DEPARTMENT OF EDUCATIONAL FOUNDATION

Faculty of Education
Benue State University, Makurdi

UNDERGRADUATE STUDENTS’

HAND BOOK
2014/2015 Session
 FOREWORD

TO ALL STUDENTS OF THE DEPARTMENT

Many students and even staff have always asked at
the beginning of every semester which courses are to
be registered and what should be the
minimum/maximum number of credits to be
registered. This and many other issues that students
need to know are contained in this revised version of
students' information handbook. This information
handbook will surely satisfy the needs of the students
and staff.

It is expected that both students and staff will

familiarize themselves with the philosophy, objectives
and the general structure of the programmes in the
Department. Any further clarifications on this
publication may be sought from the Head of
Department

PROF. PETER T. ORTESE

HOD, EDUCATIONAL FOUNDATIONS

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 CONTENTS
History of Benue State University - - - 1
Philosophy and Objectives - - - - 1
Location and Site - - - - - 2
University Governance - - - - - 2
Governing Council - - - - - 2
The Visitor - - - - - - 3
The Chancellor - - - - - - 3
The Council - - - - - - 3
The Senate - - - - - - 4
The Faculty Board - - - - - 5
The Organization and Administration - - - 5
Major Components - - - - - 6
The Congregation - - - - - 6
University Administration - - - - 7
Graduation Policy - - - - - 9
Registration of New Students - - - - 10
Registration Guideline for Students with Carry Over
Courses and Probation - - - - - 11
Course Credits Semester System- - - - 11
Duration of Programme - - - - - 13
Examination - - - - - - 14
Departmental Information - - - - 18
Administration of the Programme in General - - 18
Academic Programmes - - - - 19
B.Ed: Pre-Primary and Primary Education - - 21
B.Ed: Guidance and Councelling - - - 29
B.Ed: Educational Management - - - - 44
B.Ed: Pre-Primary/Primary Education Social Studies- - 50
B.Ed: Pre-Primary and Primary Education Social Studies - 54
Courses Description Pre-Primary Education (Social Studies) 55

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B.Ed: Pre-Primary and Primary Education (English Language) 61
B.Ed: Pre-Primary/Primary Education (English Language) - 65
B.Ed: Pre-Primary and Primary Education (Mathematics) - 75
Description of courses B.Sc (Ed) Pre-Primary Education (Maths) 79
B.Ed: Pre-Primary and Primary Education (Science) 88
Description of Faculty Core Courses - - - 92

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 HISTORY OF BENUE STATE UNIVERSITY
Benue State University was established in 1992 as a
response to a genuine need by the State Government to provide
the essential impetus to economic, cultural, social and vocational
development. Although there is a Federal University of Agriculture
in Makurdi, the Benue State Government decided in favour of
conventional university partly for the reason that the Federal
University of Agriculture is so specialized that courses offered are
available only to a limited number of Benue indigenes. This has
contributed to hundreds of qualified candidates of Benue State
Origin being unable to gain admission into the university.
It is against this background that a 13-member Steering
Committee for the proposed University was inaugurated by the
Government of Benue State under the Executive leadership of His
Excellency Lt. Col. Fidelis Attahiru Makka on Thursday, 8th August
1991. The committee was charged, among other things, to seek
and obtain formal approval for the establishment of a State
University. The committee completed its work on schedule.
The elected Government of Rev. Fr. Moses Adasu
consequently approved the report of the committee. Following this
approval, the University took off with four faculties for the 1992/93
Session, namely, Arts, Education, Science and Social Sciences.
Since then, two more faculties have been added, they are: Faculty
of Management Sciences, Faculty of Law and College of Health
Sciences.

PHILOSOPHY AND OBJECTIVES

a. Philosophy
The philosophy of the University is to seek and mould the
total being by developing the mind and imparting both
theoretical and practical knowledge that encourage self-
reliance in the individual.
The programmes of study and training have therefore been
designed so as to assist the individual to understand,
exploit and if need be change his environments.
b Objectives
i. To encourage and promote advancement of learning and
to make available to all persons without discrimination on

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 the ground of race, ordered creed or political conviction,
the opportunity of acquiring University education.
ii. To encourage the effective application of higher education
to the needs of the state through research and extension
and consultancy.
iii. To provide ready access for Benue State citizens to higher
education for self-reliance.
iv. To promote, preserve and propagate the social and cultural
heritage of the diverse people of the state.
v. To engage in any other activities of a development
University of the higher standard.

LOCATION AND SITE

Benue State University is located in Markurdi town along
Gboko road. It occupied 6 square meters of land between Gboko
Road and River Benue approximately 1.5km wide and 4km long. It
is bounded to the West by the Benue Links Headquarters and to
East by Tilley Gyado House. It embraces the premises of the
Government Girl's Secondary School.
The land slopes gently from Gboko Road towards River
Benue with variable gradients ranging from 0-50 As a
consequence; much of the area is well drained through some
portions experiences sticky debilitating conditions both in the wet
and dry seasons, a characteristic of the Benue trough.

UNIVERSITY GOVERNANCE
The Benue State University is an autonomous public
institution with the general function of providing higher education
and encouraging the advancement of learning throughout Nigeria
and the world in general. The University is made up of the Council,
Chancellor, Pro-Chancellor, Vice-Chancellor, Senate,
Congregation, Undergraduates and all other persons who are
members of the University in accordance with the provisions of the
law establishing the institute.

OWNERSHIP AND CONTROL SYSTEM OF THE UNIVERSITY

The University is a state institution owned and funded by
the Benue State Government.

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GOVERNING COUNCIL
The affairs of the university are under general control of the
Government Council, which has supper-intendance over policy
formulation, finances and property of the University including
public relations.
The Council is presently composed as follows:
i. Pro-Chancellor ..... Chairman
ii. Vice Chancellor ..... Member
iii. Deputy Vice Chancellor Member
iv. 5 External members appointed by the State Government
v. Representative of the State Ministry of Finance Member
vi. Representative of the State Ministry of Education
..... Member
vii. 4 Representatives of Senate Member
viii. 1 Representative of Congregation Member
ix. 1 Representative of the Alumni Association Member
In attendance: The Registrar
Secretary
The Deputy Registrar The Bursar

THE VISITOR
The Governor of Benue State is the Visitor. The Visitor has
powers to conduct a visitation to the university at any time he
chooses.

THE CHANCELLOR
The Chancellor is the Ceremonial Head of the
University.

THE COUNCIL
The Council is the supreme governing authority of the
University responsible for decision on policy issues which have
financial implications, the general management of the affairs of the
University, and in particular, the control of property and
expenditure of the University. The council has the powers to do
anything within the law that, in its opinion, can facilitate the smooth
running of the University.
The Council is made up of capable men and women. The
Pro-Chancellor is the Chairman of the council which also includes

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in its membership the Vice Chancellor, the Deputy Vice Chancellor
as well as Representatives of Senate and the Congregation of the
University. Most of the work of the council is carried out in between
meetings, by its standing Committees including the F&G.P.C. and
the Appointments and Promotion Committee.
Students' representatives are to serve on the following'
Boards and Committee of the University:
a Physical Planning, Development and Estimate Committee.
b Students Disciplinary Committee
c. Ceremonial and Honorary degree Committee
d. Board of Health
e. Students Welfare Committee
f. Committee on Sports and Cultural Activities.

THE SENATE
The formulation of Academic policies including the
organization and control of all academic activities of the University
is the responsibility of the University Senate. The Senate is
advised on academic matters by the Faculty Boards and consists
of the Vice Chancellor as Chairman, Deputy Vice Chancellor,
Deans and Directors, all Professors, Head of Departments, the
Librarian and two elected representatives from each faculty. The
Registrar is the Secretary of the Senate. The University Bursar is
usually in attendance.
Functions of Senate:
ii. The establishment, organization and control of Faculties
and other Departments of the University and allocation of
various Departments, responsible for different branches of
learning.
ii. The organization and control of programmes of the study at
the university and the Examinations held based in these
programmes.
iii. The award of -degrees and such other qualifications as
may be prescribed in connection with examinations held.
iv. Making recommendations to the council with respect to the
award of any person of an honorary degree, or the title of
Professor emeritus.
v The selection of person for admission as students of the
University

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vi. The supervision of the Welfare of the students at the
University and the regulation of their conduct.
vii. The grant of fellowship, scholarship, prizes and, similar
awards in so far as they are within the control of the
University.
viii. The determination of what description of dress shall be
academic dress for the purpose of the University and the
regulations of their use.
The work of the Senate is carried out through an intricate network
of committee, Curriculum Sub-Committee,Admissions
Committee, etc.

THE FACULTY BOARD

The Faculty Board, which is the academic board of each
Faculty, carries out the following functions:
= Arranges for and controls the registration of individual
students, the course of study and the times and places of
lectures and other modes of instruction;
= Deals with all business concerning the course and
examination of students, syllabuses;
= Makes recommendations to the Senate relating to
academic matters, as the Faculty Board may deem
desirable.

ORGANIZATION AND ADMINISTRATION

In terms of organizational structure, the units are headed
by officials who are -administratively responsible to the Vice
Chancellor as shown on the organogram below:
Governing Council

The Vice Chancellor

Senate

Registry Library Security Services

Bursary Internal Audit Unit

Faculties
Health Maintenance Services
Academic
Services
Departments

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 MAJOR COMPONENTS
The following are the main components of the University
i. The Registry Department: The Registry Department,
which is. the administrative organ, handles all the
administrative matters including documentation and
records.
ii. The Bursary Department: The Bursary Department
handles all the financial and accounting matters of the
institution.
iii. The Faculties: The Faculties are presently constituted
house and administer all the academic study programmes
via relevant departments.
iv. The Library Department: The Library Department houses
the stock of books and journals and manages the Library
structure of the University.
v. The Health Services: The Health Services unit takes care
of the preventive and curative and health delivery system
'of the institution.
vi. The Maintenance and Services Department: The
Maintenance and Services Department is in charge of the
public works/repairs and general maintenance of the
institution.
vii. Internal Audit Department: The Internal Audit
Department, which is housed in the office of the Vice
Chancellor, is responsible for the internal audit services.
viii. The Security Unit: The Security Unit of the University is
concerned with the safety and security of life and advises
the Vice Chancellor as appropriate through the unit.
ix. The University Staff School: The School has been set up
principally to cater for primary education needs of the staff
and immediate community.

THE CONGREGATION
The congregation is the general assembly of all senior
members of staff of the University who hold degrees from
recognized Universities. The Congregation has the general
function of serving as a forum for discussing any University issue
and make recommendations to Council and Senate.

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 UNIVERSITY ADMINISTRATION
The Vice Chancellor
The Vice Chancellor is the Chief Executive and Academic
head of the University. He is vested by law with the general
function of directing the activities of the University, for which
purpose is advised and assisted by the Deputy Vice Chancellor,
Provosts, Deans and Directors, Heads of Departments, including
the Registrar, Bursar, Librarian and Internal Auditor Department.
The Registrar
The Registrar is the Chief Administrative Officer of the
University and is responsible to the Vice Chancellor for the day to
day administration of the University. The Registry is organized into
a number of Divisions: student Affairs, Academic Division and
Establishment Division.
Use of University Premises:
Permission to use the University premises must be sought from
the Registrar through the Dean of Students Affairs at least48 hours
in advance.
The Bursar
The Bursar is the Chief Finance Officer of the University.
His duties include, among others:
(a) Giving financial advice to the Vice Chancellor;
(b) Procurement and disbursement of University funds;
(c) Budgeting for the financial needs of the University and
control of other budgets;
(d) Establishment and maintenance of appropriate accounting
system regulations;
(e) Preparation of annual accounts;
(f) Production of financial management information for
decision making;
(g) Maintaining contacts with the university's funding
agencies;
(h) The establishment, maintenance, control and review of
procedures for the identification, assessment and
management and control of University's income;
(i) Protection of the University assets and management of its
investment;
(j) Attendance at meetings of Council and its committees for
the purpose of offering on the spot financial advice.

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Students Affairs Division
Students Affairs Division is headed by the Dean of Student
Affairs. He is responsible to the Vice Chancellor. The Division is
concerned mainly with students' welfare. It serves as a counseling
body, where students can comfortably receive assistance and
advice on matters affecting them including hostel accommodation,
orientation, financial aid, career, health, physical education and
personal problems. In this respect, students are strongly advised
to make known their problems, or when in doubt to consult the
student.
Apart from acting as a guidance counselor, the Student
Affairs Office maintains an active partnership with students in the
development of new and dynamic programmes and the
enrichment of those already in existence. The activities of the
Students Union and other Student Club and Societies are
coordinated through the office. The objective is to provide a
conducive atmosphere for the total development of students as
human beings

Sources of Information
The University is organized not only to facilitate effective
administration and academic work, but to provide information. The
following are other sources of information which will assist fresh
students on arrival on the campus.
Academic Office
• Academic matters
• Admission
• Registration
• Matriculation
• Examination matters
Students Affairs Division
• Orientation
• Accommodation
• Counseling
Security Unit .
• Security matters
• Car stickers
• Identity cards for identification at the University library
• Registration in the Library University Clinic
• Personal Hygiene
• Treatment

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GRADUATION POLICY
Condition for the Award of Bachelor's Degree
To qualify for the award of the degree of the University, a
candidate shall satisfy the following conditions:
Must have been duly admitted for the degree programme.
Must have been duly matriculated into the University.
Must have paid all requisite fees and debts.
Must have passed all core courses, including GST courses.
Must have accumulated a minimum Total Credit Earned (TCE) of
144 units.
Must have a cumulative grade points average of not less than
1.00.
Must not have stayed longer than the prescribed maximum period
of study for the degree, programme.

