalar products
309
MOTIONS
Displacement, velocity and acceleration
One, two-dimensional motions
Relative velocity
Projectiles
Newtons LAWS OF MOTION
Force, inertia and friction
MOMENTUM
Definition
Newtons second law; F time rate of change of momentum
|
.
|
\
|
dt
mdv
Law of conservation of linear momentum
Collisions (elastic and inelastic; straight line & oblique).
ENERGY, WORK AND POWER
Concepts of energy work and power
Conservation of energy
STATICS
Equilibrium of forces, moments, couples
Static equilibrium - stable, unstable and neutral
Triangle and polygon of force
Center of gravity (C.G) and center of mass
ELASTICITY
Modules of elasticity
Youngs shear and bulk modulus
Poissions ratio.
PHY 114 ACOUSTICS 1 Credit Compulsory
CONCEPT OF SOUND
Definition of Sound
Classification into infrasonic, sonic (audible) and ultrasonic and their applications.
WAVE NATURE OF SOUND
Characteristics of sound Intensity, quality or timbre, etc
Speed of sound in various media (solid, liquid, gas)
Echo, its effects and applications
Vibrations of sound in strings, air columns and pipes
Concept of resonance
Doppler effects
Musical instruments
Acoustics of buildings
Ultrasonic - General and practical application
(Qualitative treatment only).
PHY 115 INTRODUCTIONS TO PHYSICS PRACTICALS
1 Credit Compulsory
THEORY
The theory of practicals: students are to be referred to relevant texts e.g. by Nelkon, Okeke, Armitage,
Tyler etc.
310
Reporting practicals
Graphical skills - plotting experimental data, suitable choice of axes and scales; line of best fit
Interpretation and expression of equations in the form of y = mx + c Evaluation of slope and intercept -
extrapolation and interpolation; plotting with logarithmic scales.
Experimental errors and their treatment. Use and maintenance of simple measuring instruments e.g.
vernier callipers, ammeter, galvanometer, micrometer screw gauge, etc.
PHY 121 THERMAL PHYSICS 1 2 Credits Compulsory
CONCEPTS OF HEAT AND TEMPERATURE
Nature (properties) of Heat and Temperature
Various measurements involving them with emphasis on constant pressure and Resistant thermometers.
Other thermometric properties.
THERMAL ENERGY DEVELOPMENT
Quantity of heat and calorimetry including cooling corrections
Change of state, molecular interpretations
Gaseous process and laws;
Definitions and measurements of latent heats
Calculations involving quantity of heat and latent heat.
HEAT TRANSFER
Conduction, convection, radiation
Black-body radiation
Stefans, Plancks and Wiens laws
Prevosts theory of heat exchange
Problems involving these.
KINETIC THEORY
Assumptions of the kinetic theory model of gases e.g. Brownian motion
Ideal gas laws and equations
Quantitative treatment of molecular speed and root mean square speed
Differences between real and ideal gas
Van der Waals equation for real gases
Zeroth and First laws of thermodynamics
PHY 122 OPTICS I 1 Credit Compulsory
Fundamental nature of waves and their applications to energy.
Rectilinear propagation of light
Reflection at plane and spherical surfaces
Refraction and its applications
Deviation, dispersion, and aberration
Quantitative treatment of the concept of photometry.
PHY 123 BASIC AND DIGITAL ELECTRONICS 2 Credits Compulsory Passage of electricity in
gases and in evacuated tubes and applications
Induced electricity and heir uses in some electronic devices
Cathode rays, positive rays and their properties
Simple electronic devices, diodes properties
311
Oscilloscope T.V. tubes
Band theory of solids LC (simple account)
Energy level diagrams for conductors, semi-conductors and insulators
Doping
Types of semiconductors:- P-types and N-types, P-N JUNCTIONS
Rectifying property of a P-N Junction
Forward and Reverse Biasings, simple transistors and oscillator circuits.
TRANSISTOR CONFIGURATION
n-p- and p-n-, basic structures and terminologies and their applications
Colour coding
Integrated circuits (ICS)
DIGITAL ELECTRONICS
Binary, Octal and BCD Hexadecimal numbering system, conversion from one form to another, addition
and subtraction of Binary number, switch current, NOR gate, or gate, exclusion or gate, exclusive and
gate.
PHY 124 METHODOLOGY 1 2 Credits Compulsory
Philosophy of Science:-
What is Science?
What is Physics?
Different aspects of Physics?
Uses of Physics in society (why Physics?)
Concepts, theories, laws and principles in physics
Jobs for the physicists
Assessment in Physics (theory and practical)
Methods of teaching Physics (e.g. process, inquiry etc)
Lesson plans and lesson notes in Physics
The teaching of electricity and magnetism
The teaching of radioactivity and atomic structure
The teaching of electronics.
Physics teaching aids
Computer - assisted learning in Physics
Gender and Physics
Use of Physics Laboratory - Ordering, Cataloguing, storing of equipment; safety rules and First Aid,
maintenance of equipment,
Design of Physics Laboratory
Micro-teaching
FLHE- Decision making - Communication, Assertiveness, Negotiation and Finding Help.
PHY 125 PHYSICS PRACTICALS I (3 hours a week) 1 Credit Compulsory
Consider at least two (2) practicals from each of the following courses:
Thermal Physics I
Mechanics and Properties of Matter I
Electromagnetism I
Optics I, and
Basic Electronics (A minimum of 10 experiments is expected from all the topes)
312
PHY 211 THERMAL PHYSICS II 2 Credits Compulsory
Application of the concept of kinetic theory to: transport phenomenon in fluids - thermal conductivity,
viscosity, diffusion, osmosis and specific heat capacities.
Second law of thermodynamics including Carnot Cycle and Car not Engine
Application of Van da Waals equation
Derivation to include partial derivatives
Further treatment of molecular speed (solving more problems in molecular speed and RM.S.).
Degree of freedom and further applications of ideal gas equations
Isothermal and adiabatic changes.
PHY 212 ELECTROMAGNETISM II 2Credits Compulsory
MAGNETIC EFFECTS OF CURRENT
D. C. (direct current)
Circuit analysis (Kirchhoffs laws. Thevenins and Nortons equivalent circuits)
Principle and applications of electromagnetic inductions
D.C. instruments and measurements - Voltmeter, ammeter, galvanometer,
Wheatstone bridge, potentiometer, etc.
Amperes law, Biot-Savarts Law and their applications to the induction coil, electric generator, the
dynamo and transformer.
GROWTH AND DECAY OF CURRENT
Inductive - time constant
Capacitive - time constant
Applications of capacitors and inductors in circuits (R-L, R-C, circuits)
PHY 213 MECHANICS AND PROPERTIES OF MATTER II
2Credits Compulsory
INERTIA OF RIGID BODY
Rotation of a rigid body about an axis, kinetic energy of rotation
Moment of inertia
Radius of gyration
Principle of parallel and perpendicular axes
Angular momentum and its conservation
Torque
2. OSCILLATORY AND CIRCULAR MOTIONS
Simple Harmonic Motion (Oscillation)
Period, amplitude and phase
Expression for period, frequency, velocity and acceleration
Damped S.H.M.
GRAVITATION
Keplers laws of planetary motion
Newtons universal law of gravitation
Measurement of G (universal constant of gravitation)
Mass and density of the earth
Earths satellite
Escape velocity
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SURFACE TENSION
Explanation of surface tension
Angle of contact
Surface energy
Capillary rise
Drops and bubbles
Calculations and applications of surface tension
FLUID MOTION
Stream-line flow
Bernoullis theorem and its applications
Circular motion - angular velocity, angular acceleration, centripetal force, centrifugal force, application to
road and rail construction.
PHY 214 MATHEMATICS FOR PHYSICS II 2Credits Compulsory
Vector differentiation
D-Grad and D - Vector
Divergence and curl
Analytical Geometry and Trigonometry
Multiple angle formula
Application of vector algebra
Divergence (Gauss and Stokes Theorems, dipole, energy relation)
Introduction to complex numbers.
PHY 125 PHYSIC PRACTICALS II (3 HOURS A WEEK)
1Credit compulsory
Experiments should be selected from topics covered in the courses listed below with at least three (3)
experiments drawn from each. A minimum of 10 experiments and maximum of 12 experiments should
be covered.
Courses:-
PHY 211 - Thermal Physics II
PHY 212 - Electromagnetism II
PHY 213 - Mechanics and Properties of Matter II
314
PHY 221 WORKSHOP PRACTICE 2Credits Compulsory
Organization and safety in the workshop
Classification and use of tools (Basic tools e.g. glass, metals, plastics, etc.)
Construction and improvisation of some basic teaching aids e.g. lens holders, ray boxes, metre bridge,
manometer, etc. (the constructions and improvisations, should involve the use of woods, metals, glass,
etc.)
Design of simple electrical/electronics circuits (half, full waves rectifiers, etc.)
NOTE:
Lecturer(s) may be assigned to guide and supervise the course and also assess the works. However, the
students are expected to produce individual construction works which will be defended by the students
before all the lecturers in the department and this earns the students the (70%) of the total score for the
course. Excursion to a manufacturing company and an excursion report to be submitted for assessment.
(30%)
PHY 222 OPTICS II 2Credits Compulsory
WAVE THEORY OF LIGHT
Determination of the velocity of light using the Michelson - Morley method
Wave nature of light (Huygens Principle).
INTERFERENCE AND ITS APPLICATION
Conditions for interference
Youngs double slit experiment
Newtons rings
Thin-films and wedges, blooming of lenses
Simple problems relating to them
DIFFRACTION AND ITS EFFECTS
Fraunhofer and Fresnels diffraction
Diffraction gratings, criterion for optical resolution
POLARIZATION OF LIGHT
Polarization by reflection
Qualitative description and applications of polarization
LASERS and its applications - Qualitative treatment only.
PHY 223 ATOMIC AND QUANTUM PHYSICS I I Credit Compulsory
STRUCTURE OF ATOM
Atomic models - Thompsons, Rutherfords experiments etc
Determination of e/m for the electron (Milikans oil drop experiment, Thompsons experiment, etc).
CONCEPT OF QUANTUM THEORY
Photo-electricity and its applications (including Einsteins photoelectric equations) Compton effect
Application of the Bohrs model to the one-electron atom
Pauli exclusion principle and its application to the atom
Energy and Spectra.
315
PHY 224 ENVIRONMENTAL PHYSICS 1Credit Elective
This course is based on the premise that physics is a concept-laden discipline and that almost all human
activities involve these concepts, theories, laws and principles of Physics. Students are therefore expected
to use their knowledge of physics to explain natural phenomena and other incidental occurrences as well
as developments in science and technology. Such phenomena or occurrences include:-
*To provide detailed course content would defeat the objectives of this course. While a lecturer assigned
the course serves as a co-ordinator, all staff should be encouraged to contribute. Students on their part
should bring their own environmental observation, experiences and views on superstitions, development
on science and technology for class discussions.
*The younger colleges could benefit from the bank of such issues available at such Colleges like FCE,
Zaria, FCE Kano, COE Ilorin and COE, Ankpa that started this programme with physics department,
ABU, Zaria, many years ago.
PHY 225 METHODOLOGY II 2Credits Compulsory
History of Physics - Galileo, Boyle, Newton
Einstein, Faraday, Von Neumann, James Clark Maxwell, etc.
(Emphasis should be on how their contributions revolutionized physics)
The development Physics Education in Nigerian General Science Education Resources for teaching the
following Physics concepts;
Motion; energy, light, kinetic theory and waves.
National Policy on Education and the Objectives of Science Education.
The role of Physics in Science Education
FLHE - Human Development - Body care, Body abuse and Drug abuse.
STLs/HIV - Abstinence, Puberty and Self esteem.
316
PHY 321 ELECTROMAGNETISM III 2Credits Compulsory
A. C. theory and its applications (phase and vector diagrams)
A. C AND ELECTRICAL NETWORK
Reactance, impedance, power in A.C. circuit, power factor, quality factor, concept of resonance and
applications.
Rectification (half wave and full wave) and smoothing (show how the inductive - time constant,
capacitive-time constant are used as wave sharpers).
Concept of electrical oscillation with respect to L/C circuits - generation of radio wave - TUNED circuit -
A.M., F.M.