University Policy On Probation, Withdrawal And Expulsion Of

Students
The University considers two parameters crucial in judging
the status of her students: academic performance and conduct. A
student is required to maintain a Cumulative Grade Point (CGPA)
of at least 1.00 in order to remain on the programme. A student
whose CGPA falls below 1.00 is first placed on probation and then
eventually withdrawn if he fails to improve on his academic
performance.

Probation
A student whose CGPA is below 1.00 at the end of a
particular year of study earns a probation status for one academic
year. Probation does not mean a temporary withdrawal from the
University and it is not repeat. It is a period granted as warning
before withdrawal, to a weak student to improve on his CGPA.
During the probation year the student registers for the failed
courses (and elective- old or new) and where possible, new higher
level courses. He must make a CGPA of at least 1.00 at the end of
the probation year to avoid withdrawal. A student may go on
probation as many times as it is earned provided such a student
graduates within the maximum period.

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 When probation will prevent a student from eventually
graduating within the maximum period allowed for the programme,
it shall be deemed equivalent to withdrawal. It should be noted that
normally a student that goes on probation may not be able to
graduate with his classmates

Withdrawal
A. A student whose CGPA is below 1.00 at the end of a
particular period of probation shall be withdrawn from the
University.
B. A student whose academic progress indicates that he is not
likely to obtain the prescribed minimum total credit units for
graduation shall be advised to withdraw from the
University.
C. A student who exhausts the maximum duration allowed on
the programme shall withdraw from the University.
D. A student who abandons his studies for two academic
years shall be deemed to have withdrawn from the
University.

REGISTRATION OF NEW STUDENTS

All new students are required to undergo:
A. Screening Exercise: All new students are required to
undergo preliminary screening exercise before registration for
courses. They are required at this time to present original copies of
certificate(s) to the screening officer(s) who would check if they
met the General University and Departmental admission
requirements. Apart from this initial screening exercise, each
student shall be required to present his credentials for final
screening and verification during his final year in the University.
B. An Orientation Programme: Prior to their registration:
This programme is intended to acquaint the students with the
whole range of services and privileges available to them as well as
their responsibilities as members of an academic community.
Regulations require satisfactory completion of the orientation
before matriculations in the University.

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C. Registration: To be accepted as a bona fide student,
eligible to attend lectures and take examinations, the student must
duly register within the stipulated period for all prescribed at the
beginning of each semester. Any student who fails to duly register
within the specified time period will pay late registration fee.

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 REGISTRATION GUIDELINES FOR STUDENTS
WITH CARRY OVER COURSES AND
PROBATION STUDENTS
Students who have carry over courses and those on
probation shall be guided by the following during registration:
1. Such students should be guided by the maximum number of
units that will be registered for by a student per contact
session.
2. Such students with carry over courses must first register such
courses before any new (higher) level courses. This is, subject
to, above priority in courses to be registered shall be as
follows:
a. Carry over courses at lower level before higher levels
b. Core courses at new higher levels
c. Unearned lower level(s) units of electives (if any) as
stipulated by the department, or
d. Stipulated units of electives at new (higher) level
3. Any stipulated course units that cannot be accommodated
within the maximum 24 units shall be taken during the next
(higher) year. This allows students who have outstanding
courses at the end of the minimum period to continue for other
semesters.
4. Students on probation shall register for carry over core
courses and unearned stipulated units of electives before new
(higher) level of courses. That is for students on probation, the
priority of registration of courses shall be 2.3.2. (a) i, ii, iii, and iv
(see above). The probation student is expected to concentrate
on clearing the backlog of carry over courses and electives in
order to improve on his/her CGPA. He may take higher-level
courses subject to (2.3.1) above.

COURSE CREDIT SEMESTER SYSTEM

This University operates the course credit system. Course
credit system is a system in which subjects are broken down into
examinable units called course. Students thus earn credits if they
pass the courses. It is a system in which all courses taken by the
student count towards the degree. Courses are arranged in a
progressive order of levels of academic progress, e.g. Year 1 or

12
100 level (101,102,111, 131, etc), Year 2 or 200 level (201, 222,
232, etc), etc. The numbering of courses enables students to
immediately know those courses offered during the first semester
as well as courses taken in various years.
a. Credit Units
A credit unit is one hour of lecture or tutorial per week per
semester or three hours of laboratory work or six hours of teaching
practice or clinical practice or stadium activity per week or one
week of industrial attachment. A semester is normal a duration of
17 or 18 weeks covers registration, teaching and examination.
Two semesters make an academic year or session. Credit units
therefore represent the weighting of a course: the higher the
number of units the heavier is the course.

b. Work Load
Generally, a full-time student of the Department shall
register for not less than 15 credits units and not more than 24
credits per semester. Normally the courses available for each
semester are advertised on department notices before students'
registration commences.

c. Classification of Courses
Courses prescribed for the award of first degree of the
University are classified as core or elective. The designation of
courses as core or elective is recommended by the Department
and approved by Senate.

d. Core Courses
A core course is one that must be taken and passed before
a student can graduate. A Student who fails a core course carries it
over and repeats for all failed core courses and any other new
courses subject to a maximum of 24 units. All General Studies
(GST) courses are core courses. GST courses are university-wide
courses taken by all students irrespective of the discipline of study.

e. Elective Courses
An elective course is defined as a course that may be taken
on the advice of the department for the purpose of enriching a
student's knowledge and making up the required number of

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registered credits units. A student who fails an elective course may
be advised to register for it again or take another course at the
same or higher level at the next available opportunity. A student
who cultivates the habit of abandoning failed electives (i.e. not
replacing them with other units) runs the risk of not being able to
accumulate the minimum total credits earned required to
graduate.

f. Carry Over
This is a term used to represent core course(s) a student
has taken and failed. He then carries it over and repeats it at the
next available opportunity. A student may repeat a failed course as
many times as possible provided that the grade points earned at
all attempts shall count towards the cumulative grade point
average (CGPA). That is every failed attempt worsens the
student's CGPA. Students are not allowed to register and retake
courses they have previously passed. Minimum work load takes
into consideration the fact that student may carry over courses.
The design is such that the workload decreases as the level of
study increases. This allows an average student to register for his
carry-overs without exceeding the 24 units per semester, pass
them and graduate within the minimum period allowed for the
graduation. The design also gives a weak student who cannot
clear these carry-overs within the minimum period, extra two years
within which he must clear his carry over, earn the required
number of units and graduate. In effect, this system eliminates the
'class mate' syndrome since students who are admitted at the
same time may not necessarily graduate in the same year.

DURATION OF PROGRAMME
The maximum period allowed for a student to remain on the
programme is usually 150% of the period. The minimum and
maximum duration per programme is as given in the table below:

Programme Nature of Admission Minimum period

Maximum period
B.A Ed. Direct Entry 5Contact Sessions 7years
B.ScEd.
B.Ed

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EXAMINATIONS
Regulations Governing Examination
All courses taught during a semester shall be examined at
the end of that semester and students shall be credited with he
number of units assigned to the courses in which the have passed
the requisite examinations. However, final year projects and
research papers may be examined at the end of the second
semester. Taught courses shall consists of continuous
assessment .(40%) at the next available opportunity. There shall
be no resist examination in the University.

Duration of Examinations
The number of credit units for the particular course shall
determine the time allowed for a written examination. One credit
unit shall be examined for one hour, two credit units for two hours,
and three or four credit units shall be for three hours.

Eligibility for Examination

In order to qualify to sit for University examinations,
candidates must:
1. Be registered for the approved course;
2. Satisfy the attendance requirement of 75%;
3. Pay all fees prescribed by Senate;
4. Comply with any other requirement prescribed by Senate,
Faculty or Department.

Instruction to Candidates
1. Students must leave all documents, other than those permitted
outside the examination Hall or Room.
2. A student shall be at the examination room at least 10 minutes
before the advertised time of the examination. A student may
be admitted up to 45 minutes (20 minutes for a one-paper) after
the start of the examination but shall not be allowed extra time.
3. A student may be permitted by an invigilator to leave the
examination room during the course of an examination
provided that:
a. No student shall normally be allowed to leave during the
first 45 minutes (20 minutes for a one-hour paper) of the
examination, except in cases of emergency.

15
b. Under no circumstances should a candidate leave the
examination hall with his/her script.
c. A student who leaves the examination room shall not be
readmitted unless throughout the period of his absence he
had been continually under the supervision of an invigilator
or a person appointed by him.
4. No student(s) shall be allowed to:
a. Leave the examination hall during the last 15 minutes of
each examination.
b. Leave the examination hall after the first 15 minutes of
each examination
c. Enter the examination hall after 45 minutes of each
examination.
5. Students must bring with them to the examination hall their
pens, ink, pencils and any other materials that may be
permitted by these regulations.
6. While the examination is in progress, the following are. strictly
forbidden.
a. Communication between candidates
b. Receiving or giving irregular assistance
c. Assistance or aiding or abetting cheating
7. Silence must be observed in the examination room during the
examination. The only permissible way for attracting the
attention of the invigilator is by the candidate raising of his
hand.
8. Smoking shall not be allowed in the examination hall or rooms
where an examination is in progress.
9. Examination answer scripts/sheets whether used or not used
should not be taken out of the examination hall by students.
10. Candidates shall not write on any paper other than the
examination answer books or sheet supplied by the University.
All rough work must be done in the answer books or sheets
(even for rough work) must be obtained together with the
answer sheets.
11. It shall be an examination offence for any student, member of
staff or any other person to impersonate or staff any other
person to impersonate candidate in any University
examination.

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12. Any candidate or member of staff who unlawfully attempts to
obtain pre knowledge of any examination question or influence
the marking of scripts or the award of marks by the University
or external examiner, whether successful or unsuccessful,
shall be liable to disciplinary action by the appropriate
University authority.
13. Failure to observe any of the above regulations shall prima
facie constitute misconduct and appropriate penalty
prescribed for any proven case(s).

Invigilation of Examination of University Examination

1. The Heads of Departments shall appoint invigilators from
among the academic and senior Technical staff of their
Departments:
2. For each examination, there shall be a chief Invigilator who is
the most senior member of academic staff among the
invigilators.
3. There shall be at least two invigilators for each examination
involving more than 50 candidates.
4. Under no circumstances shall junior staff be allowed to
invigilate University Examinations. They shall only act as
attendants at examinations invigilators.

Medical Attention During Examination

During the course of each University examination, it shall
be the duty of the Director of the University Health Services to
ensure that at least one Medical Officer is on call to attend to
students who may fall ill during the examinations.
In the case of a candidate taking ill during the course of
examination, it shall be the duty of the Chief Invigilator to:
a. Refer the candidate to the medical officer on call from the
University Health Centre
b. Prepare a report on approved format regarding the manner of
illness:
c. Forward the report on the incident to the Head of Department.

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At the End of Examination
At the end of examination , the Invigilator (s) shall:
1. Receive from each candidate, the answer script before the
candidates leave the examination hall.
2. Cross check with the attendance sheet, such answer scripts
stated in 1 above:
3. Ensure that no candidates take out any unauthorized material:
4. Ensure that the used answer books and other materials are
returned to the Department.
5. Receive/ prepare reports on any malpractice observed and
pass same to the Head of Department immediately after
examinations:
6. Submit a formal report on the conduct of the examination to
Head of Department.
7. Enclose the scripts, attendance list and six copies of the
question papers in an envelop and submit the envelop to the
Chief Examiner (Head of Department).
8. Report any medical cases to the Head of Department.

After Examination.
After examination, the invigilator where he is not the
internal examination shall hand over the examination scripts and
report on its conduct to the chief Examiner.
Grading system and requirements for graduation in each
programme Scoring grading and degree classification shall be as
specified in the table below:

Terms Associated with the Grading System

Credit Units: This vary according to contact hours assigned to
each course per week per semester.
Grade Point (GP): This is the average performance of the
candidate for a semester expressed in grade points earned in the
course taken by the candidate. Grade Point Average is derived by
multiplying the Grade point (GP) attained in each course by the
credit units assigned that course and then dividing the sum by the
credits taken for the semester.
Cumulative Grade Point Average (CGPA): This is an up to date
average or mean of the Grade Point (GP) earned by a student at
any point in a programme of study: i.e. the students’ overall
performance at the given time. It is derived by:

18
i. Multiplying the Grade Point by the respective Credit Units.
ii. Then, dividing the sum by the total number of credits for all the
courses registered by the students.
DEPARTMENTAL INFORMATION
Introduction:
The Department of Educational Foundations is one of the
three departments in the Faculty of Education, Benue State
University, Makurdi. The other two are curriculum and Teaching
and Vocational and Technical Education. The Department of
Educational Foundations started in the Faculty of Education in
2000.

ADMINISTRATION OF THE PROGRAMME IN GENERAL

Personnel Administration:
The Department is administered by the Head of
Department with the support of academic and Non- Academic staff
is made up of one Typist, computer Operator, a Clerical Assistant
and a Caretaker. The Academic Staff also help with the
administrative responsibilities as assigned or delegated to them.

General Administration and Staff Involvement in Decision

Making Process
Staff is involved in the decision- making process and in
general administration by participating in departmental meetings.
which are supposed to be held on a monthly basis. They are
involved through the role( s) they play when assigned
responsibilities:

ACADEMIC PROGRAMMES:
Degree Programmes
The department of Educational Foundation is made up of the
following:
1. B.S.C. (Ed) Physical and Health Education
2. Pre- Primary/Primary Education, which comprise following
programmes
a. Pre- primary / primary Education Social Studies
b. Pre-primary/Primary Education English
c. Pre-primary/Primary Education Mathematics
d. Pre-primary/Primary Education Sciences

19
 The Department of Education offers undergraduate
Degrees in the above mentioned fields. In order to ensure
professional and academic competence, the degree programmes
have been planned in such a way that two third of the courses
required for graduation are taken from the faculty of the
candidate’s teaching subject and one third from the Faculty of
Education.

20
B.Ed PRE-PRIMARY AND PRIMARY EDUCATION
Philosophy of the Programme
The philosophy of the B.Ed Pre-Primary and Primary
Education programme is to seek to mould the total being of the
teachers in training, get them interested in the life of children by
developing their mind and character, imparting in them both
theoretical and practical knowledge that is capable of encouraging
self - reliance in the individual. This will assist them at the
completion of the program to do the same to the children they will
be teaching after graduation.

Objectives of the Programme

1. To produce knowledgeable and professionally competent
graduate teachers of Social Studies, English Language,
Mathematics, and Sciences for elementary, primary and
secondary schools.
2. To produce future scholars, researchers and lecturers for
Colleges of Education and other levels of education.
3. To provide training that will equip teachers of children with
adequate knowledge, skills, attitudes, values and competence
that are relevant to the needs of the society.
4. Expose learners to appreciate Pre - Primary education
teaching methods, improvisation of basic teaching aids and
the psychology of teaching at this level.
5. Providing opportunities to examine some philosophical
theories on the nature and needs of the child and its
application in relation to educational theory and practice in
Nigeria.
6. Provide sound background for the organization of
Nursery/Primary education with particular reference to
Nigeria.
7. Ensure that learners are equipped with a solid foundation that
is required to adequately exhibit and demonstrate academic
competence and professional skills necessary for teaching
children.
8. Developing in students a holistic attitude to teaching/learning
by integrating knowledge and avoiding compartmentalization
of ideas at this level.

21
9. Providing learners with basic academic and professional tools
required to:
i. Demonstrate the competence needed to adequately teach
Nursery/Primary school children.
ii. A s s u m e a d m i n i s t r a t i v e r e s p o n s i b i l i t i e s a s a
Nursery/Primary school head teacher or proprietor.

ADMISSION REQUIREMENT
University Matriculation Examination (UME) Applicants:
a. SSCE/GCE O Level credit pass in Five subjects including
English Language and at least a pass in Mathematics
b. Grade II Teachers Certificate with credit/merit passes in five
subjects including English Language and at least pass in
Mathematics.
c. An acceptable pass in relevant subjects in the UME
d. Candidates must be mentally balanced and emotionally
stable.
Direct Entry Applicants:
a. Two GCE A’Level passes or equivalent in relevant subjects
with three credit passes in SSCE/GCE O’Level at not more
than two sittings and at least a pass in Mathematics.
b. Three GCE A' Level passes or equivalent in relevant subject
with two SSCE/GCE O’Level credit passes in not more than
two sittings and at least a pass in Mathematics.
c. Two NCE major passes in relevant subject with SSCE/GCE
O’Level credit/TCII merit in three other subjects and at least a
pass in Mathematics.
d. A pass at merit level in a relevant Diploma programme of a
recognized institution of higher learning provided GCE 0' Level
requirements are met and at least a pass in O’Level
Mathematics.

Notes:
Admission Requirements for B. Sc (Ed) Physical and Health
Education
1. Direct Entry: Two A Level passes in any of Biology, Chemistry,
Physics, or NCE with at least Merit in Physical and Health
Education.

22
2. Through UME: Five O’Level credit passes including English
and Biology. A UME score of 180-200 and above is required.
3. Through Diploma: Five O’Level credit passes, including
English and Biology and a Diploma in Physical and Health
Education, with merit or Credit Pass or Distinction.
4. Candidates must be physically fit and must not be disabled.
5. Female Students must not be pregnant at the beginning and
throughout the programme.

Admission Requirements B.Ed

To qualify for admission for B.Ed (Pre-Primary/Primary
Education (Social Studies) the following qualifications are
required:
DIRECT ENTRY: National Certificate in Education (NCE) and at
least four credits in GCE O’Level, WASCE, Teachers Grade II
Certificate, or its equivalent. In addition, the applicants for fours
years programme must pass UME and obtain five credits at the
SSCE, GCE O’Level Candidates with diploma in religious studies,
Islamic Studies, Adult Education or any other diploma equivalent
from a recognized institution shall be considered eligible for
admission in B.Ed (Preprimary/Primary Social Studies).
In all cases, prospective candidates must have at least a
pass in Mathematics and Credit in Engllishin SSCE/GCE 0' Level
or its equivalent.

Admission Requirements B.Ed (Pre-primary/Primary

Education - English Language)
To qualify for admission for B.Ed (Pre-primary/Primary
English Language) the following qualifications are required.
DIRECT ENTRY: National Certificate in Education (NCE) and at
least four credits in GCE O’Level, WASSCE, Teachers Grade II
Certificate or its equivalent. In addition, the applicants for four
years programme must pass UME and obtain five credits at the
SSCE, GCE O’Level including English Language and at least a
pass in Literature in English. Candidates with diploma in Mass
Communication, Adult Education or any other relevant Diploma
from a recognized institution shall be considered eligible for
admission into B.Ed (Pre-primary/English Language).
In all cases, prospective candidates must have at least a
pass in Mathematics and credit in English Language in
SSCE/GCE 0' Level or its equivalent.

23
Admission Requirements B.Ed (Pre-Primary/Primary
Education Mathematics)
Applicants for four years programme must pass UME and
obtain five credits at the SSCE/GCE O’Level.
Candidates with Diploma, Adult Education or any other
Diploma from a recognized institution shall be considered eligible
for admission. In all cases, prospective candidates must have a
credit in Mathematics and credit in English Language in
SSCE/GCE 0' Level or its equivalent.

Admission Requirements B.Ed (Pre-Primary/Primary

Education Science)
Applicants for four years programme must pass UME and
must obtain five credits at the SSCE/GCE O'Level. In all cases
prospective candidates must have a credit in mathematics and
credit in English language in SSCE/GCEO' Level. In all cases
prospective candidates must have a credit in mathematics and
credit in English Language in SSCE/GCE O’Level or its
equivalent.

COURSE REGISTRATION RULES

(a) To be accepted as bona fide student eligible to attend lectures
and sit for examinations, the student must duly register within the
appropriate period for all the core, and where applicable, elective
courses .at the beginning of each semester.
(b) A student who fails to duly register within the specified period
will be required to pay a registration fine.
( c) Any change or alteration in the students course registration
form after it has been duly endorsed by the designated
authority shall not be accepted without the consent of the Head
of Department. Such a change, either by way of addition or
subtraction, must be effected on specially prescribed forms
and within the first four-weeks of the semester.
(d) Any students who sits for examination in a course for which
he/she has not registered will have the result of such
examination declared null and void.
(e) At the commencement of departmental registration, students
advisors shall provide them with an up-to-date list of courses
available for the semester, the department where each course
is offered and the lecturer assigned to teach each course.

24
REQUIREMENT FOR GRADUATION
(i) Duration of programme
UME applicants are offered the four- year programme
(100-400 level), the direct entry applicants are allowed a three
years programme (200-400 level). The maximum period allowed a
student to remain on a programme under the four year system is
six years (i.e. 150% of the normal duration of four years) and that
of direct entry is also four years.

(ii) Award of Bachelor Degree

To qualify for the award of Bachelor's Degree the candidate
shall satisfy the following conditions.
(a) Must have been dully matriculated into the university
(b) Must have been dully admitted for the degree programme
(c) Must have been pad all requisite fees and debts
(D) Must have passed all required courses prescribed for the
degree programme and earned a Cumulative Grade point
Average (CGPA)

(iii)Total Minimum credit Unit Graduate:

Although the National Universities Commission (NUC)
recommends a minimum of 120 credit units to be passed by a
student to earn a degree in the Faulty of Education, a minimum of
144 credits are required for the award of the various degrees of
this Department for the four years programme.

Teaching practice
To be awarded a degree in the Faulty of Education a
student must successfully complete a period of supervised
teaching practice to last for at least six weeks. This course is of
special significance to the students of the Department of
Educational Foundations who are being trained as professional
teachers. This exercise is normally scheduled to take place after
the completion of 300 level. Students are to make arrangement to
sponsor themselves for this exercise.

Research Project:
In order to graduate, all students are required to complete a
research project on an approved topic under the supervision of

25
academic staff member and submit four bound copies at the
stipulated time. Guidelines on project writing are provided to help
students in this exercise.

EXAMINATION REGULATION
a. The course must be offered in progressive tiers. This means
that 100 level courses are to be offered and passed (especially
if they are pre-requisites) before a candidate is allowed to
register for the higher tier of courses.
b. At least 75% attendance is required in all lectures, tutorials and
practicals for a student to qualify to sit for the semester
examination in any course unit.
c. Continuous Assessment (CA) shall account for 40% of the final
grade while end of semester examination shall account for
60%. A minimum of two continuous assessments are given per
course in the form of essays, test, etc, each semester and
these are promptly graded and returned to students.
d. The scoring and grading pattern used are as described below.
Students’ score in each course are first expressed in
percentages/percentiles. These are then converted to Letter
Grades and then Grade Point using the following scheme.

Table1. Grading Pattern

Percentile scores Letter Grades Grade Points
70-100 A ..... 5
60-69 B ..... 4
50-59 C ..... 3
45-49 D ..... 2
40-44 E ..... 1
00-39 F ..... 0

Note that the minimum pass mark is 40% which is equivalent to

letter grade point E and grade poin1
E. Students' grade points obtained in all courses taken each
semester are converted to what is called the Grade Point Average
(GPA). This is done by multiplying the grade point obtained in each
course' by the credit units assigned to that course; then summing
these products for all courses taken in the semester (this sum is
called weighted Grade Point (WPA) and finally dividing the sum or

26
WGP by the total credit units registered in that semester.
The GPA range from 0.00 (if a student fails all courses) to 5.00 (if a
student obtains 'A' in all courses). Its value is an expression of how
well a student has performed on an average in a given semester.
After a student has completed two semesters or more, his GPA is
further calculated cumulatively, and the value so obtained is called
cumulative grade point average (CGPA).
The CGPA provides a measure of students' progress towards their
degrees and the final class of degree obtained at the successful
completion of a programme depends on the final CGPA obtained
as shown in Table 2.

Table2
Cumulative Grade PointAverage (CGPA) Class of Degree
4.50-5.00 First Class
3.50-4.49 Second Class (upper)
2.40-3.49 Second Class (lower)
1.50-2.39 Third Class (lower)
1.00-1.49 Pass
0.00-0.99 Fail
f. Each student is required to maintain a Cumulative Grade Point
Average of at least 1.00 in order to be of good academic
standing. A student whose CGPA falls below 1.00 at the end of
any semester of study shall be placed on probation.
g. A student who remains on probation for two consecutive
semesters and fails to attain the status of good academic
standing shall be asked to withdraw from the programme.
h. Failure in any course shall be recorded as such. If such a
course is a core, the student must carry it over, re-register it
and pass it before graduation. If on the other hand the failed
course is and elective, the student has an option to retake it or
replace it with another relevant elective course.
i Further information about examination irregularities,
misconduct, malpractice and related disciplinary actions are
normally provided during students' orientation programmes
and in the course of registration. Students of this Department
and of the Faculty of Education as a whole, who are being
trained as professional teachers, administrators, counselors
and examiners cannot afford to involve themselves in any form
of examination irregularities or malpractice.

27
FACULTY CORE COURSES
The following are the Faculty Core Courses to bee taken by
all students of the Faculty of Education in addition to their
Departmental and GST courses and electives.

Table 3
S/No CORE COURSES CREDIT UNITS
1. EDU 101 History of Education 2
2. EDU 103 Philosophy of Education 2
3. EDU 102 Introduction to Educational Psychology 2
4. EDU201 Sociology of Education 2
5. EDU203 Curriculum and Instruction 2
6. EDU202 Educational Psychology 2
7. EDU204 Instructional Technology 2
8. EDU301 Educational Statistics 2
9. EDU303 Curriculum Studies I 2
10.EDU 309 Introduction to Guidance and Counseling 2
11. EDU 302 Educational Research Methods 2
12.EDU 304 Curriculum Studies II 2
13.EDU 401 Teaching Practice 6
14.EDU 403 Tests and Measurement 2
15.EDU 402 Research Project 6
16.Subjects methods (for each area of specialization) 4
TOTAL 40

28
 B.Ed GUIDANCE AND COUNSELLING
1. Name for the programme: The programme shall be called the
undergraduate degree programme in Guidance and
counselling.
2. Degree to be offered: The degree to be awarded shall be
called the Bachelor of Education (E.Ed) in Guidance and
Counselling.
3. Rationale for the programme: The introduction of the
Programme is a response to the need to help Nigeria students
overcome the problems of personality maladjustment and
ignorance of vocational and educational prospects as
contained in the National Policy on Education (2004) section
11, sub-section 101 (j).
4. The Philosophy of the programme: The programme is
designed to equip students with the requisite intellectual and
professional skills, which would help them, function effectively
in the changing academic, social and industrials situation in
Nigeria. This is in compliance with provision of the National
Policy on Education (FGN, 004) section 19(c) which specifies
counselling as one of the five educational services to be
provided in the Nigerian school system.
5. Objectives.
The Programme will achieve following objectives;
(i) Providing counselling personnel for professional work in
school and non-school setting.
(ii) Training teachers for effective teaching and learning
(iii) Enabling trainee-counsellors to appreciate their worth and
dignity as individuals and equipping them to contribute
maximally to the general development of the society.
6. Admission Requirement

University Matriculation Examination (UME) Applicants:

(a) SSCE/GCE O' Level Credit pass in Five subjects including
English Language at least a pass in Mathematics:
(b) Grade II Teachers Certificate with credit/merit passes in five
subjects including English language and at least a pass in
mathematics.