MAGNETIC PROPERTIES AND THEIR APPLICATIONS
Diamagnetism, ferromagnetism, and paramagnetism
Magnetic induction (B), magnetic Intensity (H), hysteresis
Domain theory.
PHY 322 ATOMIC AND QUANTUM PHYSICS II 2Credits Compulsory
X-RAYS
Origin, production and properties of X-rays - Braggs and Moseleys Laws and their applications
X-ray spectra
Applications of X-rays.
RADIOACTIVITY AND ITS APPLICATIONS
Concept of Radioactivitys
Types of radioactivity
Nuture and properties of nuclear radiations
Detection of nuclear radiation. Radiation damage, unit and safety precautions
Decay laws and half-life
Radioactive transformation and series
Geiger - Nuttal law detection of nuclear radiations
Radiation detection instruments (GM tube, cloud chamber, etc).
ARTIFICIAL RADIOACTIVITY
Production and uses of radioisotopes (e.g. carbon dating, and medical)
Nuclear atom - history and features (nucleus, nuclide, nuclei, nucleon, atomic number, mass number,
neutron, isotopes).
Binding energy and stability (Apply mass-energy relation) - differentiate between atomic and nuclear
binding energies.
NUCLEAR REACTIONS
Nuclear fission and fusion
Chain reactions and their applications
WAVE - PARTICLE DUALITY
Uncertainty theory (principle)
Application (Qualitative treatment only)
317
PHY 323 INTRODUCTION TO ASTRONOMY 1 Credit Elective
Origin of the solar system
Components of cosmos
Night Sky
Cosmology
Atmosphere
Figure of the Earth
PHY 324 PHYSICS PRACTICALS III (3 HOURS A WEEK)
1Credit Compulsory
Select experiments spanning through the courses taught with at least two (2) experiments from each
course
318
MATHEMATICS
1.0 PHILOSOPHY
The philosophy of the NCE Mathematics is inspired by:
The desire to help students become intellectually informed in mathematical ideas, notations and
skills for logical reasoning, scientific enquiry and for the pursuit of techno-scientific education.
The need to produce non-graduates but well-groomed and qualified professional teachers of
mathematics for the Basic Education Levels.
2.0 OBJECTIVES
By the end of the programme the students should be able to:
a) Discuss with confidence the historical development of mathematics as a discipline
b) Solve abstract problems through the use of mathematic skills and ideas
c) Stimulate pupils interests in mathematics by the use of appropriate teaching/learning
strategies particularly at the Basic education levels
d) Make learners appreciate the use of computers in solving mathematical problems
e) Use mathematics to solve day to day problems
f) Teach mathematics in a way that learners can apply mathematics principles in solving
daily problems
g) Make the teaching of mathematics learner friendly through games and simulations
h) Set up a mathematics laboratory
i) Improvise materials for effective teaching/learning of mathematics
a) A Senior Secondary School Certificate (SSSC) of WAEC/NECO or G.C.E O Level
with passes in 5 subjects including English Language, three of which must be at credit
level at the same sitting or four credits at two sittings. Two of the credits must be
relevant to the course the candidate wishes to offer; mathematics and any other subject
combinations.
b) A Grade II Teachers Certificate (TC II) with credit or merit in three subjects, two of
which must be relevant to the course the candidate wishes to offer i.e.; mathematics and
any other subject combination.
c) Associateship Certificate in Education awarded by an approved Institution in Nigeria or
abroad, is also acceptable qualification if assessed by the institution to meet the minimum
requirement to read NCE Mathematics.
d) All candidates wishing to be considered for admission must enroll for and write the
e) Successful candidates in the Pre-NCE final examinations or IJMB who also take and
succeed in a selected examination organized by an accredited body would also be
qualified for admission provided they meet the minimum requirements i.e credit in
Mathematics at 0level.
f) It should be noted that some Colleges may in addition to all the above, administer their
own elimination tests and/or interviews for some courses.
g) A credit pass in IJMB with credit in Mathematics at the Olevel.
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3.2 SUMMARY OF ADMISSION REQUIREMENTS INTO NCE MATHEMATICS
Candidates seeking for admission to NCE Mathematics should obtain a credit pass in
Mathematics at SSCE (WAEC or NECO) or GCE O Level or merit or a credit pass in Pre-NCE
or a credit pass in Interim Joint Matriculation Board (IJMB) examinations.

4. FACILITIES
a) Classroom
At least three (3) lecture rooms and a lecture theatre.
b) Laboratory
There must be a fully air-conditioned mathematic laboratory with mini micro computers of not
more than ten students per one, an overhead projector or multimedia projectors.
c) Workshop: There must be a mathematics workshop where students can make their own
instructional materials.
i) Equipment Required in the Workshop
S/No. Description Quantity Required
1) Work benches 4
2) Vice 4
3) Drilling Machine(manual/electric 4
4) Drill bit (various sizes) 4 sets
5) Hand saw (various sizes) 6
6) Solid shapes (Prisms,Cube,Cuboid,Cylinders,etc 5 each
7) Engraving machine 2
8) Cutting knives 4
9) Hammer (different sizes) 6
10) Screwdrivers 3 sets
11) Mathematical sets 20
12) Mathematical sets (black board size) 5 sets
13) Weighing scale 5
14) Scientific Calculators 20
15) Scissors (different sizes) 10
16) Pinchers (big and small) 4
17) Jack and plane 4
18) Electronic Organizers 4
ii) Consumables
Cardboard papers 1 ream
Plywood (assorted , ) 10 sheets Nails (assorted) as required
Binding wire 5
Glue (wood) 5
Gum (liquid) 5
Celotapes 5
Metal sheets 5
Transparences 5
Graph sheets 20
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Beads (assorted sizes and colours) 20
Thread etc. 2 Rolls
d) Staff Offices
The comfort of teaching staff must be taken into consideration. Ideally, there should be an office
per Lecturer, equipped with bulletin boards, book shelves, visitors seat and standard furniture.
e) The Head of Department should have an office, furnished with other conveniences and file
cabinets. There should also be an office for the support staff i.e. typists and clerks.
f) Books in the Library
There must be current and relevant textbooks and journals to cover all the areas of the subjects to
the ratio of one student to ten books. A departmental library is needed.
5. PERSONNEL
a) Academic
A minimum of eight (8) academic staff are specifically required for the NCE Mathematics
Programme. (The department services other departments). All the academic staff must have an
Educational background with a minimum of second class lower Bachelor of Education degree in
Mathematics or Post Graduate Diploma in Education and a Second Class Lower (Honours)
Degree in Mathematics.
Non-Academic
i) A Computer Technical Data Operator
ii) 2 Library Assistant/Attendant
iii) 1 Laboratory Assistant/Attendant
iv) 1 Typist/Secretary
v) 1 office assistant
6. MODE OF TEACHING
i) Lectures
ii) Tutorials
iii) Problem-solving
iv) Seminar
v) Demonstration
vi) Drill
vii) Experimentation
viii) Excursion
ix) Discovery Method
x) Laboratory Method and etc..
*Discovery method and laboratory work will be emphasized.
Each student is required to carry a minimum of 128 credits and a maximum of 132 credits before
graduation. The breakdown is as follows:
Mathematics - 36 Credits
Second Teaching subjects - 36 Credits
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Education - 36 Credits
General Study - 14 Credits
Teaching Practice - 06 Credits
Total = 128 Credits
Teaching Practice is compulsory for every student before graduation
Teaching Practice earns 6 credits under (EDU 324).
9. PROJECT
The Final Year Project is compulsory for all students. The Project may be written and
supervised in any of the students chosen subject areas and the grade for Project must be credited
to EDU 323. Project carries 2 credits.
10. ASSESSMENT AND CERTIFICATION
Continuous Assessment, CA = 30%, Exam 70%
12. COURSE CODES, TITLES CREDIT UNITS AND STATUS
Year Semester Code Course Title Credit Status
NCE I
First Semester
MAT 111 Algebra
MAT 112 Trigonometry
MAT 113 History of Mathematics
MAT 114 Dynamics
Total
2
2
2
2
8
C
C
C
C
Second
Semester
MAT 121 Different Calculus
MAT 122 Co-ordinate Geometry
MAT 123 Maths. Methodology
MAT 124 Maths Lab. Practicals
MAT 115 Complex number
Total
2
2
2
1
1
8
C
C
C
C
C
Year Semester Code Course Title Credit Status
NCE II
First Semester
MAT 211 Number Theory
MAT 212 Problem solving
MAT 213 Intro to Computer Science
MAT 214 Statistics
Total
2
2
1
2
7
C
C
E
C
Second
Semester
MAT 221 Integrated Calculus
MAT 222 Vector Analysis
MAT 223 Probability Theory
MAT 224 Real Analysis I
MAT 225 Research Method
Total
2
2
2
2
2
10
C
C
C
C
C
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NCE III
First Semester TEACHING PRACTICE

Second
Semester
MAT 321 Static
MAT 322 Linear Algebra
MAT 323 Real Analysis II
MAT 324 Abstract Algebra
MAT 313 Differential Equations
Total
2
2
2
2
2
10
E
C
E
E
E
*Note: - Students should be advised to take at least 2 (two) elective courses.
Compulsory
Electives
34 Credits
2 Credits
TOTAL 36 Credits
C = Compulsory : Compulsory courses must be passed
E = Elective : At least two elective courses
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NCE I FIRST SEMESTER
13. COURSE CODES, TITLES CREDIT UNITS AND STATUS
MAT 111 ALGEBRA 2 Credits Compulsory
- Real number system
- Integers, rational and irrational numbers
- Theory of indices
- Theory of logarithms
- Surds
- Linear inequalities
- Partial fractions
- Theory of quadratic equations
- Permultations and Combinations
- Binomial Theorem
- Mathematical Induction
- Remainder and Factor Theorems
- Arithmetic progression
- Geometric Progression
MAT 112 TRIGONOMETRIC 2 Credits Compulsory
- Angle and its measurements
- Basic trigonometric functions and equations
- Trigonometric ratios in each of the 4 quadrants. Applications to bearing, angle of
elevation, depression and projectile
- Graphs of trigonometric functions and their applications
- Inverse trigonometric functions
- Half angle formulae
- Addition of factor formulae
- Solution of triangles
- Hyperbolic functions and their identities
MAT 113 HISTORY OF MATHEMATICS 2 Credits Compulsory
- Pre-history Mathematics
- Development of Mathematics in the Ancient times
- Contributions of Babylonians, Greeks, Egyptians, Romans, Hindus, Arabs and Chinese.
- Prominent Ancient Mathematicians and their contributions (Archimedes, Pythagoras,
Euclid, Appolonious, etc.)
- Development of mathematics in the Middle Ages and prominent Mathematicians of the
period
- The Renaissance and Mathematics (16
th
to 20
th
Centuries) and prominent mathematicians
and their contributions (Napier, Fermat, Euler, Riemann, Lebesque, Lagrnge, Hilbert,
Bannach, Cauchy)
- The use of mathematics in everyday life including its place in Natural and Applied
science
- History of African and Nigerian mathematics
324
MAT 114 DYNAMICS 2 Credits Compulsory
- Displacement, Speed, Velocity and acceleration in Cartesian and Polar co-ordinates
- Velocity and acceleration along the tangent and normal to it
- Relative velocity, motion of particles in straight lines
- Vertical motion under gravity (laws of motion)
- Projectiles: Time of flight, range on a horizontal plane, greatest height reached, the part
of a projectile as parabola.
- The momentum equation and derivation of the impulse
- Angular momentum principles
- Impact of two small spheres (direct and oblique)
- The principle of conservation of energy.
MAT 115 COMPLEX NUMBERS 1 Credit Compulsory
- Complex Numbers
- Algebra of Complex numbers
- Argand Diagram
- De Moivres theorem
- N
th
root of Unity
Mat 121 DIFFERENTIAL CALCULUS 2 Credits Compulsory
- Set Theory:- Union, Intersection, Complement of sets and Venn diagram Algebra of sets
- Basic Geometry:- Point, line segment, line, angle, closed curves, etc
- Logic:- Binary logic, compound statement-logic relations, methods of proofs, binary
operations.
- Fundamental operations in Mathematical Structures
- Group Group properties
- Number bases other than 10
- Matrices: definition, equality of matrices, addition, scalar multiplication, multiplication
of matrices, inverse matrices, adjoint transpose, row equivalence and elementary row
operations.
- Determinats:- up to 2x2 matrices. Application of matrices to solutions of linear
equations.
- Functions
- Limit of a function at a point
- Continuity of a function at a point
- Gradient of a function
- The differential co-efficient as a gradient of a function at a point
- Differential product and quotient
- The chain rule and the function of a function
- Differentiations of logarithmic functions
- Trigonometric functions, exponential functions and hyperbolic functions
325
- Implicit differentiation
- Applications: maximal, minimal, velocity, acceleration and rate of change
MAT 122 CO-ORDINATE GEOMETRY 2 Credits Compulsory
- Straight lines and circles
- Parabola, Ellipse and Hyperbola in Cartesian, parametric and polar co-ordinates
- Tangents and Normal to the circle, parabola, eclipse and hyperbola (the use of
differentiation is acceptable
MAT 123 MATHEMATICS METHODOLOGY 2 Credit Compulsory
- History of Mathematics teaching in Nigeria and the philosophy of current Nigerian
Mathematics curricula
- Teaching and learning mathematics, including works of Bruner, Gagne, Piaget and
Dienes
- Teaching of concepts, principles, skills and proofs: strategies, nature, definitions and
types.
- Inductive, deductive, analytic and synthetic approaches in Mathematics teaching
- Content analysis of upper basic education (JSS 1-3) curriculum
- Work tools( scheme of work, Lesson plan, lesson presentation and Assessment)
- Item construction and development of marking scheme
- Diagnosis and remediation of difficulty concepts and topics in teaching and learning of
upper basic Mathematics curriculum
- Problems and prospects of mathematics education in Nigeria
MAT 124 MATHS LABORATORY PRACTICALS 1 Credit Compulsory
Construction, design and improvisation of some basic mathematical teaching aids in relation to
primary, junior secondary school and senior secondary school courses. (Using cardboard sheets,
clay wood, wires, etc)
MAT 211 NUMBER THEORY 2 Credits Compulsory
- Process of counting, Pianos Axons using ordered pairs
- Further properties of Integers
- Well ordering principle
- Mathematical Induction
- Laws of tracheotomy
- Divisibility (Basic definitions, divisions, primes god)
- Basic theorems on god
- (proofs may be required)
- Relatively prime integers (unique factorization)
- The fundamental theorem of arithmetic (proof may be required)
- Congruences
- Basic definitions and examples
- Properties of Congruences (reflexive symmetric and transitive: the equivalence relation)
326
- Residue classes
- Linear Congruences
- Basic theorems and solutions of linear Congruences
- Proofs of the main theorem may be required
- Fermats theorem and applications, the proof of Fermats theorem may be required
- Euler function and number (proof not required)
- Application to linear Congruences
MAT 212 PROBLEM-SOLVING (JSS & SSS) 2 Credits Compulsory
(Textbooks on these levels should be provided at least two students to a copy of each)
- Definitions of problem, problem solving
- Basic elements of a mathematics problem
- Common errors in Mathematics
- Discovery and expository approaches to problem solving techniques
- Functions of questions in the Mathematics class
- Characteristics of a good problem solver
- Polyas problem solving heuristics and application to solving topics in J.S.S. and
- S.S.S. Mathematics
- Problem solving of selected difficult topics in Mathematics and further
- Mathematics e.g. solid figures, great cycles, application of the cosine rule to triangles
(acute and obtuse angle) e.t.c.
MAT 213 INTRODUCTIONS TO COMPUTER STUDIES 1 Credit Elective
- Historical development of the Computer
- Essential components of the Computer and their functions
- Number presentation in a Computer
- Data structure and their uses in a Computer
- Computer software and types of software, Basic Programming
- Illustration and the application of simple techniques to Data processing plus-
- Operating systems: Dos, Windows etc.
MAT 214 STATISTICS 2 Credts Compulsory
- Frequency distribution
- Measures of location
- Measures of dispersion
- Correlation and Regression
- Sample Space and Sample point
- Data Representations in statistics
- Normal Distribution Curves
- Skewness
- Standardized Normal Curve
- t-scores amd Z-scores
- Test of Hypothesis and significance
327
MAT 221 INTEGRAL CLCULUS 2credits Compulsory
- Integration as a reverse process of differentiation
- Integration as area under the curve
- Integration of algebraic functions using different methods, like partial fractions,
substitution, etc.
- Integration of non-algebraic functions e.g. logarithmic functions, exponential functions,
trigonometric functions, etc.
- Special methods of integrations; substitution and transformation, the reduction formula
and other types of systematic integration.
- Integration by parts. Approximate integration by Trapezoidal rule and Simpsons Rule
- Application of integration in determining volumes of solids of revolution and solution to
other problems
MAT 222 VECTOR ANALYSIS 2 Credits Compulsory
- Representation of vectors in 1-3 Dimensions
- Equality of vectors, position vectors (explain using the model of space co-ordinate)
- Triangular, parallelogram and polygon laws of vector addition
- Resultant of vectors
- Associative law of vectors
- Negative and unit vectors
- Magnitude or length of a vector
- Commutative and distribution laws of vectors, Scalar or dot product of vectors
- The vector or cross product of two vectors
- The cosine of angles between two vectors
- Direction cosines
- Relations between dot product and component of work done in a force field
- Triple product of vectors
- Plane and space curves and their vector equations
- Vector differentiation
- The grad notation
- The del (or vector operator notation)
- The divergence of a curve vector and the divergence theorem
- Frener Serret formulae for solution of problems
MAT 223 PROBABILITY THEORY 1 Credit Compulsory
- Concept of probability
- Sampling and sampling techniques
- Types of probability
- The concept of expectation
- Mutually exclusive and non-mutually exclusive events
- Addition law of probability
- Independent events and dependent events
328
- Multiplication law of probability
- Conditional probability
- Discrete probabilities
- Continuous probabilities
- Functions of a random variable
- The Binomial Poisson and normal distribution with various properties;
- Permutations and combination.
MAT 224 REAL ANALYSIS I 2 Credits Compulsory
- Basic properties of real number system including boundedness and completeness
- Concept of neighbourhood
- Open and close sets
- Basic theorems on open and closed sets
- De Morgan laws
- Function and functional notation
- Rigorous treatment of limits and continuity
- LHospitals rule (proof may be required)
- Consequences of differentiation
- Rolles theorem
- Mean value theorem and Taylors theorem (proof may be required)
- Successive differentiation
- Leibnitzs formula for nth derivative (proof not required)
- Functions of several variables
- Partial differentiation
- Lagranges multipliers
MAT 225 RESEARCH METHODOLOGY 2 Credits/1 Hour Per Week Compulsory
(Note:- This course should be taken by students wishing to write their project in Mathematics
Education)
Aim: - the teaching of this course is aimed at preparing students to learn how to carry out
research works in Mathematics Education without much difficulty.
1. Research Study
a) Background of the study
b) Statement of problem
c) Purpose of the study
d) Scope of the study
e) Area of the study
f) Significance of the study
2. Literature Review
The relevance of the review to the background of study must be clearly shown to the students.
3. Method of date organization
a) Techniques of getting the sample from sample population such as
i) Simple ballot system
329
ii) Use of table of random numbers and any other
iii) Stating the population and the sample
b) Instrument for data collection
c) Validation of instrument
d) Analysis of data Frequency table, percentages, t-test and z-test statistics,
e) Correlation coefficient
4. Results and Interpretation
5. Recommendation.
EDU 324
TEACHING PRACTICE
MAT 321 STATICS 2 Credits Compulsory
- General conditions of equilibrium
- Resolution of forces acting at a point
- Equilibrium conditions of moments
- Coplanar forces (centroids)
- Centre of gravity: centre of mass, simple forms, general formula for centre of gravity
- Compound bodies, centre of gravity by integration
- Friction: laws of friction and resistance, angle of friction, the least force problem
involving sliding only
MAT 322 LINEAR ALGEBRA 2 Credits Compulsory
- Determinants
- Vector space over the real field, sub-space, linear independence, basis and dimension
- Linear transformations and their representational matrices; range, null space, rank,
singular and non-singular transformation and matrices.
- System of linear equations, change of basis, equivalence and similarities
- Eigen values (latent roots) and given vectors (latent vectors)
- Minimum and characteristic polynomials of a linear transformation (matrix)
- Cayley Hamilton theorem
MAT 323 REAL ANALYSIS II 2 Credits Elective
- Anti-derivative (Integration)
- Definition of Riemann integral
- Properties of Integrals and basic theorems (proof of the fundamental theorems of calculus
may be required)
- Multiple Integration; elementary treatment of the Fubinis theorem in the plane
- Series and sequences
330
- Proof of boundedness; comparison, ratio and root test may be required
- Absolute and conditional convergence
- Radius of convergence
- Power series
- Uniform convergence
MAT 324 ABSTRACT ALGEBRA 2 Credits Elective
ALGEBRAIC STRUCTURES
- Grouped, semi group, monoid and group, subgroup
- Lagrange theorem, cyclic group, ring, integral domain, division, ring and field
- Polynomials: H.C.F and L.C.M of polynomials
- Factorisation
MAT 325 DIFFERENTIAL EQUATIONS 2 Credits Compulsory
- First order differential equations
- Existence and Uniqueness of solution
- Example to be limited to equations of the types
-
dx
dy
= f(x),
dx
dy
= f(y)
- Use of boundary separation restricted only to easy integral
- Homogeneous Equations.
- Exact equations and integrating factor for non-exact equations
- Solution of 2
nd
order differential equation. Example to be restricted to the equations of
the type.
( ) ( ) x f
dx
y d
a
2
2
= ( ) ( ) x f
dx
y d
a
2
2
=

Equations with constant co-efficient and Cauchy-Euler types should be treated.
Formation of equations from physical situations.
331
VOCATIONAL AND TECHNICAL EDUCATION
AGRICULTURAL EDUCATION
1. PHILOSOPHY
The philosophy of NCE Agricultural Education program is tied with the national philosophy on
Agriculture for self-reliance based on the provision of teachers endowed with a balanced
approach between principles and practice of Agriculture for academic and vocational ends.
2. OBJECTIVES
The objectives of the program shall be:
c) to prepare graduates with the right attitude to, and knowledge/professional competence in
vocational agriculture;
d) to produce teachers who will be capable of motivating students to acquire interest in and
aptitude for agriculture;
e) to develop in the student-teachers the appropriate communicative skills for effective
transmission of agricultural information and skills to the students in the context of their
environment;
f) to equip the student-teachers with adequate knowledge and ability to establish and manage
a model school farm effectively;
g) to provide a sound background to enhance further academic and professional progression of
the student-teachers.
c)GENERAL ADMISSION REQUIREMENTS
Students seeking for admission into NCE Agricultural Education program should possess any of
the following qualifications:
a. Senior Secondary School Certificate (SSC) or G.C.E O Level/NECO
with credits in 5 subjects including English Language and Mathematics, at
not more than two sittings.
b. A Grade II Teachers certificate (TC II) with Credit or Merit in five subjects. Credit/Merit
in Agricultural Science, and General Science or Integrated Science are required.
c. For Candidates transiting from college organized Pre-NCE program, a cumulative Grade
Point Average (CGPA) of 2.0 is required for absorption into direct NCE Agricultural
Education program.
d. Associate ship Certificate in Education awarded by an approved institution in Nigeria or
abroad, is also acceptable as qualification.
II. ADDITIONAL ADMISSION REQUIREMENTS
i. In addition to the General Admission Requirements, candidates seeking admission into
NCE (Agricultural Education) program with SSC/NECO result must have Credits in
Biology or Agricultural Science and a pass in Chemistry.
ii. Candidates with TC II certificates must have Credit or Merit passes in General
Science/Integrated Science and Agricultural Science.
iii. All candidates wishing to be considered for admission must enroll for and write the
iv. In addition to the entire conditions stipulated above, candidate seeking admission into
agricultural science must attend and pass selection interview.
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4. FACILITIES
1.Classroom (Space and Equipment)
Any institution offering NCE Agricultural Education program should provide adequate
classrooms in addition to the following relevant facilities:
2.Laboratory
Two (2) standard laboratories should be adequately equipped (one for crops and soils, and
the other for livestock studies)
3.School Farm:
Standard School Farm Complex shall be made up of the following: -
a. Mechanical/Tools Workshop
b.A Livestock Unit of selected farm animals
c. Fish Pond
d.Individual student plots
e. Experimental plot for research
f. Crop farm
i. Facilities for bee keeping, snailery, or cane rat farming.