29
(c) An acceptable credit pass in a relevant teaching subject in the
UME
Teaching subject include
(I) English Language (ii) Religious (iii) History (iv) Economic
(v) Geography (vi) Biology
Direct Entry Applicants:
(a) TWO GCE A' Level passes or equivalent in relevant subjects
with three credit passes in SSEC/GCE O' Level at not more
than two sittings and at least a pass in mathematics.
(b) Three GCE A' Level passes or equivalent in relevant subjects
with two SSEC/GCE O' Level credit passes in not more than
two sittings and at least a pass in mathematics.
(c) TWO NCE Major Passes in relevant subject with SSCE/GCE
O' Level credit/TCII merit in three other subjects and at least a
pass in Mathematics.
(d) A pass at credit level in a relevant Diploma programme of a
recognised institution of higher learning, provide GCE O'
Level requirements are met and at lest a pass in O' Level
Mathematics

7. Detailed courses to be undertaken at all Levels, course

codes and description
100 LEVEL
FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNITS

GST 111 Communication in English I 2
GST 113 Nigerian People and Culture 2
GST 121 Use of Library Study Skills and ICT 2
EDU 101 History of Education 2
EDU 103 Philosophy of Education 2
EDP 101 Introduction to Guidance and Counselling 2
EDP 103 Guidance Services 3
Teaching Subject ..... 6
ELECTIVE: Either EGC 105. (Biological Psychology) or
EGC 107(Development of Guidance and Counselling) 2
..... TOTAL 23
100 LEVEL
SECOND SEMESTER

30
COURSE CODE COURSE TITLE CREDIT UNITS
GST 122 Communication in English II 2
EDU 102 Introduction to Educational Psychology 2
EGC 102 Principle s of Guidance and Counseling 2
EGC 104 Juvenile Delinquency 2
Teaching subjects ..... 6
ELECTIVE: Either EGC 106. (Programme Development and
evaluation in counselling) Or EGC 108 2
(Psychological foundations of Counselling) 16
.....TOTAL 39
200 LEVEL
FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNITS

EPS 201 Entrepreneural Studies I 2
GST 211 History and Philosophy of Science 2
EDU 201 Sociology of Education 2
EDU 203 Curriculum and Instruction 2
EGC 201 Psychology of Motivation 2
EGC 203 Personality Development 2
Teaching subjects ..... 6
Elective: Either EGC 205. (Information Techniques in
Guidance ..... 2
and Counselling) Or EGC 207 (Psychology of
Creativity ) ..... 21

200 LEVEL
SECOND SEMESTER
EPS 202 Entrepreneural Studies II 2
GST 222: Peace Studies and Conflict Resolution 2
EDU 202 Educational Psychology 2
EDU 204 Instructional Technology 2
EGC 204 Sensitivity Training 2
EGC 206 Theories of Counselling 2
Teaching subjects ..... 6
Elective: Either EGC 208. (Teenage Counselling) Or 2
EGC 210 (Group Dynamics and Counselling ) 20
..... TOTAL 41

31
300 LEVEL
FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNITS

EPS 301 Entrepreneurship Vocations I 2
EDU 301 Educational Statistics 3
EDU 303 Curriculum Studies I 2
EGC 301 Vocational Guidance 2
EGC 303 Human development & Counseling I 2
EGC 305 Organization of Guidance and Counselling
Schools ..... 2
EGC 307 Techniques in Continuous Assessment 2
Teaching subjects ..... 4
Elective: From Department of Psychology 2
..... TOTAL 21
300 LEVEL
FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNITS

EPS 302 Entrepreneurship Vocations II 2
EDU 302 Educational Research Methods 2
EDU 304 Curriculum Studies II 2
EGC 302 Culture and Psychopathology 2
EGC 204 Marriage and Family Counselling 2
EGC 306 Human Growth and Counselling II 2
EGC 308 Personality Disorders 2
Teaching subjects ..... 4
Restricted Elective: Educational Administration 2
And School Management (EDA 308) 20
.....TOTAL 37

32
400 LEVEL
FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNITS

EDU 401 Teaching Practices 6
EDU 403 Test & Measurement 2
EGC 401 Behaviour Modification 2
EGC 403 Seminars in Guidance & Counselling 2
EGC 405 Psychology of Adjustment 2
EGC 407 Psychotherapy .... 2
Teaching subjects ..... 4
Restricted Elective:
EDU 411 (Educational Administration &
Planning II ..... 1
..... TOTAL 21
400 LEVEL
FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNITS

EDU 402 Teaching Practices 6
EGC 402 Practicum ..... 4
EGC 406 Organizational Behaviour 2
EGC 408 Psychological Testing 2
Teaching subjects ..... 4
Elective
EGC 410 Counselling in special settings or Administration 2
EGC 412 Academic achievement analysis 20
..... TOTAL 38
SUMMARY
100 Level ..... 39 Credited Units
200 Level ..... 41 ,,
300 Level ..... 37 ,,
400Level ..... 38 ,,
Grand Total ..... 162 ,,

Requirement for Graduation

Minimum credit units required for graduate for UME Candidate
(four years courses) is 144 while for DE (three years course) it is
102.

33
Course description
GST 101: National (2 Credits)
Concept and significance of history of nationalism.
Concept of nation Nigerian cultural diversity and unity.
Concept, significance of patriotism. Civic and moral
responsibility of citizens in politics and economy.
Nationalism/patriotism Vs treason/treachery. Traitors in
Nigerian history.

GST 103 English and Communication Skills (2 Credit units)

Grammar and fluency. Development Listening skills.
Reading skills. Speaking skills. Writing skills. Note taking
skills (e.g. extraction of salient points, use of
abbreviation, information blending and reordering).

GST 105: History of scientific ideas (2 credit units)

Definition of and interaction between science and
technology. The scientific method. Origin science (e.g.
African origin of science Egyptian civilisation coveting
technology, writing, time, mathematics and science).
Development of science in Europe and other areas of the
world. Development of science (e.g. philosophical
concepts of society. From philosophy to social science.
Natural sciences versus social science).

GST 107 Use of Library (1 credit units)

ntroduction to library as an organ of the study process.
information storage and retrieval systems. BSU Library
system. Reference services. Library research
methodology. Bibliographic information storage system for
general and specifics discipline. Special services of BSU
library. Library rules and regulations of BSU.

EGC 101 Introduction to Guidance and Counselling (3

Credits units)
Introductory course in the nature, aims, objectives, theories
and methods of guidance and cousnellling in the Nigerian
educational system. An examination of students' needs
and problems biological environmental, and the

34
 importance of guidance and counselling as probable
measurers for coping with them; aspects of counselling and
guidance; vocational, placement. Orientation and
evaluation, and tools for cumulative recorders, tests and
inventories and their uses.

EGC 102 Principles and Techniques of guidance and

counselling (2credit units)
Overview of the basic principles and techniques of
guidance and counselling; stages of counselling interview,
interactions with the learner, parents, teacher
demonstrators, etc with emphasis on need for counselling
in Nigeria. Stages of a typical counselling situation.
(Diagram, report, identification of needs, therapy,
termination follow, up).

EGC 103 Psychology of Motivation (2 Credit units)

An introduction to psychology of motivation. Implications
for education, guidance theories and practices.

EGC 104 Juvenile Delinquency (2Credit units)

Concepts of juvenile delinquency; common forms of
delinquent acts, causes as found among Nigeria school
children. Effects of delinquency on school performance and
methods of handling delinquent children.

EGC 105 Biological Psycho (2 Credit units)

Introductory course on the Biological basis of behaviour.
The role of the nervous system and hormones in human
behaviour. Relevance of the course to education will be
highlighted.

EGC 106 Programme development and evaluation in

counselling
(2 Credit units)
The concepts of programme, survey of some counselling
oriented programmes and characteristics of programmes.
Essential s of programme development are explored.
Procedure for evaluating programmes are outlined.

35
EGC 107 Development of Guidance and Counselling (2
Credit units)
A study of the psychological basis guidance and
counselling A discussion of test and non-test techniques
including the use of psychological tests and observation.

EGC 108 Psychological Foundation of Counselling (2 Credit

units)
Application of psychological principles, theories and
techniques to in cunselling

EGC 201 Guidance Services (3 Credit units)

Detailed treatment of various guidance services such as
placement, orientation, information, appraisal, referral,
follow-up etc

EGC 203 Personality Development (2 Credit units)

The concept of personality and its implication for education
and social development. An examination of some theories
of personality such as psycho-analytic, person-centred
behavioural etc and their implications for counselling
practice.

EGC 204 Sensitivity training (2 Credit units)

The course is designed to equip students with the skills of
active listening, verbal and non-verbal communication and
attending to emotional; needs of clients in a counselling
relationship.

EGC 205 Information Techniques in Guidance and

Counselling (2 Credit units)
Introduction to educational, vocational and community
information resources. Identification, Collection,
evaluation, classification and utilization of information in
guidance.

36
EGC 206 Theories of Counselling (2 Credit units)
An overview of theories of counselling and psychotherapy.
Such theories include cognitive, phenomenological,
phenomenological, humanistic, psychoanalytic, traditional
etc an overview of techniques of counselling with youth and
adults.

EGC 207 Psychology of Creativity (2 Credit units)

An introduction of the concept of creativity. Methods of
teaching to develop creativity in students. Relevance of
creativity to the teaching and learning process.

EGC 208 Teenage Counselling (2 Credit units)

An exploration of the nature and forms of needs and;
problems of teenagers and a survey of various
psychological approaches to solving them. Characteristics
of teenagers is a fundamental tool for appreciating
behavioural patterns.

EGC 210 Group Dynamics and Counselling (2 Credit units)

A study of the structure and functioning of groups and the
influences of these on behaviour of individual members.
Application of the principles of group dynamics to
counselling.
EGC 301 Vocational Guidance (2 Credit units)
Definition of career, occupation, vocation, job and
profession from cognitive and psychomotor domains.
Basic theories of vocational development, choice and carer
patterns e.g. super's Roe's, Holland's Ginzberg's etc.
implications of the theories for vocational development and
choice.
EGC 302 Culture and Psychopathology (2 Credit units)
The use of culture in defining normal and abnormal
behaviour, cultural differences in behaviours of people.
Common forms of Psychopathology and their cultural
implications. Evidence of psychopathology among school
children and its effects on school adjustment and
performance.

37
EGC 303 Human development and Counselling I(2 Credit
units)
A broad introduction to human development from
conception, preschool and school years (Pre-natal, neo-
natal, childhood) and the implication of all these to
education and counselling.

EGC 304 Marriage and Family Counselling (2 Credit units)

This course covers pre and post marital interactions
between husband and wife. It includes the concept of
marriage, types and purpose of marriage; concept of family,
types of family and nature of marital interactions, conflicts
and their resolution. Effects of parents on children and vice
versa as well as methods of counselling intervention in
marriage conflicts.

EGC 305 Organisation of Guidance and Counselling in

school (2 Credit units)
An Examination of guidance and counselling programmes
and models. Their selection criteria, control and
supervision; use of other school personnel and appraisal of
national policy on education provision for guidance and
counselling.

EGC 306 Human Development and counselling (2 Credit

units)
An examination of human development from adolescence
to adulthood and their implication for educational and
counselling. Environment and hereditary influence on
development will be highlighted.

EGC 307 Techniques in continuous Assessment (2 Credit

units)
The nature and role of continuous assessment in
diagnostic and prescriptive management in the
teaching/learning process. It covers generating continuous
assessment, keeping continuous assessment records.
Testing construction and administration as well as use of
tests record in counselling.

38
EGC 308 Personality Disorders (2 Credit units)
Analyses of behavioural disorders as found in the major
forms of character disorders, psych-neurosis and
psychoses. Introduction to aetiology ad effects of anxiety
and defence mechanism, interpretation of symptoms and
implication for education and counselling.

EGC 401 Behaviour Modification (2 Credit units)

Basic principles and application of clinical and
experimental methods to study and change behaviour.
Particular reference will be made to the application of
learning theories that can enhance positive change.
EGC 402 Practicum (3 Credit units)
Practicum experiences in individual and groups
counselling. Emphasis on sensitivity training, analyses of
cases, role playing, video taping of actual counselling and
counselling in appropriate environments

EGC 403 Seminar in Guidance and counselling (2 Credit

units)
Students investigate/research on issues relating to various
aspects of their course in guidance and counselling.

EGC 405 Psychology of Adjustment (2 Credit units)

The concepts of personality and adjustment. Different
personality types tracing how these relate to social
adjustment within and out of school settings. Implication of
personality types to personal adjustment performance in
occupation and schools as well as general adjustment to
life situations.

EGC 406 Organisational Behaviour (2 Credit units)

A study of why people behave the way they do in
organisations. The organisational environment including
their structure and design, technology and people in the
organisation. Formal organisation, motivation, pattern,
leadership, organisational development and
communication in organisations.

39
EGC 407 Psychotherapy .(2 Credit units)
An introduction to various psychology processes for
handling deep emotional problems. The principles
underlying each method are explored and their
corresponding techniques discussed. Advantages and
limitations of each method are also identified.
EGC 408 psychological Testing (2 Credit units)
A study of psychological test in counselling. It includes
selection, administration, scoring, interpretation, reporting
and the development of diagnostic personality tests.
EGC 410 Counselling in Special Settings (2 Credit units)
Exposing students to counselling skills to be able to
practice in school and non-school settings, with a view to
making the counsellor relevant and marketable in various
settings.
EGC 412 Academic Achievement Analysis (2 Credit units)
Analysis of societal, school family and students
determinants of academic performance and survey of
remedial approaches
EDU 101: History of Education (2 Credit Units)
A study of educational development and instructions from
ancient times to the ...present with particular reference to
the evolution of modern education in Nigeria.
EDU 102: Introduction to Educational Psychology (2 Credit
Units)
This is a faculty-based course designed to introduce all
education students to the basic elements of psychology as
it is applied to teaching and learning processes. It covers
area such as learning, theories of learning and
motivation, individual differences and personality
development among others.
EDU 103: Philosophy of Education (2 Credit Units)
An introduction to major philosophical ideas which have
influenced educational thought and practices and the
relevance of these to the development of education in
Nigeria.

40
EDU 201: Sociology of Education (2 Credit Units)
An examination of the school as a micro society. A study of
the school as a component of the larger society as well a s
the inter dependence of the school and the larger
society.

EDU 202: Educational Psychology (2 Credit Units)

This course covers the broad areas of general Psychology
developmental psychology and human learning.

EDU 203: Curriculum and Instruction (2 Credit Units)

Introduction to the school curriculum with particular
reference to primary and secondary schools, general
principles and methods of instruction, communication in
instruction, and introduction to the teaching profession.

EDU 204: Instructional Technology (2 Credit Units)

General principles selection and use of audio-visual
materials. Techniques for production/improvisation of
instructional materials e.g. pictures manipulation, dry
mounting, rubber cement/gum mounting, and lettering
(stencil and mechanical).Operation of equipment, e.g.
overhead, opaque slide and film projectors, duplicating
scanner and photocopiers machines and tape recorders.

EDU 301: Educational Statistics (2 Credit Units)

An introduction to basic statistics, both descriptive and
inferential. Organisation and analysis of collected data in
educational problem. Approximation; measures of central
tendency (mean, median mode), representation of data
(bar charts pie charts, histograms, relative frequency
curve, gives), measure of variability and correlations.
Introduction to hypothesis testing.

EDU 302: Educational Research Methods (2 Credit Units)

An experience in problem identification, types design, data
gathering, processing, analysing, interpreting and
reporting in educational context.

41
EDU 303: Curriculum Studies I (2 Credit Units)
In-depth exposure of students to the concept of curriculum;
its foundations and their policy implication,
patterns/models of curriculum organisation/design.
Application to the Nigerian education system to be
emphasized.

EDU 304 Curriculum Studies II (2 Credit Units)

A detailed treatment of educational objectives and their
form and types, their signification in curriculum and
instruction. Curriculum evaluation and revision. A review of
Nigerian Primary and Secondary School Curricular to
highlight innovation.

EDU 309: Introduction to Guidance and Counselling (2 Credit

Units)
This is a faculty-based course that aims at preparing all
education students to provide first-aid guidance services in
schools. The course includes areas such as: Concepts of
Guidance and Counselling, general professional
counselling differences, guidance services in schools,
principles of guidance and counselling and team work in
school guidance and counselling, among others.

EDU 401: Teaching Practice (6 Credit Units)

A minimum of six weeks supervised exposure to classroom
teaching on field experience to demonstrate the degree
of proficiency in applying the basic theories and
techniques of instruction.

EDU 403: Test and Measurements (2 Credit Units)

An experience in the test construction, administration,
analysis and interpretation.

EDU 404: Research Project (4 Credit Units)

An application of the education research methods and
statistics courses to a field experience under the guidance
of a Faculty members

42
Duration of the programme: The Programme shall last for 8
semesters for UME Candidates and 6 semesters for the
candidates.

Mode of assessment
Students shall be assessed by continuous assessment in the form
of tests, assignments and term papers which shall constitute 40%
of total marks per semester/course. Examination shall be 60%
Minimum pass mark shall be 40%. The minimum number of credit
required for graduation is 144.
Elective Course
The programme has restricted and unrestricted electives
from which a students can take in order to make up the required
number of units to graduate.
Teaching Subjects:
Students of Guidance and Counselling shall offer the
following as teaching subjects.
Biology, Chemistry, Physics, Mathematics, Integrated
Science, Geography, Economics, History, religion and Philosophy.

43
 B.Ed EDUCATIONAL MANAGEMENT
A. RATIONALE FOR THE PROGRAMME:
The introduction of educational management programme is in
response to the need to help Nigerian students acquire
professional skills in educational management in order to produce
effective leadership to cope with growing complexity n our
educational system

B. THE PHILOSOPHY :
The philosophy of Educational Management is the acquisition of
appropriate managerial skills, abilities and competences such that
the prospective educational manger would better understand
human behaviour and interrelationship. The programme is
designed to equip candidates with the appropriate intellectual and
professional training and skills to enable them function properly or
effectively in our changing educational, social and industrial
development. This is incompliance with the provision of National
Policy of Education FGN (2004) Sects. 5 and 9 which specifies
educational management as a professional leadership course.

C. AIMS AND OBJECTIVE OF THE PROGRAMME:

a. The programme is designed for prospective educational
administrators. Colleges/university teachers, educational
practitioners, planners and researchers in educational
management.
b. It is anticipated that the programme will enable participants
on successful completion of studies, to be of great service to
the community through high level of management skills in
education.
c. To provide educational mangers with the relevant intellectual
and professional knowledge adequate for their assignments
and to make them adaptable to any educational situation
d. Provide highly motivated, conscientious and efficient
education mangers for all levels of education system.
e. Help Educational Mangers to fit into the social life of the
community and society at large and enhance commitment to
National objectives:

44
f. Enhance teachers' commitment to the teaching profession to
make them adequate for their assignments and to make
them adaptable to any changing situation.

D. UNIVERSITY MATRICULATION EXAMINATION UME

APPLICANT
(I) Five O'Level credit passes to include English Language,
Mathematics and Economics.
(ii) Five TC II Merit Passes in including English Language and
Mathematics
UME Subjects
Any three of literatures in English, History French,
geography, economic is and mathematics.
E ADMISSION REQUIREMENTS FOR DIRECT ENTRY
(DE):
To qualify for admission into the B. Ed Educational Management,
the following are required:-
i. Three passes in relevant subject areas at the advanced level
with SSC/GCE, WAEC, NECO “O” level credit passes in five
other subjects including a credit in English and a pass in
Maths in not more than two sittings
ii. Credit in two major subjects in relevant areas in National
Certificate of Education NCE with SC/GCE, WAEC, NECO
'O' level credits or equivalent in five other subjects including a
credit in English and a pass in Mathematics. Education is
accepted as a third “A” level subject for those taking courses i n
education
iii. Candidates with a Diploma in Special Education, Adult and
Community Education, Religious Studies, Islamic Studies or
any other Diploma equivalent from a recognised institution
shall be considered eligible for admission into the B. Ed
Educational Management.
iv. Candidates with NCE who meet the admission requirements
shall be admitted into the programme at 200 level.
v. In all cases, prospective candidates must have at least a
pass in Mathematics and credit in English language in Senior
Secondary School Exam/WASC or equivalent for entry into
B. Ed Educational Management.
vi. Must have taught for a minimum of two years.

45
F. DURATION OF THE PROGRAMME:
The B.Ed. Educational Management shall last for the period
of four contact sessions, for candidates admitted at 100 level
and three contact sessions for candidates admitted into 200
level.
There are two semesters in a session. All together there are
eight semesters in the four contact sessions and six
semesters in the three sessions.

G. MODE OF ASSESSMENT:
The mode of assessment for the programme shall be through
Continuous Assessment, Examinations and Project works.

COURSE CODE STRUCTURE

The course for the programme shall be coded EDM-Educational
Management

100 LEVEL - FIRST SEMESTER

Course code ..... Credit Units
EDU–101: History of Education 2
EDU–103: Philosophy of Education 2
GST–101: Nationalism.... 2
GST–103: English for Communications Skills 2
GST–105: Use of Library . 1
GST–107: History of Scientific ideas 1
EDM–101: Introduction to Educational
Management . 2
EDM–103: Introduction to Interpersonal
Relationships (Optional)or
EDM–105: Management of Primary and
Secondary Schools 2
Electives–3Restrictive electives from Arts, Science and
Social Sciences 6
TOTAL CREDIT UNITS 20

100 LEVEL SECOND SEMESTER

Course code ..... Credit Units
EDU–102 Introduction to Education Psychology 2
GST–102: Environmental Health 1

46
GST–104: English for Academic Purpose 2
GST–106: Scientific Thinking 1
GST–108: Computer Science 2
EDM–102: programme Organisation and Time
Tabling (Optional) or
EDM–104: Programme and issues in planning in
Nigeria Education 2
EDM–106: Theories of Leadership in school 2
EDM–108: Educational Finance 2
Electives–3Restrictive electives from Arts, Science and
Social Sciences ... 6
TOTAL CREDIT UNITS 20

200 LEVEL FIRST SEMESTER

Course code ..... Credit Units
EDU–201: Sociology of Education 2
EDU–203: Curriculum and Instruction 2
GST–201: Moral Philosophy and Discipline 1
EDM–201: Education Law School Management (Optional) .
EDM–203: Statistical Methods in Education
Management 2
EDM–205: Schools Supervision 2
EDM–207: Introduction to Administrative Theories 2
EDM–209 Concept of Educational Planning 2
Electives–3Restrictive electives from Arts, Science and
Social Sciences 6
TOTAL CREDIT UNITS 19

200 LEVEL SECOND SEMESTER

Course code ..... Credit Units
EDU–202 Educational Psychology 2
EDU–204: Instructional Technology and Logic 1
GST–202: Philosophy and Logic 1
EDM–202: Demography aspect of education 2
EDM–204: Educational cost and Financial Analysis
(Optional) or ...
EDM–206: Educational Agencies 2
EDM–208: Personal Management in Education 2
EDM–212 School Budgeting 2

47
Electives–3Restrictive electives from Arts, Science and
Social Sciences 6
TOTAL CREDIT UNITS 21
300 LEVEL FIRST SEMESTER
Course code ..... Credit Units
EDU–301: Educational Statistics 2
EDU–303: Curriculum Studies 1
GST–301: Internship/Practicum 4
EDM–303: Educational System Analysis (Optional) or
EDM–305: School Mapping 2
EDM–307: Office Management and Record
Keeping .... 2
EDM–309: Management Techniques in Education 2
Electives–6Restrictive electives from Arts, Science and
Social Sciences 6
TOTAL CREDIT UNITS 19
300 LEVEL SECOND SEMESTER
Course code ..... Credit Units
EDU–202 Research Methods 2
EDU–304: Curriculum Studies 2
EDU–306: Instructional Technology 2
EDM–302: School Organisation 2
EDM–304: Methodologies of Educational Planning 2
DM–306: School Community Relations or
EDM–308: School Plant Planning 2
EDM–310 Leadership in Education 2
Electives–3Restrictive electives from Arts, Science and
Social Sciences 6
TOTAL CREDIT UNITS 20
400 LEVEL FIRST SEMESTER
Course code ..... Credit Units
EDU–401: Teaching Practice 6
EDU–403: Test and Measurement 2
GST–405: Curriculum Studies II 2
EDM–401 The School Headship 2
EDM–403: Politics of Education 2
Electives–4Restrictive electives from Arts, Science and
Social Sciences 4
TOTAL CREDIT UNITS 18

48
400 LEVEL SECOND SEMESTER
Course code ..... Credit Units
EDU–402 Research Project 6
EDM–402: The School /Community Relationship 2
EDM–404: Contemporary Issues in Education 2
EDM–406: Information Management System in
Education ..... 2
Electives–4Restrictive electives from Arts, Science and
Social Sciences 4
TOTAL CREDIT UNITS 16

Credit Units for each Level

100 Level: First Semester 20
Second Semester 20
200 Level: First Semester 19
Second Semester 21
300 Level: First Semester 19
Second Semester 20
400 Level: First Semester 18
Second Semester 16
Total Credit Units ..... = 153
Total Number of credits students will be required to
obtain to graduate is ..... 145

49
 B.ED PRE-PRIMARY/PRIMARY EDUCATION
(SOCIAL STUDIES)
Academic Programme
100LEVEL - FIRST SEMESTER
CORE COURSES

COURSE CODE COURSE TITLE CREDIT UNITS

GST 101 Nationalism ..... 2
GST 103 English for Communication Skills 2
GST 105 Use of Library ..... 1
GST 107 History of Scientific Thinking 1
EDU 101 History of Education 2
EDU 103 Philosophy of Education 2
EDP 101 Introduction to the Philosophy on Nursery/Education 2
EDP 103 Early Childhood Education Teaching MethodI 2
SSE 101 Overview of Social Studies from Historical and
Theoretical Perspectives 2
SSE 103 The Structure and Characteristics
of Man's place in society 2
ELECTIVE: From Social Sciences
TOTAL CREDIT UNITS 20
SECOND SEMESTER
EDP 102 Pre-Primary School Curriculum 2
EDP 104 Primary School Curriculum 2
EDP 106 The Role of the Nursery/Primary School
Teacher in Language Development 2
EDU 102 Introduction to Educational Psychology 2
SSE 102 Philosophy and Scope of Social
Studies Education in Nigeria 2
SSE 104 Introduction to Social Studies
Education and Nationality 2
SSE 106 Curriculum Development in Social Studies 2
GST 102 Environmental Health 1
GST 104 English for Academic Purpose 2
GST 106 Scientific Thinking 1
GST 108 Introduction to Computer 2
TOTAL CREDIT UNITS 20

50
SUMMARY:
Faculty of Education Course 6
Primary Education Courses 12
Teaching Subjects Courses 10
GST Courses 14
TOTAL 42