4.Staff offices:
Each Senior Staff should have a comfortably furnished office. There should also be an
office for support staff (Typists, Clerks etc.) with relevant equipment e.g. computer and
printer, reproduction machines, etc.
5.Books in the Library:
There must be enough books to cover all the areas of the subject to the ratio of one student
to ten volumes of books. Current journals in agricultural education and other relevant
fields are also required in the same ratio.
6.Other Facilities:
a. A tractor with the necessary coupling implements, e.g. plough (plow), harrow, ridger,
spreader, etc.
b. Haulage vehicle for transportation
h) LIST OF EQUIPMENT, TOOLS AND MATERIALS
a. Audio Visual Room*
Item Quantity
i. Video recorder 2
ii. Video player 2
iii. Slide projector 2
iv. Overhead projector 2
v. Film projector 2
vi. Magnetic board 2
vii. Public address system 2
viii. Color Television Set 2
ix. Cameras 5
x. Voltage stabilizer 2
333
xi. Printing machine 1
b. Drawing Room
i. Drawing boards and tables 30
ii. Drafting sets 10
iii. T-Square 10
iv. Set Square 10
v. Protractors 10
vi. Lettering set 10
c. CROP FARM
i. School Farm made up of:-
a. Arable farm containing tubers, cereals legumes and fibers on at least 1 hectare of
land;
b. Horticultural garden containing nursery, ornamentals, fruits, root and leafy
vegetable crops
c. Orchard containing assorted fruit trees;
d. Permanent crops plantation;
ii. Processing facilities for: tubers, grains, fruits and vegetables.
Storages facilities for tubers, cereals, grains, fruits, etc.
d.Animal Unit (Poultry (500) and Ruminants (20)
e. Nursery Tools Numbers
i. Water pumping machine 5
ii. Seed Sowers 5
iii. Root Pruners 5
iv. Plant lifters 5
v. Sprayers 5
vi. Flame weeders and hedgers 5
vii. Water pump 5
*Items should be stocked in the Centre for Educational Technology.
i. Rotary Planters 5
ii. Generator 1
iii. Secateurs 12
iv. Planting hoes 20
v. Spade 20
vi. Pick axe 10
vii. Hand trowel 20
viii. Wheel barrows 5
ix. Watering cans 10
x. Head pans 10
xi. Machets 20
xii. Greenhouse 1
xiii. Water spraying machine 1
xiv. Water sprayers/sprinklers 20
xv. Motorized sprayers 1
xvi. Motorized chain saw 1
xvii. Shears 10
334
xviii. Rolcut 10
xix. Swing fog 2
f. Metrological tools and equipment (to be shared with Arts and Social Sciences)
i. Stevensons screen 1
ii. Thermo hydrographs 1
iii. Max. and Min. thermometers 2
iv. Rain gauge 2
v. Measuring glasses 4
vi. Wind vane 2
vii. Anemometer 2
viii. Evaporometer 2
ix. Hygrometers 2
x. Barometers 2
g.Survey Equipment
i. Prismatic compass 4
ii. Ranging poles 8
iii. Chain (Gunters & surveyors) 2
iv. Metric tape 2
v. Planimeter 1
vi. Theodolite and staff 1
vii. Scale rules 10
viii. Set of arrows 30
ix. Field book 5
x. Levels 4
xi. Pantograph 10
xii. Stereoscope 4
h. Farm Machinery
i. Functional tractor 1
ii. Disc plough 1
iii. Disc harrow 1
iv. Disc ridger 1
v. wheeled trailer 1
vi. Fertilizer spreader 1
vii. Mould board ridger 1
viii. Mould board plough 1
ix. Tractor pulley 1
x. Seed drill 2
xi. Tractor mounted sprayer 1
xii. Seed cleaner 2
xiii. Seed grader 2
xiv. Cereal thresher 1
xv. Tractor scraps exhibiting tractor parts 1
xvi. Complete tool boxes 2
xvii. Incubator and Hatcher 1
xviii. Egg handler 1
xix. De-beaker 1
xx. Vaccinator 1
xxi. Manual maize planter 4
335
xxii. Powered/Manual maize Sheller 2
xxiii. Hand oil press 1
xxiv. Moisture extraction unit (oven) 1
xxv. Grain drier 2
xxvi. Weighing scales 2
xxvii. Inter-row weeders 2
xxviii. Manure spreader 1
xxix. Slashers 1
xxx. Mowers 1
i. Storage Facilities
i. Silos Various modifications
ii. Traditional barns
iii. Rhombus
iv. Cold room/Deep freezer 1
v. Refrigerators 2
j. Fishery Equipment
i. Hook 30
ii. Line 30
iii. Sinker 30
iv. Scoop nets 10
v. Cast nets 10
vi. Float lead 10
vii. Gill nets 10
viii. Fishing boat 2
k. Food Processing Equipment
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1. Gari making machine 1
2. Cassava pelleting machine 1
3. Milling machine 1
4. Maize Sheller 1
5. Oil screw press 1
6. Feed mill 1
7. Rice huller 1
ix) Animal Equipment
51. Honey extractor 4
52. Post mortem kit 4
53 Surgical kit 4
54. Cattle hoof trimming set 4
55. Castrators 5
56. Sterilizers 5
57. Salt lick 2
58. Identification tags 10
59. Tattooing set 2
60. Candler 4
61. Hanging scale 4
62. Chicks trays 10
63. Canopy brooder 5
64. Kerosene stove 5
65. Brooding thermometers 5
66. Livestock skeletons 10
67. Essential water supply
e.g. ponds, dam, well, reservoir 2
68. Bee Keeping Equipment 5
5. PERSONNEL
(i) Academic
A minimum of one (1) academic staff per discipline within the program,
making sure that the staff student ratio of one to twenty-five is maintained
Minimum qualification for any Lecturer shall be Masters Degree. However,
First Degree not below 2
nd
Class Lower can be employed into training
positions. In all cases, all teachers/lecturers should possess a teaching
qualification not lower than NCE.
ii) Support Staff
The following combination of support staff should be employed:
Technologists - to cover crop/soil laboratory, animal science laboratory and
the school farm. Technicians-one each to cover workshop, laboratories,
livestock and research farms.
4 - Artisans
8 - Labor hands including a maximum of 2 messengers.
iii) Recruitment of External Examiners
The recruitment of at least two external examiners not below the rank of
principal lecturer for the purpose of moderating examination questions and
answer scripts is necessary for the proper implementation of the program.
337
c) MODE OF TEACHING
The mode of teaching of Agricultural Education courses should be by lectures, tutorials,
field trips, excursions, practicum, laboratory work, information and communication
technology and practical as deemed appropriate for each course.
7. MODE OF ASSESSMENT
Mode of assessment in agricultural education will be 60 percent examination and 40
percent continuous assessment except in practical courses where 60 percent of the
marks will be earned through field practical work and 40 percent for written examination.
Minimum credits required for graduation:
General Education components - 36 Credits
Technical and Professional Agricultural components. 75
Excursion 02
Total - 131____
9. TEACHING PRACTICE: -
Every student is required to do Teaching Practice, and the credit earned recorded as
Education 324.
10. *SEMINAR:
Every student is required to present a seminar in either agriculture or education, and the
credit earned recorded as AGE 320
Agricultural Education is a double major subject and is offered on its own not in
combination with any other subject.
YEAR ONE FIRST SEMESTER
COURSE
CODE
COURSE TITLE* CONTACT
HOURS
LT- P
CREDITS
VTE 110 Introduction to Vocational and Technical
Education
1-0-0 1C
AGE 111 Introduction to Agriculture 1-0-3 1C
AGE 112 Agricultural Biology 1-0-3 2C
AGE 113 Agricultural Mathematics 1-0-0 1C
AGE 114 Agricultural Physics 1-0-3 1C
AGE 115 Introduction to Agro-Climatology 1-0-3 2C
AGE 116 Agricultural Chemistry 1-0-3 2C
AGE 117 Practical Agriculture I 1-0-4 1C
AGE 118 Introduction to Crop production 1-0-3 2C
TOTAL 13C
YEAR ONE SECOND SEMESTER
AGE 121 Arable Crop Production 1-0-3 2C
AGE 122 Introduction to Animal Science 1-0-3 1C
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AGE 123 Youth Organization in Agriculture 1-0-3 2C
AGE 124 Principles of Agricultural Economics 1-0-0 1C
AGE 125 Agricultural Methodology 2-0-0 2C
AGE 126
Introductory Soil Science
1-0-3 2C
AGE 127
Agric Finance
0-0-4 1C
AGE 128 SIWES (16 weeks) 0-0-4 2C
TOTAL 13C
YEAR TWO FIRST SEMESTER
AGE 211 Tree Crop Production 1-0-3 2C
AGE 212 Poultry Production 1-0-3 2C
AGE 213 Introductory Genetics 1-0-3 2C
AGE 214 Principles of Agricultural Economics 2-0-0 1C
AGE 215 Farm Power and Machinery 1-0-3 2C
AGE 216 Curriculum Development in Agriculture 1-0-3 1C
AGE 217 Fish Production 0-0-4 2 C
AGE 218 Animal Nutrition 1-0-3 1C
TOTAL 13C
YEAR TWO SECOND SEMESTER
VTE 220 Entrepreneurship in Vocational and Technical
Education 1-0-3 2C
AGE 221 Research Method in Agricultural Education 2-0-0 2C
AGE 222 Soil Fertility 1-0-3 2C
AGE 223 Principles of Crop Protection 1-0-3 2C
AGE 224 Crop Improvement 1-0-3 1C
AGE 225 Livestock Production (Ruminants / Non
Ruminants)
1-0-3 4C
AGE 226 Principles of Farm Management 1-0-3 2C
AGE 227 Practical Agriculture IV/Field Trip 0-0-4 1C
AGE 228 Land Survey and Farm State Planning 1-0-3 2C
AGE 229 Excursion 1-0-4 2c
TOTAL 20C
339
YEAR THREE-FIRST SEMESTER
Teaching
Practice
12c
YEAR THREE SECOND SEMESTER
AGE320 Seminar in Agricultural Education 1C
AGE 321 Environmental Education in Agriculture 1-0-0 1C
AGE 322 Animal Health 1-0-3 2C
AGE 323 Food products Technology 2-0-0 2C
AGE 324 Basic Agricultural Water Engineering 1-0-0 2C
AGE 325 Horticulture 1-0-3 2C
AGE 326 Agricultural Development and Policy 2-0-0 1C
AGE
327A-C
Bee keeping/Snail/Cane Rat Farming 1-0-3 1C
AGE310 Entrepreneurship in Agric Education 1-0-3 2C
AGE 315 Agric Marketing and cooperatives 2-0-0 1C
AGE 318 Introduction to Rural Sociology and Extension 1-0-0 1C
TOTAL 16c
** Agricultural students are also required to offer additional courses in Education
and General studies
340
BUSINESS EDUCATION
1. PHILOSOPHY
The philosophy of Nigeria Certificate in Education (NCE), Business Education, is to
make the Business Educators understand the concept and philosophy of the National
Policy on Education as regards Business Education in national development.
2. OBJECTIVES
viii) To produce well qualified and competent NCE graduates in business
subjects who will be able to teach business subjects in our secondary
schools and other related educational institutions.
ix) To produce NCE business teachers who will be able to inculcate the vocational
aspects of Business Education into the society.
x) To produce NCE Business Teachers who will be involved in the
much desired revolution of vocational development right from the Primary and
Secondary schools.
xi) To equip students with necessary competencies so as to qualify them for a post-
NCE degree programme in Business Education.
xii) To equip graduates with the right skills that will enable them to engage in a life
of work in the office as well as for self-employment.