200 LEVEL - FIRST SEMESTER:

COURSE CODE COURSE TITLE CREDIT UNITS
GST201 Philosophy and Logic 2
EDU201 Sociology of Education 2
EDP203 Curriculum aims and Curricular
Integration in Nursery/Primary Education 2
EDP205 Origin and Development of
Nursery/Primary Education 2
EDU203 Curriculum and Instruction 2
SSE207 Social Studies Curriculum and
Instruction of the primary schools 3
SSE209 Socialization in the School and Society 2
SSE211 Citizenship and the Nigerian State 3
SSM 211 Social Studies Method I 2
TOTAL CREDIT UNITS 20

SECOND SEMESTER
GST202 Moral Philosophy and Discipline 1
EDU 202 Educational Psychology 2
EDU 204 Instructional Technology 2
EDP 204 Introduction of the Philosophy of Nursery
and Primary Education 2
EDP 206 Pre-School Education in Traditional African society
2
EDP 208 Planning and Financing of Nursery/Primary
School with particular reference to Nigeria 2
SSE 208 Socio-economic Environment of Nigeria 3
SSE 220 Critical Issues in Social Studies I and II 3
SSE 222 Socio-economic Structure of Nigeria 2
ELECTIVE: 2 Credits from Social Sciences
TOTAL CREDIT UNITS 18

51
SUMMARY:
Faculty of Education Courses 8
Primary Education Courses 12
Teaching Subjects Courses 16
TOTAL 36
300 LEVEL
FIRST SEMESTER
COURSE CODE COURSE TITLE CREDIT UNITS
EDU301 Educational Statistics 2
EDU303 Curriculum Studies I 1
EDU309 Introduction to Guidance and Counselling 2
EDP301 Nursery/Primary Education Teaching Methods 2
EDP303 Evaluation Techniques in Nursery/Primary Education 2
SE325 Politics of Development 3
SSE327 Socio-Economic Activities in Nigeria 3
SSE329 Nigeria Socio-Political Institutions 3
SSE311 Social Studies Method II 2
ELECTIVE: Choose a 2 credit course from the faculty of Social
Science
TOTAL CREDIT UNITS 23

SECOND SEMESTER:
EDP306 Organisation of Nursery/Primary
Education with particular reference to Nigeria 3
EDP308 Curriculum Development in (a) Pre-Primary
(b) Primary Education 2
EDP310 Developmental Psychology of the child 2
EDU304 Curriculum Studies II 2
EDU302 Educational Research Methods 2
SSE 304 Values, Inquiry, Decision making and
Social action in Social Studies 2
SSE 306 Urbanization, Transportation and Communication 2
SSE 308 Finance and Financial Instructions in Nigeria 2
ELECTIVE:
EDA308 Introduction to Educational and School Mgt 2
TOTAL CREDIT UNITS 19

52
SUMMARY:
Faculty of Education Courses 5
Primary Education Courses 13
Teaching Subjects Courses 17
GST Courses
TOTAL 35
400 LEVEL
FIRST SEMESTER
COURSE CODE COURSE TITLE CREDIT UNITS
EDU 401 Teaching Practice 6
EDU 403 Test and Measurement 2
EDP 401 Play: A symbolic Tool for Intellectual,
Social and Emotional Development 2
EDP 403 Pre-Primary/Primary School
Administration/Supervision 2
SSE 401 Nigeria, Administration and Change 2
SSE 405 International an Multi-Dimensional Interactions 2
EDA 411 Educational Administration and
School Management 2
TOTAL CREDIT UNITS 20

SECOND SEMESTER
EDP 406 Pre-Schoal and Primary School Project
in Nigeria and elsewhere 3
EDP 408 Continuous Assessment in
Pre-Primary/Primary Education 2
EDU 402 Research Project 6
SSE 402 Social Interactions in Nigeria 6
SSE 404 Politics, Power and Government in Nigeria 2
SSE 406 Educational Problems and Prospects for
National Building 2
ELECTIVES:
SSE 408 Cognitive Psychology 2
SSE 410 Sociology of Development 2
TOTAL CREDIT UNITS 21
SUMMARY:
Faculty of Education Courses 14
Primary Education Courses 11
Teaching Subjects Courses 19
TOTAL 44

53
B.Ed PRE-PRIMARY AND PRIMARY EDUCATION
(SOCIAL' STUDIES)
SUMMARY OF COURSES
100 LEVEL NO. OF CREDIT UNITS
Faculty of Education Courses 6
Primary Education Courses 12
Teaching Subjects Courses 10
GST Courses 12
TOTAL 40

200 LEVEL
Faculty of Education Courses 6
Primary Education Courses 12
Teaching Subjects Courses 16
GST Courses 5
TOTAL 39

300 LEVEL
Faculty of Education Courses 5
Primary Education Courses 13
Teaching Subjects Courses 17
GST Courses ..... 14
TOTAL 39

400 LEVEL
Faculty of Education Courses 14
Primary Education Courses 11
Teaching Subjects Courses 19
TOTAL 44

GRAND TOTAL FOR THE 4 YEAR PROGRAMME 155

54
 COURSES DESCRIPTION PRE-PRIMARY/
PRIMARY EDUCATION (SOCIAL STUDIES)
COURSES
100 LEVEL - FIRST SEMESTER
EDP 101 PHILOSOPHY OF NURSERY EDUCATION:
a. National Policy Provision (NPE 1981)
b. Social Values
c. Language Policy (NPE 1981). Why primary education
is necessary: In-depth discussion on achievement of the
National Policy on Nursery Education. Types of Nursery
Provisions, etc. Mother tongue and English Language in
Pre-School.

EDP 103: PHIILOSOPHY OF PRIMARY EDUCATION IN

NIGERIA:
a. National Policy Provisions on it
b. Policy statement for Junior Primary Schools
c. Recent trends in Primary Education

EDU 101: HISTORY OF EDUCATION

A study of Educational Development and Institutions from
ancient time to the present with particular reference to
evolution of modern education in Nigeria

EDU 103: PHILOSOPHY OF EDUCATION

An introduction to major philosophical ideas, which have
influenced educational thought and practices and the
relevance of these to the development of education in
Nigeria

1. SSE 101: Overview of Social Studies from Historical and

Theoretical Perspective.
The course examines the history of social studies in the
world in general and Nigeria in particular. It also deals with
aims, objectives and curriculum theory as well as the
theory and practice of integrated social studies in Nigeria.

55
2. SSE 102: Philosophy and Scope of Social Studies.
This course discusses the philosophy behind the
introduction; the rational, general and specific objectives,
the scope and sequence are given specific attention.

3. SSE 103: The Structure and Characteristics of man's place

in society
A general study of the earth atmosphere, lithospheric
space and the hydrosphere place. An analysis of the place
of individuals and place in abstract.

4. SSE 104: Introduction to Social Studies Education and

Nationality
This course intends to introduce the concept or the basics
of social studies education and Nationality to the students.
The students are exposed to the basic ideas of social
studies and nationality, that is, the role of Social Studies
Education in relation to National Consciousness. The basic
values of social studies education to the students and
society are also discussed.

5. SSE: 105 Curriculum Development in Social Studies:

Theoretical basis and procedures of social studies
curriculum planning and development and application of
this knowledge to the development of curriculum materials
such as course of study, textbooks workbooks, teacher's
guides and instructional materials for the new policy on
education.
6. SSE 102: Social Interactions in Nigeria:
Social interactions in Nigeria 1500-1800 (Grassland Zone)
1500-1800 (Forest Zone). Political system in precolonial
Nigeria. Social interactions in Nigeria 1914-70.

1. SSE 207: Social Studies Curriculum and Instructions in

Primary and Secondary Schools:
The main components of the social studies curriculum in
the primary Social Studies with emphasis on the
development of cognitive and affecting objectives; space,

56
 time, inquiry communication, resources and social
interaction skills. Also the main component of the Post
Primary Social Studies with a close look at the components
of development of cognitive, affective and skill objectives.

2. SSE 211: Social Studies Method I

Social Studies is an integrated subject that uses
knowledge, skills, values and attitudes from a wide variety
of subject disciplines to change the attitude or behaviour of
learners in order to become more effective citizens of
society. In teaching the methodology, learners are exposed
to the meaning and scope of social studies. Critical
examination of the concepts of teaching and methods as
well as resear:ch findings on methods, selection and
organization of content in social studies and concepts and
generalization of in social studies. The social studies
teacher and the use of instructional material in the teaching
and learning of social studies

3. EDP 301: Nursery/Primary Education Teaching Methods.

Taxonomics of Pre-school projects, type and objectives.
Philosophy' underlying Nursery/Primary Projects.
Approaches based on age, ability, discipline and
environment.
4. EDP 303 Evaluation Techniques in Nursery/Primary
Education Affective, cognitive psychomotor.
1. Nursery Methodology
2. Primary Education Advanced and up-to-date analysis
of teaching strategies. Audio-visual
5. SSM 311: Social Studies Method II
A more detailed study of methods of teaching social
studies. It includes discussion method, inquiry method,
role-playing, resource persons, etc.
A conceptual differentiation between method and learning
experiences. Principles and procedure of scheme of work
and lesson notes. Functions and characteristics of
instructional objectives in social studies as well as
evaluation of outcome in social studies.

57
SECOND SEMESTER
1.EDP 306 Organisation of Nursery/Primary Education with
particular reference to Nigeria.
Detailed procedure; Role of Government Education Law
and School Management
2. EDP 308: Curriculum Development in (a) Pre-Primary
Education (b) Primary Education.
Theoretical principles underlying curriculum planning and
development test, etc.
1. EDP 310: Developmental Psychology of the child:
Cognitive, social and educational stages of development of
the child, (Piaget, Brunner). Personality development:
Freud and Erikson (Psychoanalytic theory)
2. SSE 306: Socio-EconomicActivities in Nigeria
Economic activities performed by persons, firms and
government. Types of economy banks.
3. SSE 329: Nigeria Socio-Political Institutions:
Nigerian culture, identity, socialization of man, marriage
and kinship groups: Primary, secondary and communities.
1.SSE 324: Values, Inquiry, Decision making and Social
Action in Social Studies:
The rationale for value education and review of several
policy making and valuating models leading on to
development of a value inquiry mode that social studies
teachers can use to help students identify and clarify their
values and determine courses of action to be taken on
social issues.
2 . S S E 3 0 6 : U r b a n i z a t i o n , Tr a n s p o r t a t i o n a n d
Communication:
Geographic analysis of urban setting transportation and
communication. Emphasis is on commodity flows, flow of
people and traffic pattern of the country.

3. SSE 308: Finance, and Financial Institutions in Nigeria:

The Economic System of Nigeria. Factors of Production:
Money, History, Function and Types.

58
400 LEVEL
1.EDP 401: Symbolic Play:
A tool for intellectual, social and emotional development.
Motivation reinforcement and reward are major tools for
learning at this level; play must be meaningful to cover what
we want to teach.
2.EDP 403: Pre-Primary/Primary School
Administration/Supervision.
Process of Administration Programme, coordinating,
decision making, stimulating, appraising, etc. supervision
and inspection, styles of supervision and their
effectiveness.

3.EDP 405: Individual Projects: Emphasis should be on relevant

problems of Nursery/Primary Education in Nigeria.

SECOND SEMISTER
1. EDP 406: Pre-school and Primary School projects in Nigeria
and elsewhere.
Examination of relevant projects in Nigeria, USA and UK,
etc

2.EDP 408: Continuous Assessment in Pre-Primary and

Primary Education:
Methods of assessing the cognitive, affective and
psychomotor at the pre-primary and primary school level.

1. SSE 401: Nigeria Administration and Change:

Ecology of Nigerian Administration, the civil service, field
administration, public corporations, politics and changes in
Nigeria. Problems involved in the execution of major
services in Nigeria. Role of bureaucracy in the economy.
National integration and general development process.

2. SSE 403: Nigerian Cultural Patterns and Historic Origin:

A study of the Nigeria social and cultural relations. Sports,
arts and culture. Utilization and conservation of resources
and loyalty to the nation.

59
3. SSE 405: International and Multi-Dimensional Interaction:
Concepts of world power types, Nigeria in international
politics and economic cooperation. International
understanding through social studies.

1. SSE 404: Politics and Government of Nigeria:

The study of politics, power and government. Forms of
government. Major generalization from political
science.Study of social order and its constitutions.

2. SSE 406: Social Studies Problems and Prospects for

national building:
Concepts of culture and identity. Cross-cultural influence,
cultural factors militating against self-reliance and
development. Human rights in Nigeria and human rights
education.

ELECTIVES
1. SSE 407: Evaluation in Social Studies:
An examination or evaluation strategies and techniques in
primary/secondary Social Studies programme.

2.SSE 408: Cognitive Psychology:

Cognitive approach; different models for organisation of
knowledge; visual and auditory cognition problems of
solving language thought; concept and concept formation.

4. SSE 41 0: Sociology of Development:

Examines the various concepts and explanations of
development and under-development, dependency and
post-dependency theories. Recent radical texts by African,
Latin American and Western authors will be examined.
Topics will include imperialism, state and economy, multi-
national corporations, nature of surpluses appropriation,
dualist and anti-dualist debates, etc.

60
B.Ed PRE-PRIMARY AND PRIMARY EDUCATION
(ENGLISH LANGUAGE)

100 LEVEL - FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT
UNIT
GST103 English for Communication Skills 2
GST105 Use of Library 1
GST107 History of Scientific Thinking 1
EDU101 History of Education 2
EDU103 Philosophy of Education 2
EDP101 Introduction to the Philosophy of Nursery Education 2
EDP103 Early Childhood Education Teaching Methods I 2
ENG101 English Language I 2
ENG105 Oral English I 2
ENG103 Language and Society 2
ENL101 Principles and Practice of
Language and Literature Teaching 1
ELECTIVE: (From Social Science) ENG 109 2
TOTAL 18

SECOND SEMESTER
GST102 Environmental Health 1
GST104 English for Academic Purpose 2
GST106 Scientific Thinking 2
EDP102 Pre-Primary School Curriculum 2
EDP104 Primary School Curriculum 2
EDP106 The Role of the Nursery/Primary School
Teacher in Development of children 2
EDU102 Introduction to Educational Psychology 2
GST108 Computer Science 2
ENG102 English Language II 2
ENG104 Introduction to Phonology 2
ENG108 Introduction to Poetry 2
ENG110 Introduction to Nigeria Literature 2
ELECTIVE: Faculty of Arts 2
TOTAL CREDIT UNITS 24

61
SUMMARY:
Faculty of Education Courses 6
Primary Education Courses 12
Teaching Subject Course 12
English Studies Courses 12
TOTAL 42

200 LEVEL - FIRST SEMISTER

GST20 1 Philosophy and Logic 1
EDU201 Sociology of Education 2
EDU203 Curriculum and Instruction 2
EDP201 Nursery/Primary Education Teaching Methods II 2
EDP203 Curriculum Aims and Curriculum Integration in
Nursery/Primary Education in Nigeria 2
EDP205 Origin and Development of Pre-Primary Education 2
ENG201 Phonology of English 2
ENG203 History of English Language 2
ENG207 The African Novel 2
ENG209 African Drama 2
ELECTIVE: An Elective from Social Sciences 2
EDL201 Reading and Studying Skills 2
TOTAL CREDIT UNITS 20

SECOND SEMESTER
GST202 Moral Philosophy and Discipline 1
EDP202 Introduction to the Philosophy of
Nursery/Primary Education in Nigeria 2
EDP206 Pre-School Education in Traditional African Societies 2
EDP208 Planning and Financing of Nursery/Primary
School with reference to Nigeria 2
EDU204 Instructional Technology 2
EDU202 Educational Psychology 2
ENG202 Introduction to Syntax 2
ENG204 Contemporary English Usage 2
ENG208 African Poetry 2
ENG210 Creative Writings 2
EDL202 Language Methods I 2
ELECTIVE: THA214 Children Theatre 3
TOTAL CREDIT UNITS 24

62
SUMMARY:
Faculty of Education Courses 8
Primary Education Courses 13
Teaching Subject Course 13
GSTCourses 1
TOTAL 35
THIRD YEAR - FIRST SEMESTER
EDU301 Educational Statistics 2
EDU303 Curriculum Studies I 2
EDU309 Intro to Guidance and Counselling 2
EDP301 Nursery/Primary Education Teaching Methods I 2
EDP303 Evaluation Techniques to Nursery/Primary Education 2
ENG303 Introduction to Sociolinguistic 3
ENG309 Creative Writing 3
ENG305 Introduction to Semantics 3
ENG301 African Women Writers 3
EDL301 Language Methods II 2
TOTAL CREDIT UNITS 24
SECOND SEMESTER
EDU 302 Educational Research Methods 2
EDU 304 Curriculum Studies II 2
EDP 306 Organisation of Nursery/Primary Education with
particular reference to Nigeria 3
EDP 308 Curricular Development in (a) Pre-Primary
(b) Primary Education 2
EDP 310 Developmental Psychology of the Child 2
ENG 302 Introduction to Psycholinguistics 3
ENG308 Selected Nigerian Writers 3
EDL 302 Remedial Reading Instruction in Primary
and Secondary Schools 1
ELECTIVE:
THA318 Drama in Education 3
TOTAL CREDIT UNITS 23
SUMMARY
Faculty of Education Courses 8
Primary Education Courses 13
Teaching Subject Course 15
GSTCourses
TOTAL 36

63
400 LEVEL - FIRST SEMESTER:
EDU 403 Educational Research Methods 2
EDU 401 Teaching Practice 6
EDP 401 Play, a Symbolic Tool for Intellectual, Social
and Emotional Development 2
EDP 401 Pre-Primary/Primary School Education
Administration/Supervision 2
ENG 401 Speech Writing 3
ENG 403 Multilingualism 3
EDL403 English Language and Literature Tests 2
TOTAL CREDIT UNITS 20

SECOND SEMESTER
COURSE CODE COURSE TITLE CREDIT UNITS
EDU 402 Research Projects 6
EDP 406 Pre-School and Primary School Projects in
Nigeria and elsewhere 3
EDP 408 Continuous Assessment in Pre-Primary/Primary
Education in Nigeria 2
ENG 402 Language and National Development 3
ENG 404 Stylistics 3
ENG 41 0 The Short Story 3
ELECTIVE:
THA438 Drama Techniques for the classroom 3
TOTAL CREDIT UNITS 20

64
 B.Ed PRE-PRIMARY/PRIMARY EDUCATION
(ENGLISH LANGUAGE)
EDP 101: Philosophy of Nursery Education in Nigeria
(a) National Policy Provision (NPE 1981)
(b) Social Values
(c) Language Policy (NPE 1981)
Why Pre-Primary Education is necessary, in-depth,
discussion on achievement of the National Policy on
Nursery education, Types of Nursery Provisions, etc
Mother tongue and English Language in Pre-school.

EDP 103: Philosophy of Primary Education in Nigeria

(a) National Policy Provisions on it.
(b) Policy statement for junior primary school
(c) Recent trends in primary education

EDU 101: History of Education in Nigeria

EDU 103: Philosophy of Education in Nigeria

ENG 101: English Language I

This course is designed to explore the student's feature of
English grammatical structure in a fairly practicals way;
particular attention will be paid to such aspects as sentence
phrase structures, clause types and inter-sentential
relations. The aim is to improve student's proficiency in
English by indirectly highlighting their areas of grammatical
competency vis-a-vis communicative effectiveness.

ENG 103: Language and Society

This course is and examination of the role of language as
the foundation of society, linguistic verse, social categories,
the grammar of social integration, whorfianism, etc.

EDL 101: Principles and Practice of Language and Literature

Teaching
The course focuses on issue of language and literature
teaching. Particular attention will be paid to the principles

65
 involved and evaluation of English Language/Literature in
English in a second language context.

EDP 102: Pre-Primary School Curriculum

(a) Child Centered Curriculum, a myth or reality
(b) Activity Curriculum
(c) The Experience Curriculum
(d) The integration Curriculum
(e) The place of playas a medium of instruction
EDP 104: Primary School Curriculum
(a) Subject Integration approaches ( Social Studies,
Integrated Science) for development of social
responsibilities realization of full potentials.
(b) Development of functional skills through Mathematics,
Science, English Language, etc.
(c) Developing Creative Thinking through Mathematics,
Science, English Language, etc
(d) Flexibility and balance in the curriculum

EDP106: Pre-School Language Development

(a) The listening skills
(b) The speaking skills
(c) Writing skills
(d) Reading skills
(e) Interrelationship of language skills

EDP 110: The Role of the Nursery/Primary school teachers in

language teaching
(a) Teacher as facilitator of learning
(b) Teacher as model, etc
(c) Teacher qualification and competency

ENG 102: English Language II

This course is a continuation of English 101. It will explore
in greater details the theories of grammar and their
application.

66
ENG 104: Introduction to Phonology
This course introduces students to phonetics including a
general classification of speech sounds in order for
students to acquire the ability to analyze the sound systems
of languages. Laboratory lessons and tape-record speech
analysis will complement.

ENG 108: Introduction to Poetry

An introductory course on the nature, form, and
characteristics of Poetry, through selected poems.
Students will be guided to acquire the tools and techniques
of the course.

ENG 110: Introduction to Nigerian Literature

The aim of this course is to introduce students to the major
genres of Nigerian literature and socio-political conditions
that have influenced their development. Attention will be
drawn to the changes in scope and pre-occupation of the
Nigerian artists involved over the years.

EDP 201: Nursery/Primary Education Teaching Methods II

An examination of pre-school learning styles, teaching
methods, theories of teaching children, Rousseau"
Pesstalozzi, Froebels
EDP 203: Curriculum Aims and Curricular Integration in
Nursery/Primary Education in Nigeria.
An examination of traditional conception of education aims,
changing aims, changing concepts and approaches to
curriculum planning.

EDP 207: Origin and Development of Pre-Primary Education

In Nigeria
Origin of Pre-primary education in selected countries and in
Nigeria

ENG 207: Phonology of English

To study in details the segmental and non-segmental
phonemes of English and their organization as concrete

67
 discourse. This will be supplemented with appropriate
practicals exercise with a view to improving students'
perception and production of these sounds. Students will
also be introduced to various approaches to the
descriptions of English phonology (phonemic, prosodic,
generative)

ENG 207: The African Novel

An examination of the development of African novel from
the beginning the present day involving a detailed study of
selected texts to highlight features characterizing this
literary type. The course will cover the major regions of
Africa.

SECOND SEMESTER
1.EDL 201: Reading and Study Skills (2 Units)
The course is aimed at developing in prospective teachers
the basic reading and study skills they need to succeed in
their academic work.

2. EDL202: Language Method I (2 Units)

This course is introduced to acquaint students with how to
handle the basic communication skills at the classroom
level. Emphasis is placed on the teaching of the four
language skills in the primary and post-primary schools.
3. EDU 204 Contemporary Issues in Nigerian Education(2)

4. EDP 204: Introduction to the Philosophy of Nursery and

Primary Education.
The theoretical rationale for Nursery/Primary education.
The nature of the child, his need, nature of knowledge, etc.

5. EDP 206: Pre-School Education in Traditional African

Society.
The nature of the African family system, pregnancy and
rate of child acquisition of attitudes and skills, teaching
styles, language, development of character and
personality.

68
6. EDP 208: Planning and Financing of Nursery/Primary
School with particular reference to Nigeria:
Costing of education, involving data collection for
educational planners, staffing, training programme. Pupils
populations, purpose of education, resources, certification,
structure, etc.

7. ENG 204: Contemporary English Usage

The focus will be on English usage, English speaking
communities, attitudes to usage, the notion of correctness
verses grammaticalness variation in use and uses and
problems of defining English world wide.

8. ENG 208: African Poetry

A study of the origin and development of writing poetry on
Africa covering its major regions. Attention will be paid to
specific terms of the African pioneer poets and the younger
generation poets.

ELECTIVE:
1. THA214: Children's Theatre
The students learn through play making and performance
perspectives, the objectives, purposes and values of
drama. Emphasis is laid on creative techniques in drama
such as game and theories, role-playing, story-telling,
teaching strategies, theories of the arts, music and
puppetry, especially in relation to children and adolescence
activities. Exercises are used to illuminate the foundations
of learning through drama in selected schools.

300 LEVEL - FIRST SEMESTER

1. EDL 301 : Language Methods II (2 Units)
The course is a continuation of EDL 202. It will explore in
great detail the teaching of all genres of Literature in
English, English grammar and Reading.

2.EDL 302: Remedial Teaching Instruction in Primary and

Secondary Schools (1 Unit)
The objective is to expose prospective teachers to teaching
problems that abound in primary and secondary school

69
 students and to teach them effective methods and
techniques of teaching remedial teaching to students with
reading problems Philosophy underlying Nursery/Primary
projects learning approaches based on age, ability,
discipline and environment.

4. EDU 309: Introduction to Guidance and Counselling

This is a faculty based course that aims at preparing all
education students to provide first-aid guidance services in
schools. The course includes areas such as: Concepts of
Guidance and Counseling, general professional
counseling differences, guidance services in schools
principles of guidance and counseling and team work in
school guidance and counseling, among others.

5.EDP 303: Evaluation Techniques in Nursery and Primary

Education.
The concepts of evaluation in Nursery/Primary Education
Affective, cognitive and psychomotive.

6. ENG 303: Introduction to Applied Linguistics

This is an introductory course on the systematic study of
language as a social phenomenon, language and social
change, the social context of speech and the functions,
language varieties from the speaker’s view point, language
attitudes, etc.

1. EDP 306: Organization of Nursery/Primary education with

particular reference to Nigeria.
Detailed procedure; role of government education law and
school management.

2. EDP 308: Curriculum Development in (a) Pre-Primary (b)

Primary education
The practicals principles underlying curriculum planning
and development assessment test.

3. EDP 31 0: Developmental Psychology of the Child

Cognitive development of the child. (Piaget/Brunner)
Personality development (Psycho-analytical theory)

70
4. ENG 302: Introduction to Applied Sociolinguistics.
This course introduces students to contextual and
situational usages.

5.ENG 308: Selected Nigerian Writers

This course is designed to expose students to Nigerian
Writers with particular attention to how each of those
selected grapples with political and cultural issues of
his/her time. A comparative study of the first and second
generation writers will b e conducted.

ELECTIVE:
1. THA314: Drama in Education
A study of the usage of drama and dramatic performance to
communicate, to build personality, character and career,
with the application of counseling and teaching techniques
in staging contexts.

400 LEVEL - FIRST SEMESTER

1. EDP 401: Symbolic Play:
A tool for intellectual, social and emotional development.
Motivation, reinforcement and reward are major tools for
learning at this level; play must be meaningful to cover what
we want to teach.

2. EDP 403: Pre-Primary/Primary School Administration in

Nigeria
Programming, coordination, decision making, stimulation
appraising the supervision and inspection styles of
supervision and inspection, styles of supervision and their
effectiveness.

3.EDP 405: Individual Projects (6 credits)

Emphasis should be on relevant problems of
Nursery/Primary Education in Nigeria

4. ENG401 Speech Writing

This course is designed to introduce students to the mode
and techniques of speech writing especially as a
communicative skill.

71
5. ENG 403: Multilingualism
Students will be taught necessary skills in order to handle
English as second language side by side with other
languages so as to improve their ability to use English in a
multilingual situation.