3. i) ENTRY LEVEL QUALIFICATIONS/PROCEDURE
a) Increase to a minimum of 5 credits including English and Mathematics
(to be achieved at a maximum of 2 sittings).
b) All applicants to undergo a selection interview
c) Colleges should control the numbers allocated to each programme
relative to their total admission quota based on staff and facilities
available
PRE-NCE
This should be restricted to the areas of need with the following
e) Students must have a minimum of three credits including the major subject to be
studied. Students must have at least a pass in English and Mathematics.
f) All applicants to undergo selection interview
g) All colleges must seek approval for Pre-NCE courses from NCCE prior to them
being offered to students.
h) Transition from Pre-NCE to NCE I will be dependent upon students achieving at
least Grade D in the final examination for Pre-NCE.
i) All candidates wishing to be considered for admission must enroll for and write the
341
j) It should be noted that some colleges may, in addition to all of the above,
administer their own elimination tests and/or interviews for some courses. This is
legitimate.
ii). SPECIFIC ADMISSION REQUIREMENTS
a) To be eligible for direct admission, a candidate must have three (3) credit. The
business subjects in which credits, must be obtained are:-
a. Economics
b.Principles of Accounts/Bookkeeping
c. Business Methods/Introduction to Business Management/Office
Practice/Secretarial Duties
d.Shorthand
e. Typewriting
f. Commerce
viii. A Credit in English Language and Mathematics.
ix. WAEC Commercial or National Secretarial Examination (NSE) or National
Business and Technical Education Examination Board (NABTEB) or NECO
or TC II or RSA Stage II Certificates with passes at not more than two (2)
sittings in five (5) subjects as in (a) (c) above.
4. FACILITIES
Classrooms: Space that would take thirty (30) students conveniently with sufficient room
for passage within the classroom space should be made available for each lecture and
seminar for each subject.
b) Laboratories/Studios: At least, one (1) each of typing-pool, shorthand
laboratory, model office and Information Technology room must be available.
c) Staff offices: Each senior staff should be provided with a furnished office. The
HOD should be provided with a computer facility. There should also be an
office for support staff (typists, clerks, etc) with relevant equipment e.g.
typewriters, reproduction machines, etc.
d) Books in the Library: There must be enough books to cover all the areas of the
subject to the ratio of one student to ten books. A Departmental Library is
compulsory.
e) Equipment: Equipment required for the teaching of the skills in the Business
Education Programmes are as follows: -
i. Equipment and Supplies (for 30 students):
i. Typewriters
a). Manual ...30 of various makes and types
b). Computer Number should be in the
ratio of one (1) computer
to three (3) students.

ii. Swivel typing chairs ..30
iii. Drop desk, Typist desk or
(xi) Convertible desk ...30
i. Instructors Table or Desk .1
342
ii. Instructors chair .1
iii. Stapling machine .4
iv. Stapling remover .4
v. Perforator .2
vi. Stop Watch .2
vii. Wall clock .1
viii. Demonstration stand .1
ix. English/shorthand dictionaries .1
x. Filing Cabinet .....2
ii. Shorthand Laboratory
1). Tape Recorders/consoles
2). Headphones
3). Air-conditioning systems
4). Lecturers demonstration stand
5). Punching machine
6). File cabinet
7). Appropriate furniture as technology may dictate from time to time
iii. Model Office
1). Executive table with drawers and chair
2). Secretarys table with drawers and swivel chair
3). Photocopier
4). File trays in and out
5). Manual Typewriter and a Computer
6). File cabinet
7). Adding and listing machine
8). Waste paper basket.
9). Any other latest office equipment in the market
iv. There should be an Information and Communication Technology (ICT)
laboratory.
5. PERSONNEL
a. Academic
At least one (1) academic staff per subject area with a minimum qualification of a
first degree (minimum of a second class lower division). A minimum of nine (9)
lecturers (one of whom should be a computer specialist) is required. All lecturers
must be computer literate. Thus, computer literacy must be one of the criteria
for fresh appointments.
The Lecturers/Instructors must hold a minimum teaching qualification of NCE or
its equivalent.
Staff/student ratio for skilled subjects like Shorthand, Typewriting and
Accounting should be 1:20 and 1:30 for other subjects e.g. Commerce and
Economics.
b. Others
i. In Colleges of Education (Technical), there should be in the Deans office
the following:
343
e) One (1) School Officer
f) One (1) Secretary
g) One (1) Clerical Officer
h) One (1) Typist
i) One (1) Cleaner/Messenger
b). At the Departmental levels, the following staff should suffice for each
department.
v. One (1) Senior Typist or Secretary
vi. One (1) Messenger/Cleaner
vii. One (1) Technician/Typewriter Mechanic.
viii. Studio Attendant/s
However, in conventional Colleges of Education, the Dean of Schools should be provided
the same staff as is the case with the Dean in technically-oriented colleges.
6. MODE OF TEACHING
The mode of teaching Business courses would be by lectures, tutorials, case
studies, practicals, simulations, excursions and other appropriate methods.
Practicals in Shorthand and Typewriting/Word Processing are compulsory as
stipulated and field trips
Duration: - 3 years (minimum) and 5 years (maximum)
To graduate with NCE Business, a student must earn a total of 132 Credit
Units as follows: -
(d) Business Education Courses including SIWES.. 78
(e) Education (including project)36 Credit Units
(f) Teaching Practice .. 6Credit Units
(g) General Studies ... 12Credit Units
Total . 132Credit Units
Every student is required to do Teaching Practice and the credit earned
recorded in EDU 324.
9. PROJECT
Every student is required to write and submit a project either in Business Education or
Education and the credit earned recorded in EDU 323.
Business Education is a double-major and, therefore, cannot be combined with another
subject-area.
All Courses are COMPULSORY and it should remain as double major because the
advantages of double major outweight the advantages to single major.
344
BUSINESS EDUCATION COURSE OUTLINES
YEAR ONE FIRST SEMESTER
COURSE
CODE
COURSE TITLES
CONTACT
HOURS
L-T-P.
CREDITS
VTE 110 Introduction to VTE 2-0-0 1C
BED 111 Principles of Accounts I 2-0-0 2C
BED 112 Business Mathematics I 1-0-0 1C
BED 113 Commerce I 1-0-0 1C
BED 114 Introduction to Economics I 2-0-0 2C
BED 115 Office Practice I 1-0-0 1C
BED 116 Shorthand Theory 1* 2-0-4 2C
BED 117 Typewriting/keyboarding 1* 2-0-4 2C
Total 12C
* Every one (1) hour of theory Lecture should be followed by two (2) hours of
practical
YEAR ONE SECOND SEMESTER
COURSE
CODE
COURSE TITLES
CONTACT
HOURS
L-T-P.
CREDITS
BED 121 Principles of Accounts II 2-0-0 2C
BED 122 Bus. Mathematics 1-0-0 1C
BED 123 Commerce II 2-0-0 2C
BED 124 Introduction to Economics II 2-0-0 2C
BED 125 Office Practice II 1-0-0 1C
BED 126 Shorthand II 2-0-4 2C
BED 127 Typewriting/keyboarding II 2-0-4 2C
BED 128 SIWES 16 weeks 2C
Total 14C
COURSE
CODE
COURSE TITLES
CONTACT
HOURS
L-T-P.
CREDITS
BED 211 Financial Accounting 1 2-0-0 2C
BED 212 Business Law * 2-0-0 2C
BED 213 Principles of Marketing 2-0-0 2C
BED 214 Introduction to Monetary Economics 2-0-0 2C
BED 215 Business Education Practicum 2-0-0 2C
BED 216 Shorthand III 2-0-4 2C
BED 217 Word Processing I 2-0-4 2C
345
BED 218 Computer Appreciation 1-0-1 1C
Total 15C
* This should be taught by a Business Education Major
COURSE
CODE
COURSE TITLES
CONTACT
HOURS
L-T-P.
CREDITS
BED 220 Entrepreneurship in Bus. Education I 2-0-2 2C
BED 221 Financial Accounting II 3-0-0 3C
BED 222 Methods of Teaching Bus. Subjects 2-0-0 2C
BED 223 Elements of Labour Economics 1-0-0 1C
BED 224 Shorthand IV 2-0-4 2C
BED 225 Word Processing II 3-0-6 3C
BED 226 Computer Application 1-0-1 1C
Total 14C
(ACCOUNTING OPTION)
EDU 324 TEACHING PRACTICE 6C
(ACCOUNTING OPTION)
COURSE
CODE
COURSE TITLES
CONTACT
HOURS
L-T-P.
CREDITS
BEA 320 Entrepreneurship in Business Edu. II 2-0-2 2C
BEA 321 Cost and Management Accounting 2-1-0 3C
BEA 322 Public Sector Economics 2-0-0 2C
BEA 323 Principles of Management 2-0-0 2C
BEA 324 Advanced Financial Accounting 2-1-0 3C
BEA 325 Intro to International Economics 2-0-0 2C
BEA 326 Auditing 2-0-0 2C
BEA 327 Business Communication 2-0-2 2C
BEA 328 Taxation 2-0-0 2C
BEA 329 Business Statistics 2-0-0 3C
Total 23C
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(SECRETARIAL OPTION)
EDU 324 TEACHING PRACTICE 6C
YEAR THREE- SECOND SEMESTER
(SECRETARIAL OPTION)
COURSE
CODE
COURSE TITLES
CONTACT
HOURS
L-T-P.
CREDITS
BES 320 Entrepreneurship in Bus. Edu. II 2-0-2 2C
BES 321 Shorthand VI 2-0-4 5C
BES 322 Word Processing IV 3-0-6 6C
BES 323 Principles of Management 2-0-0 2C
BES 324 Office Management 2-0-0 2C
BES 325 Introduction to International Economics 2-0-0 2C
BES 326 Office Technology and Management
Education
3C
BES 327 Business Communication 2-0-2 3C
Total 25C
N.B.
Only specialists in Business Education with professional education background are to supervise
student teaching in Accounting, Shorthand and Typewriting.
347
FINE AND APPLIED ARTS
1. PHILOSOPHY
The philosophy of this programme is to provide academic and professional training for
NCE Teachers in Fine and Applied Arts. It aims at developing students aesthetic
perception, artistic talents and expression as well as stimulate interest and enquires in the
practical and theoretical areas, particularly as they affect the teaching of art at the primary
and junior secondary school levels.
2. OBJECTIVES
The programme objectives are as follows:-
i) training professional art teachers to fill the manpower needs of the primary and
junior secondary schools;
ii) equipping and providing the teachers with knowledge, understanding and skills
in Fine and Applied Arts;
iii) equipping students with the necessary knowledge and skills for the promotion of
Nigerian and worlds artistic and cultural heritage.,
iv) developing in the would-be teachers the ability to communicate effectively
through the arts; and
v) preparing teachers to qualify for and benefit from teacher education at the
university level.
vi) Equipping NCE graduates with manipulative skills which will make them self-
reliant job creators.
3. (i) GENERAL ADMISSION REQUIREMENT
a. A senior Secondary School Certificate (SSC) or G.C.E. O Level with passes in 5
subjects including English Language, three of which must be at credit level at the
same sitting or four credits at two sittings. Two of the credits must be relevant to
the course the candidate wishes to offer. Credits in English and/or Mathematics
may be required in some courses
b. A grade II Teachers Certificate (TC II) with credit or merit in three subjects, two
of which must be relevant to the course the candidate wishes to offer Credit/merit
in English Language and/or mathematics may be a requirement in some courses.
c. For candidates wishing to offer courses in Vocational and Technical Education,
R.S.A. or City and Guilds intermediate certificate and the Federal Craft Training
Certificate with credit/merit in at least four subjects, are acceptable
qualifications.
Associateship Certificate in Education awarded by an approved Institution in
Nigeria or abroad, is also acceptable as qualification.
d. All candidates wishing to be considered for admission must enroll for and write
the selection examination organized by an accredited body such as JAMB.
Successful candidates in the Pre- NCE final examinations who also take and
succeed in a selection examination organized by an accredited body are qualified
for admission.
It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and or interviews for some courses. This is
legitimate.
348
5 credits at 2 sittings including English and any relevant subject (Visual Arts).
a. Minimum of cumulative credit in Fine Art related subjects from Technical
Colleges.
b. One of the credits referred to in 3(i) a - d must be in Fine Art.
c. The successful completion of Pre- NCE programme referred to in 3(i)e must be
in Fine and Applied Arts.
4. FACILITIES
i) Classrooms:
There should be at least three classrooms for NCE one to three.
ii) Studios:
The following studios should be made available:
3 studios for 2 - dimensional work.
3 studios for 3 - dimensional work
1 studio for drawing
One photographic dark room
Computer Graphics Room (well furnished with computer units, A/C/, curtains
and rugs).
Art Gallery Room (Not less than 30ft x 30 ft).
An average size Art studio capable of holding up to 30 students should be about
30ft x 30ft or 900cm x 900cm. Art theories, Art Education, and Art History and
Appreciation should normally take place either in regular classrooms or studios
equipped with chalk boards, displays boards and pins. Some practical art
activities should take place in studios and sometimes outdoors
iii) Staff Offices:
Each Senior Staff should have a comfortably furnished office to himself/herself.
There should also be an office for support staff (Typist, clerks) with relevant
equipment e.g. Typewriters, reproduction machines, etc).
iv) Books in the Library: there must be enough books to cover all the areas of the
v) Specialised Facilities: A computer and printer should be provided for students
practicals in computer graphics. On the alternative, provision could be made for
them to get access to computers in the computer department. Others are potters
wheel, kiln, printing tables, clay dump, bulletin boards, cameras, slide projectors,
opaque projectors, print making machines, etc (see appendix for details).
vi. Equipment: The following are to be provided. Wash hand basins, work
benches, carving tools, modeling tools, storing racks, donkeys, easles, models
throne or platforms.

5. PERSONNEL
For effective execution of Fine and Applied Arts (double major), the following personnel
are minimally required.
i) Academic
a) 1 Lecturer in Art History.
349
1 Lecturer in Art Education
1 Lecturer in Painting
1 Lecturer in Ceramics
1 Lecturer in Sculpture
1 Lecturer in Textiles
1 Lecturer in Graphics
1 Traditional Artist (Part - time) weavers, dyers, carvers, potters etc.
1 Photographic technician (part - time)
1 computer graphics operator.
b) Apart from the photographer, traditional artists or local craftsmen, all
lecturers must possess a minimum of first degree (B.A.) Hons. in
respective areas of specialization as stated above, plus teaching
qualification. Art instructors (where needed) must have a minimum of
H.N.D. plus teaching qualification. The computer graphics operator
must possess at least OND or equivalent in arts
ii) Supporting Staff:
3 studio Attendants/cleaners
3 store keepers (one for general store and one each in 2 and 3 dimensional
studios).
2 models, one male and one female (Painting and sculpture)
2 models, one male, and one female (life drawing).
1Art Technical officer (must possess O.N.D/NCE in Art); to supervise studios
and galleries etc.
6. MODE OF TEACHING
The practical and theoretical nature of Fine and Applied Arts necessitate the use of
different teaching strategies by an art teacher. The following strategies are prescribed:-
Lecture, Demonstration, Tutorial and other creative methods eg. Multigrade Instruction
in Art History, Art Education and practicals should be by lecture, demonstration and
tutorial methods. Appropriate teaching aids, e.g. pictorial reproduction, photographs,
slides, film strips, should be used where necessary. For sculpture, graphics, textiles,
painting, ceramics and drawings; demonstration and other creative methods are the most
effective devices for arousing and sustaining interest during the art making process.
Excursions and field trips for all students in NCE III 1
st
semester to be fully funded by
the college.
To graduate as a Fine and Applied Arts teacher, a candidate must earn a minimum of 130
credits. The breakdown is as follows:
Education Courses 36
General Studies Courses 14
Teaching Practice 6
Fine and Applied Arts Courses 72
SIWES 04
Total 132
Every student is required to do Teaching Practice and the credit is recorded in EDU 324.
350
9. PROJECT
Every student is required to do his project in FAA (Art History, Art Education Sculpture,
Painting, Ceramics, Graphics or Textiles) and the credit recorded in EDU 323. All
practical projects are to be accompanied by a written report.
COURSE TITLES AND STATUS
COURSE
CODE
COURSE TITLE CONTACT
HOUR
L.T.P.
CREDITS STATUS
VTE 110
FAA 111
FAA 112
FAA 113
FAA 114
FAA 115
FAA 116
FAA 117
Intro. To Voc. & Tech. Educ.
Art History I
Art Education
Life and General Drawing
Basic Design
Painting
3 Dimensional Art
Computer Graphics
1-0-0
1-0-0
1-0-0
1-0-4
1-0-3
1-0-4
1-0-3
8-0-18
1
2
1
2
2
2
2
1
C
C
C
C
C
C
C
C

TOTAL 18 13 C
SECOND SEMESTER - YEAR ONE
COURSE
CODE
HOUR
L.T.P.
CREDITS STATUS
FAA 121
FAA 122
FAA 123
FAA 124
FAA 125
FAA 126
FAA 127
FAA 128
Art History II
Art Education II
Basic Design
Painting
3 Dimensional Art
Computer Graphics
SIWES
2-0-0
1-1-0
1-1-0
1-0-3
1-0-3
1-0-3
1-0-3
1-0-3

2
1
2
2
2
2
1
2
C
C
C
C
C
C
C
C

TOTAL 7-2-15 14
351
COURSE
CODE
HOUR
L.T.P.
CREDITS STATUS
VTE 210
FAA 211
FAA 212
FAA 213
FAA 214
FAA 215
FAA 216
FAA 217
FAA 218
FAA 219
Entrepreneurship in FAA I
Art History III
Art Education III
Graphics
Painting
Sculpture
Ceramics
Textiles
Photography
1-0-1
2-0-0
2-0-0
1-0-3
1-0-3
1-0-3
1-0-3
1-0-3
1-0-3
1-0-3
2
2
2
2
2
2
2
2
2
1
C
C
C
C
C
C
C
C
C
C
TOTAL 11-0-21 19 C
COURSE
CODE
HOUR
L.T.P.
CREDITS STATUS
VTE 220
FAA 221
FAA 222
FAA 223
FAA 224
FAA 225
FAA 226
FAA 227
FAA 228
FAA 229
Entrepreneurship in FAA II
Art History IV
Art Education IV
Graphics
Painting
Sculpture
Ceramics
Textiles
Photography
1-0-1
2-0-0
2-0-1
1-0-3
1-0-3
1-0-3
1-0-3
1-0-3
1-0-3
2-0-1
2
2
2
2
2
2
2
2
2
2
C
C
C
C
C
C
C
C
C
C

TOTAL 11-0-20 20
COURSE
CODE
HOUR L.T.P.
CREDITS STATUS
EDU 323
EDU 324
Project
Teaching Practice and Project
6 C
352
COURSE
CODE
HOUR
L.T.P.
CREDITS STATUS
FAA 320
FAA 321
FAA 322
FAA 323
FAA 324
FAA 325
FAA 326
FAA 327
FAA 328
Display and Exhibition Techniques
Art History
Art Education
Advanced Graphics
Advanced Painting
Advanced Sculpture
Advanced Ceramics
Advanced Textiles
1-0-2
2-0-0
2-0-2
2-0-3
2-0-3
2-0-3
2-0-3
2-0-3
2-0-3
2
2
3
4
4)B
4)A
4)A
4)B
4) B
C
C
C
C
E
E
E
E
E

TOTAL 17-0-22 19 C & E
Total = 76 Credits
i) From year one to the end of second semester of year two, all students must offer
the same subjects; all courses are compulsory
ii) A student should offer either FAA 315 or FAA 316 and FAA
314 or FAA 317 or FAA 318 as electives (i.e. one Fine (A) and
one Applied (B) in the first semester of year three.
iii) A student should offer either FAA 325 or FAA 326 and FAA 324 or FAA 327 or
FAA 328 as electives (i.e. One Fine (A) and one Applied (B) in the second
semester of year three.
iv) If a student meets the required number of credits (76) at the professional level
and fails any of the electives such a student should be allowed to graduate.
NOTE: (A) Fine Art electives
(B) Applied Art electives
(C) Compulsory
(E) Elective .
353
HOME ECONOMICS (HEC)
1. PHILOSOPHY
The Philosophy of Home Economics Education borders on the improvement of the
quality of life of the individual and family, by equipping them with relevant knowledge,
attitude and skills for productive and effective life.
It focuses on effective development and utilization resources for meeting goals. It
identifies and classifies the roles, aspirations and abilities of each family member as well
as determines strategies towards achieving them. It equips individuals for
entrepreneurship.
Home Economics is a field of knowledge which draws information and skills from core
subject areas of the art, sciences, humanities and other related subjects; through
awareness programmes, workshops, seminars, conference, formal teaching and research.
2. OBJECTIVES
The objectives of the programme are to:
i) Train Home Economics teachers with a sound basis for professional growth and
personal development in Home Economics Education who will:
a) Exhibit thorough knowledge of job skills and career opportunities in
Home Economics.
b) Equip students with entrepreneur skills for self employment and self
reliance.
c) Demonstrate positive human relationship and ability to work with people
from diverse socio-cultural background.
ii) Prepare teachers to qualify them for a post NCE degree programme in Home
Economics.
ADMISSION REQUIRMENTS
i) General Admission Requirements
a) A minimum of five (5) credits including English and Mathematics (to be
achieved at a maximum of 2 sittings) and the other 3 in any of the related
areas like Food and Nutrition, Home Management Clothing and Textiles,
Chemistry, Physics, Biology, Agriculture, Health Education and
Integrated Science.
b) All applicants to undergo a selection interview.
iii) For candidates wishing to offer courses in Vocational and Technical
Education, NABTEB with RSA or City and Guilds Intermediates
Certificate coupled with the Federal Craft Training Certificate,
credit/merit in at least four subjects, and acceptable as qualifications.
x. Associateship Certificate in Education awarded by an approved
institution in Nigeria or abroad, is also acceptable as qualification.
354
xi. All candidates wishing to be considered for admission must enroll for
such as JAMB.
xii. Successful candidates in the Pre-NCE final examinations who also take
and qualified for admission
xiii. It should be noted that some colleges may in addition to all of the above
administer their own elimination tests and or interviews for some course.
This is legitimate. Colleges should also control the number allocated to
each programme relative to their total admission quote based on staff and
facilities available.
PRE-NCE
This should be restricted to the areas of need with the following conditions:
a) Students must have a minimum of three (3) credits including the major
subject to be studied. Students must have at least a pass in English and
Mathematics.
b) All applicants to undergo a selection interview.
c) Colleges must seek approval for Pre-NCE courses from NCCE prior to
them being offered to students.
d) Transition from Pre-NCE to NCE I will be dependent upon students
achieving at least Grade D in the final examination for Pre-NCE.
ii) Additional Admission Requirements
Qualification
A Senior Secondary School Certificate passes (SSC) or General Certificate of
Education Ordinary Level passes in at least five (5) of the following subjects: -
Clothing and Textiles, Food and Nutrition, Home Management, Biology,
Physics, Chemistry, Textiles and Fine and Applied Arts, Integrated Science,
Economics, Agricultural Science, English, Mathematics, Health Science,
Physical and Health Education.
- Candidate must have at least three (3) credits at a sitting, or four (4)
credits at two sittings in any of the listed subjects.
- Passes in English and Mathematics are compulsory
- A minimum of a pass or C.grade through Pre-NCE Home Economics
progammes.
- A Grade II Teachers Certificate (TCII) with credit passes in three (3) of
the subject listed above.
355
- Certificate in catering, technology and textile designs. Candidates must
have gone through Post Primary Education level with a pass in English
and credit in two of the subjects mentioned earlier.
4. FACILITIES
Space and Classroom
The Home Economics Department should be planned to serve the anticipated number of
students. Theoretical classes should range from 30 35 students while practicals range
from 15 20 student. A space of one square metre per student is recommended.
i. Classroom Requirements
At least 4 large all-purpose classrooms for theory in all areas.
ii. Laboratories
a). 2-3 large food and nutrition, clothing and textiles laboratories for all
levels, NCE I, II and III with equipment and storage facilities.
b). Laundry laboratory, well equipped with water, heater, washing machines,
dry cleaning machines, etc.
c). Three large connected rooms for child development laboratory with well
equipped instructional materials, storage space, toilets, mini kitchen
and one-way glass partition for observation.
d). Three-bed room house for Home Management Practicum.
iii. Staff Office:
Each Senior Staff should have a comfortably furnished office to
himself. There should also be an office for support staff typists and
clerks etc. with relevant equipment, e.g. typewriters, reproduction
machines computer/printing machine etc.
iv. Books in the Library:
There must be enough books to cover all the areas of the subject to the ratio of
one student to ten books, in addition there should be current journals in Home
Economics and other related areas.
v. Child Development Centre
a). Laboratory equipment with seats suitable for pre-primary children.
- Toys and pictorial books and wall pictures
- Beds with sheets
- Mats for playing purposes
- Outdoor play ground with facilities
- Tricycles and other game facilities to develop muscles
- TV/ Video Sets/Nursery Cassettes.
EQUIPMENT NEEDED FOR HOME MANAGEMENT
1. A standard Home Management flat should have the following furnishings;
- Beds 6
- Dressing Mirrors 3
- Chest of drawers 6
- Bedside cabinets 6
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- Dressing stools 3
- Upholstery chairs 1 double and 4 single
- Side stools 6
- Centre table 1
- Book case 1
- Wall to wall carpet
or rug placed in the
centre of the living room
- Dinning table 1
- Dinning chairs 6 8
- Side Boards 1
- Refrigerator 1
- Working table 1
- Cooker 1
- A set of trays 2
- A cabinet with shelves 1
- TV/Video Sets/ CD
- Computer
- Overhead Tank
- Washing Machine
- Fridge/Freezer
Note: A four (4) bedroom flat is needed
2). Equipments needed for general cleaning are:
- Brushes different types and sizes
- Brooms long and short
- Buckets Aluminum and plastic
- Mops and mop buckets
- Dust bins and pans
- Big basins
- Watering cans or rubber hose
- Clothing for dusting and mopping
- Vacuum cleaner or carpet sweeper.
3). Cleaning Agents
- Waxes and polishes
- Detergents
- Soaps
- Bleaches
- Scouring powders and solutions
- Chemicals for stain removers
- Starch
4). First aid box and its content are as follows:
- Cotton wool
- Iodine
- Scissors of different sizes
- Analgesic
- Razor blades
- Bandages and plasters
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- (5 lint) triangular bandages
- Menthylated spirit
- Salt.
- Gentian Violet
vii. RECOMMENDED EQUIPMENT FOR FOODS & NUTRITION
LABORATORY
1) Cooking Equipment
- Tripod stand
- Charcoal Stoves
- Kerosene Stove
- Gas range
- Electric range
- Weighing Scales
- Saltant weighing scales
- Dish washer
- Deep fat fryer
- Food thermometer
- Sealing machine
2) Others
- Clay pots (large and small)
- Large plastic basin for water storage
- Kerosene/gas refrigerator
- Electric refrigerator
- Electric freezer
- Sinks
- Built in cabinets or cupboards
- Wall cabinets
- Dustbins
- Brooms short and long
- Mops and mop buckets
- A store with a wall built shelves for storage of
some large or small equipments.
- Serving tables and chairs/stool.
- Micro-wave oven
3) Utensils
- Aluminum pots different sizes
- Aluminum pans different sizes
- Double boilers
- Pressure cookers
- Baking trays of various sizes
- Serving trays
358
- Portable electric appliances i.e. blenders, mixers toasters, yam
pounder etc
- Grinding stones
- Pestle and Mortar
- Frying pans
- Mixing bowls
- Serving dishes and casserole dishes
- Serving plates
- Egg whisk and beater
- Sieves
- Basins (enamel, metals or plastics)
- Teaspoons
- Dessertspoons
- Frying spoons
- Serving spoons
- Table forks
- Serving spoons
- Table forks
- Frying forks
- Desserts forks
- Paring knives and spoons
- Colanders (metals or plastic)
- Palette knives
- Icing sets
Bread knives.
- Spatulas
- Wooden spoons
- Rolling pins
- Calabashes
- Pastry and chopping boards
- Roasting pan
- Tea Pot
- Manual grinder
- Tray (plastic, enamel)
- Kitchen cloth, oven cloth, dishcloth, glass cloth oven gloves.
359
- Drinking glasses
- Steamers
- Electric water purifiers
- Micro-wave oven
viii. Equipment Materials for clothing and textiles
- Hand, treadle and electric sewing machines.
- Cutting tables
- Chairs of appropriate height
- Ironing boards
- Dry and steam irons
- French curves and rulers
- Tape measure
- Variety of notions e.g. sewing and embroidery thread, zips,
buttons, laces, braids, ribbon, appliqus pieces
- Fabrics for specific sample specimen
- Variety of scissors: cutting, trimming, embroidery, paper and
buttonhole
- Fitting room with full length mirrors
- Brown paper, cardboard sheets, markers, cellotapes and masking
tapes etc.
- Microscopes
- Dyes, chemicals and reagents
- Open drums or basin for dyes
- Textiles looms and weaving threads
- Embroidery equipments: one metre ruler, carpenters square, 18
rulers, 12 ruler, 6 ruler.
- Drawing books
- Crayons
- Water paints
- Candle waxes
- Embroidery machine
- Knitting machine
- Over-locking machine
General equipment
- Seam ripper
360
- Thimble
- Sewing needles
- Pin-cushion
- Pins
- Tracing wheel and paper
- Stiletto
- Pinking sheers
- Crochet hooks
- Knitting pins
- Tatting pins
- Rug hole
- Hem maker
- Gummed paper
- Dummies or (manikins)
5. PERSONNEL
i). Academic Staff
A minimum of eight (8) academic staff to cover all the five areas and two
(2) instructors.
Minimum qualification for lecturers shall be master degree. However,
first-degree second-class lower holders can be employed into training
position. All teacher/lecturers should hold a minimum teacher
qualification of NCE or equivalent.
ii). Support Staff
i). One department Secretary and one typist/clerical officer
ii). Four laboratory/technical/attendants
iii). Two cleaners/messengers
6. MODE OF TEACHING
a) Practical work in well-equipped laboratory is essential in all Home
Economic subject areas for proper development of necessary skills.
b). For both theoretical and practical lesson, variety of methods will be used,
e.g.
- Demonstration by lecturers
361
- Group/panel discussion, other small or large group activities by
students
- Team teaching
- Individual projects
- Resource persons should be brought to class occasionally.
- Video recording of students microteaching to allow self view
and assessment after the exercise.
- Field trips and community/home experiences are compulsory.
- Laboratory work is necessary to expose the NCE graduates to the
places of work.
- Home Management Residency is required for Home
Management theory to be put into practice in a controlled
environment and the work supervised by the lecturers.
7(a) GRADUATION REQUIREMENTS
- General Education component 36 Credits
- Teaching Practice 6
- General Studies 14 Credits
Home Economics components
including practical and 16 weeks
of SIWES 76
Total Minimum Credit for Graduation 132 Credits
7(b) COURSE COMPONENTS
i). Foods and Nutrition
ii). Clothing and Textiles
iii). Home Management
iv). Family and Child Development
v). Home Economics Education.
vi). Sex Education
vii). Information Communication Technology (ICT)
viii). Entrepreneurship Education
ix). Population Education
7(c) REQUIRED COURSES FROM APPLIED, NATURAL AND
BEHAVIOURAL SCIENCES.
362
- Biology
- Chemistry
- Physics
- Mathematics
- Computer
- Sociology
- Fine and Applied Arts
- Applied Arts
- Agricultural Sciences
These are courses drawn from supporting disciplines to facilitate the study of
Home Economics.
Every student is required to do Teaching Practice and the Credit earned recorded
in EDU 324.
9. PROJECT.
Every student is required to write and submit a project in any Home Economic
Education related areas, and the Credit earned recorded in EDU 323.
Home Economics is a Double Major subject and should not be offered in
combination with any other subject.
a. COURSES AND STATUS
COURSE
CODE
COURSE TITLE
CONTAC
T LTP
CREDIT
HOURS
VTE 110 Introduction to Vocational and Technical Edu. 1-0-0 1C
HEC 111 Introduction to Home Economics 2-0-0 2C
HEC 112 Introduction to textile Science 1-0-2 2C
HEC 113 Introduction to clothing 1-0-3 2C
HEC 114 Orientation to foods laboratory equipment/tools 1-0-3 2C
HEC 115 Introduction to Home Management 2-0-0 2C
HEC 116 Introduction to Biology 1-0-2 1C
HEC 117 Introduction to mathematics 1-0-0 1C
Total 13
363
HEC 121 Pattern drafting and development 1-0-2 1C
HEC 122 Principles and practice of meal preparation 1-0-3 2C
HEC 123 Beverage and drinks, condiment and flavouring 2-0-2 2C
HEC 124 Housing designs and management 1-0-2 1C
HEC 125 Introduction Nutrition 1-0-0 1C
HEC 126 Introduction to Chemistry 1-0-2 1C
HEC 127 Introduction to Economics 1-0-0 1C
HEC 128 Introduction to Physics 1-0-2 1C
HEC 129 SIWES 2C
Total 15
HEC 211 Clothing construction and alteration 1-0-3 2C
HEC 212 Clothing selection and maintenance 1-0-3 2C
HEC 213 The family: Marriage and Family Relationship 2-0-0 2C
HEC 214 Fundamental Nutrition 1-0-3 2C
HEC 215 Personal and Community Health 2-0-0 2C
HEC 216 Meal Management and Service 2-0-3 3C
HEC 217 Hotel and Tourism Education 1-0-3 1C
HEC 218 Child Development and Care 1-0-0 1C
Total 15
VTE 220 Entrepreneurship in Vocational and Technical
Education I
1-0-3 2C
HEC 221 Textile Design 1-0-3 2C
HEC 222 Consumer Education 2-0-0 2C
364
HEC 223 Organisation and Evaluation of Home Economics
Curriculum
1-0-0 1C
HEC 224 Principles of Nutrition I 2-0-0 2C
HEC 225 Home Management II 2-0-0 2C
HEC 226 Pregnancy and Child Development 2-0-0 2C
HEC 227 Methods of Teaching Home Economics 2-0-0 2C
HEC 228 Research Method in Home Economics 1-0-0 1C
Total 16
YEAR THREE FIRST SEMESTER
Teaching Practice 6C
HEC 320 Entrepreneurship in Home Economics Education 2-0-0 3C
HEC 321 Advanced Clothing Design and Construction 2-0-3 3C
HEC 322 Food Preservation 1-0-3 2C
HEC 323 Principles of Nutrition II 2-0-0 2C
HEC 324 Home Management Residence Practicum 0-0-8 2C
HEC 325 Seminar in Home Economics 1-0-0 1C
HEC 326 Child Development Practicum 1-0-0 2C
HEC 327 Applied Nutrition 1-0-3 2C
Total 17
365
TECHNICAL EDUCATION
1. PHILOSOPHY
The philosophy of this program, NCE (Technical) is to provide technical teachers with
the intellectual and professional background adequate for teaching technical subjects and
to make them adaptable to any changing situation in technological development not only
in the country but also in the world at large.
2. OBJECTIVES
The objectives of the program shall be:
- To produce qualified Technical Teachers and Practitioners of technology
capable of teaching Introductory Technology in the Junior Secondary
Schools.
- To produce Technical NCE Teachers who will be able to inculcate
Scientific and Technological attitudes and values into the Society.
- To produce qualified Technical Teachers motivated to start the so much
desired revolution of Technological development right from the Nigerian
Schools.
- To prepare Technical Teachers so as to qualify them for a POST NCE
degree program in Technical Education.
3. i) GENERAL ADMISSION REQUIREMENTS
a) A Senior Secondary School Certificate SSC or G.C.E O Level with
passes in 5 subjects including English Language, three of which must be
at Credit level in the same sitting or four Credits at two sittings. Two of
the credits must be relevant to the course the candidate wishes to study.
Credit in English and /or Mathematics may be required.
b) A Grade II Teachers Certificate (TCII) with credit or merit in three
subjects, two of which must be relevant to the course the candidate
wishes to offer. Credit/merit in English Language and/or Mathematics
may be a requirement.
Education, NABTEC, NBC, NTC ( with at least 3 credits which must
366
include Mathematics, English and 2 other relevant subjects) R.S.A or
City and Guilds Intermediate Certificate with credit/merit in at least four
d) Associateship Certificate in Education awarded by an approved
such as JAMB.
g) It should be noted that some colleges may in addition to all of the above
administer their own elimination tests and/or interviews for some
courses. This is legitimate.
ii) SPECIFIC/COURSE ADMISSION REQUIREMENTS
In addition to the general admission requirements, candidates wishing to offer Technical
Education must have credits at SSCE/NECO/NABTEC level in two relevant subjects out
of the three required and a pass in any of the following: Mathematics, Physics,
Chemistry, Technical Drawing, Applied Electricity, Basic Electronics, Auto Mechanics,
Woodwork, Metalwork and Building Construction
OR
City & Guilds Intermediate/WAEC Technical Certificate or equivalent in Technical
Trades plus Federal Craft Certificate (FCC) with at least credits in four academic
subjects including: Mathematics, Science, English Language and Social Studies.
OR
National Technical Certificate
4. FACILITIES (Space & Equipment)
An Institution offering NCE (Technical) Programme should provide unit shops in each
given area of specialization and equip them in accordance with the required list of
equipment. In addition, the institution should provide Technical drawing Studio, separate
integrated Workshop equipped with Standard Introductory Technology equipment similar
to that which is supplied to the Secondary Schools.
5. STAFF OFFICES
Each Senior Staff should have a comfortably furnished office. There should also be an
office for support staff (Typist, Clerks) with relevant equipment e.g.
Typewriters/Computers and Reproduction Machines etc.
367
6 LIBRARY
There must be enough books in the Library to cover all the areas of the subjects to the
ratio of one student to ten books.
7. PERSONNEL
The minimum teaching and technical support staff for a class of 15 students for each
major area of specialization should include:
1 Lecturer
1 Instructor
1 Workshop Attendant/Workshop Assistant.
1 Store keeper
1 Cleaner
There should be a minimum of 8 Lecturers, Comprising, 1 specialist per discipline and 3
others.
8. a) Lecturers
The Minimum qualification for a lecturer shall be:
i) B.Ed/B.Sc. in Industrial, Vocational and Technical Education with at
least a Second Class Lower
ii) B.Sc. Engineering Technology with at least a second class lower plus an
evidence of teaching qualification such as TTC, PGDE; PGDTE; NCE.
b) Instructors
i) HND with at least a lower credit pass plus teaching qualification such as
TTC, PGDE or PGDTE; NCE.
ii) FTC or ANTC or C & G final with teaching qualification
9. MODE OF TEACHING
The mode of teaching of Technical Education subjects would be by lectures, tutorials,
laboratory work/practical as deemed appropriate for each course.
Education = 36 hrs
General Studies = 14
Teaching Practices = 6
Technical Education = 77
Total = 133
DISTRIBUTION OF MINIMUM CREDIT REQUIRED FOR GRADUATION
Based on a minimum total credit load of 126 required for graduation, Technical
Education, as a double major should account for a minimum of 76 credits. The minimum
total credits for Technical Education program are distributed as follows:
368
CREDITS TO BE EARNED
100L 200L 300L
Automobile Technology 4 4 5*
Building Technology 4 4 5*
Electrical/Electronics Technology 4 4 5*
Metalwork Technology 4 4 5*
Woodwork Technology 4 4 5*
Workshop Management - - 1
Technical Drawing 4 4 4
Introduction to Vocational Education 1 - -
Entrepreneurship - 2 2
Applied Mechanics 2 - -
Fluids 1 - -
Heat Engines - 1 -
Mathematics 2 - -
Physics 2 - -
Chemistry - 2 -
Special Methodology - 2 -
SIWES 2 -
Project - - 2
TOTAL 32* 33* 34
Techincal Drawing TEB 321 and TEM 321 should be 2C unit each = 4C not as above.
* A student will select only one (i.e. 7 credits) of the asterisked subjects in 300L in
addition to the other subjects listed for that year
** Students will take all the subjects/courses listed for 100L and 200L.
TOTAL CREDITS FOR GRADUATION SHALL INCLUDE:
Education = 36 hrs
General Studies = 14
Teaching Practices = 6
Technical Education = 77
Total = 133
369
Every student is required to do teaching practice and the credit is recorded under Educ.
324 (6 credits)
Supervised student Teaching Practice at a Junior Secondary School
level should be arranged by the institution at convenient intervals. The
student teacher should teach Introductory Technology.
11. PROJECT IN EDUCATION
Every student is required to write a project in Technical Education or Education and the
credit is recorded under Education 323 (2 Credits)
12. SUBJECT COMBINATIONS
All students admitted into the NCE (Technical) Programme would offer all the courses
listed in the first and second year. Student will choose an area of specialization in the
third year selected from the following.
a) Automobile Technology.
b) Building Technology.
c) Electrical/Electronics Technology.
d) Metalwork Technology.
e) Woodwork Technology.
13. STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)
A student is required to go for an industrial attachment in a relevant Engineering firm for
work experience. Such attachment should be arranged during the long vacation towards
the end of the second year for a duration of 16 weeks.
The objectives of the Student Industrial Work Experience Scheme (SIWES) are:
1. To introduce the student to the Industry.
2. To expose the students to the operation and use of industrial machinery.
3. To acquaint the student with the management structures of industrial
organization and
4. To develop good work habit
370
14. COURSE OUTLINE
100L FIRST SEMESTER
COURSE
CODE
HOURS
L-T-P
CREDITS
VTE 110 Introduction to Voc./Tech. Education 1-0-0 1C
TED 111 Introduction to Metalwork 1-0-3 2C
TED 112 Introduction to Woodwork 1-0-3 2C
TED 113 Introduction to Electricity/Electronics 1-0-3 2C
TED 114 Introduction to Building Construction 1-0-3 2C
TED 115 Introduction to Automobile Technology 1-0-3 2C
TED 116 Fundamentals of Technical Drawing 1-0-3 2C
TED 117 Applied Mechanics. 1-0-3 2C
MTH118 Algebra 2-0-0 1C
TOTAL: 16C
100L SECOND SEMESTER
COURSE
CODE
HOURS L.T.P
CREDITS
TED 121 Sheet metal (work) fabrication and welding 1-0-3 2C
TED 122 Wood Technology 1-0-3 2C
TED 123 Magnetism and Electro Magnetism 1-0-3 2C
TED 124 Building Science/Material Technology 1-0-3 2C
TED 125 Auto Mechanics I (Transmission System) 1-0-3 2C
TED 126 Descriptive Geometry/Pictorial Drawing 1-0-3 2C
TED 127 Fluids 1-0-3 1C
MTH 128 Calculus 1-0-0 1C
PHY 123 Mechanics and Properties of matter 2-0-0 2C
TED SIWES 2C
TOTAL: 17C
NOTE: - All TED courses at 100 level are Compulsory. Students are also expected to
obtain 2 credits each from physics and chemistry elective courses.
371
200L FIRST SEMESTER
COURSE
CODE
HOURS
L.T.P
CREDITS
TED 211 Foundry and Forging 1-0-3 2C
TED 212 Machine wood working 1 wooodworking 1-0-3 2C
TED 213 Electrical Circuits and Electrical measuring instruments 1-0-3 2C
TED 214 Construction Methods 1 1-0-3 2C
TED 215 Auto Braking, Suspension and Electrical Systems. 1-0-3 2C
TED 216 Graphics 1-0-3 2C
TED 217 Heat Engines 1-0-0 1C
TED 218 Auto Electrical System, repairs and compulsory with the
contents
1-0-3 2C
CHEM 111 Introduction to Physical Chemistry 2-0-0 2C
TOTAL: 17C
COURSE
CODE
HOURS L.T.P
CREDITS
VTE 220 Entrepreneurship in VTE I 200 2C
TED 221 Machine shop practice I 1-0-3 2C
TED 222 Woodwork Design, Construction and
Finishing
1-0-3 2C
TED 223 Electrical and Electronic Devices 1-0-3 2C
TED 224 Elementary Structural Design 1-0-3 2C
TED 225 Automobile Engine 1-0-3 2C
TED 226 Electrical/Electronics Drawing 1-0-3 2C
TED 227 Special Methodology 1-0-0 1C
TOTAL: 15C
NOTE: - All courses at 200 level are compulsory
372
AUTOMOBILE TECHNOLOGY
300L FIRST SEMESTER
TEACHING PRACTICE 6C
AUTOMOBILE TECHNOLOGY
COURSE
CODE
COURSE TITLE CONTACT HOURS
L-T-P
CREDITS
VTE 320 Entrepreneurship in Vocational and
Technical Education II
2-0-0 2C
TEA 321 Auto Workshop Practice II 1-0-3 2C
TEA 322 Auto Mechanics II (Fueling and Air
Condition System)
1-0-3 2C
*TEA 323 Practical Project 1-0-6 2C
TEM 324 Mechanical Engineering Drawing 1-0-3 2C
TEA 325 Maintenance and Repairs of Mechanical
Equipment.
1-0-2 1C
TEA 326 School Workshop Management 2-0-0 1C
TEA 327 Vehicle driving 0-0-1 1C
TEB 321 Building Drawing 1-0-3 2C
TOTAL: 15C
BUILDING TECHNOLOGY 300L FIRST SEMESTER
TEACHING
PRACTICE
6C
373
BUILDING TECHNOLOGY 300L SECOND SEMESTER
COURSE
CODE
L.T.P
CREDITS
VTE 320 Enterpreneurship in Vocational and
2-0-0 2C
TEB 321 Land Surveying 1-0-3 2C
TEB 322 Construction Methods II 1-0-3 2C
TEB 323 Practical Project 1-0-6 2C
TEB 325 Building Maintenance/Repairs 0-0-3 1C
TEB 326 School Workshop Management 2-0-0 1C
TEB 327 Construction Management 2-0-0 2C
TEM 328 Mechanical Drawing 1-0-3 2C
TOTAL: 16C
ELECTRICAL/ELECTRONICS TECHNOLOGY
300L FIRST SEMESTER
TEACHING
PRACTICE
6C
ELECTRICAL/ELECTRONICS TECHNOLOGY
COURSE
CODE
HOURS L.T.P
CREDITS
2-0-0 2
TEE 321 Electrical Machines and Power 1-0-3 2C
TEE 322 Telecommunications 1-0-2 2C
TEE 323 Practical Project 1-0-6 2C
TEM 324
374
Mechanical Engineering Drawing 1-0-3 2C
TEE 325 Maintenance and Repairs of Electrical
Equipment.
1-0-2 1C
TEE 326 School Workshop Management 2-0-0 1C
TEE 327 Digital Electronics 2-0-0 2C
TOTAL: 16C
METALWORK TECHNOLOGY 300L FIRST SEMESTER
TEACHING
PRACTICE
6C
METALWORK TECHNOLOGY 300L SECOND SEMESTER
COURSE
CODE
L.T.P
CREDITS
VTE 320 Enterpreneurship in Vocational and Technical
Education II
2-0-0 2C
TEM 321 Machine Shop Practices II 1 0 3 2C
TEM 322 Advanced Fabrication & Welding 1 0 3 2C
*TEM 323 Practical Project 1 0 6 2C
TEM 324 Mechanical Drawing 1 0 3 2C
TEM 325 Maintenance and Repair of Machine Tools
1 0 2 1C
TEM 326 School Workshop Management 2 0 0 1C
TEB 327 Building Drawing 1 0 3 2C
TOTAL: 14C
375
WOOD WORK TECHNOLOGY 300L FIRST SEMESTER
TEACHING
PRACTICE
6C
WOOD WORK TECHNOLOGY 300L SECOND SEMESTER
COURSE
CODE
L.T.P
CREDITS
2-0-0 2C
TEW 321 Design, Rehabilitation of woodwork
items and upholstery
1 0 3 2C
TEW 322 Machine Woodworking II 1 0 3 2C
TEW 323 Practical project 1 0 6 2C
TEB 324 Building Drawing 1 0 3 2C
TEW 325 Maintenance and Repair of Woodwork
Equipment and items
0 0 3 1C
TEW 326 School Workshop Management 2 0 0 1C
TEM 327 Mechanical Engineering Drawing 1 0 3 2C
TOTAL: 14C
NOTE:
In the third year, a student may specialize in one of the following areas depending on his/her
previous performance/interest provided he/she makes an average grade of C (minimum) in all
the courses in the chosen area of specialization.
1. i) Automobile Technology
ii) Building Technology
iii) Electrical Electronics Technology
iv) Metalwork Technology
v) Woodwork Technology
376
2. FOR THE THIRD YEAR COURSES, codes are used for the various areas of
specialization as indicated below
v) TEA Automobile Technology
vi) TEB Building Technology
vii) TEE Electrical/Electronic Technology
viii) TEM Metalwork Technology
ix) TEW Woodwork Technology
NOTE: C = Compulsory
E = Elective

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