6. EDU 401: Students Teaching Practice

7. EDU 402: Research Project

SECOND SEMESTER
1. EDL 401: Language Testing
The course is introduced to introduce students to the
principles and process of testing in English Language and
Literature in English. It will examine in great detail the
various test instruments and how to design and construct
them.

2. EDP 406: Pre-School and Primary school projects in Nigeria

and elsewhere.
Examination of relevant projects in Nigeria, USA, UK, etc.
3. EDP 408: Continuous Assessment in Pre-Primary and
Primary Education.
Method of assessing the cognitive, effective and
psychomotor at the pre-primary and primary school level.

4. ENG 402: Language and National Development

This course focuses on the constraints placed on national
development by the linguistic education in developing
African nations, language being the most effective means
of human communication and the cornerstone of mass
participation in the development process.

5. ENG 410: The Short Story

This course introduces the short story as a major segment
of the world's literary output from its origin in folklore, its
position and effectiveness as a forum of fiction.

72
ELECTIVE:
1. THA438: Drama Techniques for the Class room
Essentially a course which elaborates the implications and
methods of teaching as a performing art emphasizing the
methods of confidence building, planning and using
ordered work programme.

73
B.Ed PRE-PRIMARY AND PRIMARY EDUCATION
(ENGLISH LANGUAGE)
SUMMARY OF COURSES

100 LEVEL
Faculty of Education Courses 6
Pre-Primary/Primary Education Courses 12
Teaching Subject Courses 12
GSTCourses 12
TOTAL 42

200 LEVEL NO OF CREDIT UNITS

Faculty of Education Courses 8
Pre-Primary/Primary Education Courses 13
Teaching Subject Courses 13
GST Courses 5
TOTAL 39

300 LEVELNO OF CREDIT UNITS

Faculty of Education Courses 6
Pre-Primary/Primary Education Courses 13
Teaching Subject Courses 15
GST Courses 4
TOTAL 38

400 LEVEL NO OF CREDIT UNITS

Faculty of Education Courses 14
Pre-Prfmary/Primary Education Courses 11
Teaching Subject Courses 15
TOTAL 40

74
 B.Sc(Ed.) PRE-PRIMARY AND PRIMARY
EDUCATION (MATHEMATICS)
100 LEVEL - FIRST SEMESTER
GST 101 Nationalism 2
GST 103 English for Communication Skills 2
GST 105 Use of Library 1
GST 107 History of Scientific Ideas 1
EDU 101 History of Education 2
EDU 103 Philosophy of Education 2
EDP 101 Introduction to the Philosophy of
Nursery/primary education in Nigeria 2
EDP 103 Early Childhood Education in Nigeria 2
MTH 101 Elementary Maths I 3
MTH 131 Statistics for Physical Electric and Engineering 3
ELECTIVE
COM 101 Introduction to Computer 3
TOTAL CREDIT UNITS 22

SECOND SEMESTER
GST 1 04 English fore Academic Purposes 2
GST 108 Computer Science 1
GST 102 Environmental Health 1
EDU 102 Introduction to Educational Psychology 2
EDP 102 Pre-primary school curriculum 2
EDP 104 Primary School Curriculum 2
EDP 106 The role of Nursery/Primary School
Teacher in Language development 2
MTH 102 Elementary Maths II 3
MTH 104 Elementary III 3
EDM 102 Primary/Secondary School Mathematics 2
ELECTIVE: Take a 3 credit unit course from Physics Dept.
TOTAL CREDIT UNITS 23

SUMMARY:
Faculty of Education Courses 6
Pre-Primary/Primary Education Courses 10
Teaching Subject Courses 13
GST Courses 12
TOTAL 41

75
200 LEVEL - FIRST SEMESTER
GST 201 Philosophy and Logic 2
EDU 201 Sociology of Education 2
EDU 203 Curriculum and Instruction 2
EDP 201 Nursery/Primary Education Teaching Methods II 2
EDP 203 Curriculum aims and curricular integration
in Nursery/Primary Education 2
EDP 205 Origin and Development of Pre-Primary Education 2
MTH 203 Set, Logic and Algebra 3
MTH 231 Probability 2
MTH 241 CMP Programme I 3
ELECTIVE: MTH 201 Mathematical Methods 2 hrs 2
TOTAL CREDIT UNITS 20
SECOND SEMESTER
GST 202 Moral Philosophy and Discipline 1
EDU 202 Educational Psychology 2
EDU 204 Instructional Technology 2
EDP 204 Introduction to Philosophy of Nursery
and Primary Education in Nigeria 2
EDP 206 Pre-School Education in Traditional African Society 2
EDP 208 Planning and Financing of Nursery
and Primary Schools 2
MTH 202 Intro to Numerical Analysis 3
MTH 204 Real Analysis 4
MTH 208 Elementary Differential Equation I 3
EDM 202 Mathematics Methods I 2
ELECTIVE: MTH 232 Inferences II 3
TOTAL CREDIT UNITS 21

300 LEVEL - FIRST SEMESTER

EDU 301 Educational Statistics 2
EDU 303 Curriculum Studies I 2
EDU 309 Guidance and Counseling 2
EDP 301 Nursery/Primary Education Teaching Methods I 2
EDP 303 Evaluation Techniques in Nursery/Primary Education 2
MTH 303 Complex Analysis 3
MTH 307 RealAnalysis 3
MTH 311 AbstractAlgebra I 3
EDM 311 Primary Maths Methods 2

76
ELECTIVE: Take a 2 credit unit course from Faculty of
Social Science
TOTAL CREDIT UNITS 23

SECOND SEMESTER
EDU 302 Educational Research Method 2
EDU 304 Curriculum Studies II 2
EDP 306 Organization of Nursery/Primary Education
with particular reference to Nigeria 2
EDP 308 Curriculum Development in (a) Pre-Primary
(b) Primary Education 2
EDP 310 Developmental Psychology of the Child 2
MTH 302 Elementary Differential Equations II 3
MTH 304 Complex Analysis II 3
MTH 306 Abstract Algebra II 3
EDM 302 Mathematics Methods II 3
ELECTIVE: SOS312: Sociology of Health and Illness behaviour.
TOTAL CREDIT UNITS 21

SUMMARY:
Faculty of Education Courses 10
Pre-Primary/Primary Education Courses 12
Teaching Subject Courses 22
TOTAL CREDIT UNITS 44

400 LEVEL - FIRST SEMESTER

EDU 401 Teaching Practice 6
EDU 403 Test and Measurement 2
EDP401 Play; A SymbolicTool for Intellectual,
Social and Emotional Development 2
EDP 403 Pre-Primary/Primary School in
Administration/Supervision in Nigeria 2
MTH 401 Ordinary Differential - Equations 3
MTH 403 Functional Analysis .3
EDM 401 Problem Solving 1
ELECTIVE: Medical Sociology 2
TOTAL CREDIT UNITS 20

77
SECOND SEMESTER
EDU 402 Research Project 6
EDP 406 Pre-School and Primary School Projects in Nigeria 3
EDP 408 Continuous Assessment in
Pre-Primary/Primary Education 2
MTH 402 Partial Differential Equations I 3
MTH 404 Lebesque Measurement and Integration 3
TOTAL CREDIT UNITS 17

SUMMARY:
Faculty of Education Courses 14
Pre-Primary/Primary Education Courses 9
Teaching Subject Courses 14
TOTAL 37

78
 DESCRIPTION OF COURSES B.Sc (Ed) PRE-
PRIMARY (MATHEMATICS)
1. EDP 101: Philosophy of Nursery Education
(a) National Policy Provision (NPE 1981)
(b) Social Values
(c) Language Policy (NPE 1981)
Why Pre-Primary Education is necessary: In-depth
discussion on achievement of the National Objectives on
Nursery Education, Types of Nursery provisions etc.
Mother tongue and English Language in Pre-School.

2. EDP 103: Philosophy of Primary Education:

(a) National Policy Provision on it
(b) Policy statement for Junior Primary School
(c) Recent trends in Primary Education

3. EDU 101: History of Education

4. EDU 103: Philosophy of Education

5. MTH 101: Elementary Mathematics I:

(Algebra I Trigonometry) Elementary set theory, subjects
union, intersection, complements, venn diagrams. Real
numbers integers, rational and irrational numbers;
mathematics induction real sequences and series, theory
of quadratic equations, binomial theorem. Complex
numbers; algebra of complex numbers, the argrand
diagram. D. Moivre's theorem, nth roots of unity. Circular
measure, trigonometric functions of angles of any
magnitude, addition and factors formulae.

6. EDP III Primary Mathematics Methods (3 credits)

The course will expose students to current methods of
teaching numbers using the operation of addition,
subtraction, multiplication and division. Factors, primes,
fractions, percentages, etc will be included. Time, length,
capacity, and graphs as well as knowledge of areas. Angle,

79
 circles and some elementary statistics, geometry and
probability will be included. Learning theories will form part
of the programme.

7. MTH 145: Introduction to Computer Science

History of computers, functional components of computers,
characteristics of a computer, problem solving, flow charts,
algorithms, computer programming. Statements, symbolic
names, arrays, subscripts expressive and control
statements. Introduction to Basic or FORTRAN
programming language, computer applications.

SECOND SEMESTER
1. EDP102: Pre-Primary School Curriculum (3units)
(a) Child centered curriculum, a myth or reality.
(b) Activity curriculum
(c) The experience curriculum
(d) The integrative curriculum
(e) The place of playas medium of instruction.

2.EDP 104: Primary School Curriculum

(a) Subject integration approach (Social Studies,
Integrated Science)For development of social
responsibilities realization of full potentials
(b) Development of functional skills through Mathematics,
Science, English language, etc
(c) Development creative thinking through Arts, Crafts,
Drums, Literature and Music.
(d) Flexibility and balance in the curriculum

3. EDP 106: Pre-School Language Development

(a) The listening skills
(b) The speaking skills
(c) Reading skills
(d) Writing skills
(e) Interrelationship of language skills

80
4. EDP 110: The role of the Nursery/Primary School Teacher in
language teaching
(a) Teachers as facilitators of learning
(b) Teachers as models, etc
(c) Teacher qualification and competency.

5. MTH 102: Elementary Mathematics II (Vectors, geometry

and dynamics)
Geometric representation of vectors in 1-3 dimensions,
components, direction cosines. Scalar and vector products
of two vectors. Differential and integration of vectors with
respect to scalar variable. Two dimensional co-ordinate
dynamics geometry, straight lines, circles, rectangle,
ellipSe, hyperbole tangents, Kinematics of a particle.
Components of velocity and acceleration of a particle
moving on a plane. Force momentum, law of motion under
gravity, projection listed and motion elastic string. Simple
pendulum, impulse, impact of two smooth spheres and of a
sphere on a smooth sphere, vector equations of line and
planes.

6. MTH 132: Statistics for Physical Science and engineering

Measure of location and dispersion in simple and grouped
data exponentials.
Element of probability and probability distributions normal,
binomial distributions. Estimation and tests of hypotheses
concerning the parameters of distributions, regression,
correlation and analysis of variance contingency table

1. EDM 102: Primary/Secondary School Mathematics

Effective coverage of selected topics in Primary/Secondary
School Mathematics Curriculum. These include topics that
are normally considered as difficult and often avoided by
Mathematics teachers.

2. EDP 201: Nursery/Primary Education Teaching Methods II

An Examination of Pre-school learning styles, teaching
methods theories of teaching children, Rousseau,
Pestalozzi, Froebels, etc.

81
3. EDM 202: Mathematics Methods I (2 credit units)
History of Mathematics, Mathematics and everyday life,
psychological theories of learning related to Mathematics,
contemporary issues in secondary school Mathematics
curriculum and instructional aids.
4.EDP 203: Curriculum aims and curriculum integration in
Nursery/Primary Education.
An Examination of traditional conception of education aims
changing concepts and approaches to curriculum
planning.
5. MTH 203: Set, Logic and Algebra
Introduction to the language and concepts of modern
Mathematics.
Topics include Basic set theory mappings, relations,
equations: and other relations, Cartesian product. Binary
methods of proof, binary operations. Algebraic structures,
semi groups, rings integral domain, fields, rationale and
complex numbers.
6. MTH 213: Elementary Mathematics III
Functions of a real variable graphs limits and idea of"
change.
Techniques of differentiations. Extreme course sketching, .
integration as an inverse of differentiation. Methods of
integration, definite integrals. Application to areas and
volumes.
7 .MTH241: Computer Programming
Introduction to problem solving methods and algorithm
development, designing, coding, debugging and
documenting programs using techniques of good
programming language and a widely used programming
language should be used in teaching the above.
SECOND SEMESTER
1.EDP 204: Introduction to the Philosophy of Nursery and
Primary Education. The Theoretical rationale of
Nursery/Primary Education. The nature of the child, his
needs, nature of knowledge, etc

82
2. EDP 206: Pre-school Education in Traditional African
Societies.
The nature of the African family system, pregnancy and
rate of child acquisition of attitudes and skills; teaching
styles, language development and development of
character and personality.

3.EDP 208: Planning and Finance of Nursery/Primary School

with particular reference to Nigeria.
Costing of Education, involving data collection for
educational planners. staffing, training and retraining
programmes. Pupil's populations, purpose of education,
resources, certification, structure, etc.

4.MTH 202: Introduction to Numerical analysis

Solution of algebraic and transcendental equations, Curve
fitting. Error analysis interpretation and approximation.
Zeros of non-linear equations of one variable system of
linear equations. Numerical differentiation and integratial
equations. Value problems for ordinary different equation.

5.MTH 204: Real Analysis

Real numbers countability, bounds sequences, limit of a
sequence, Endk theorems. Monotone sequences, the
theorem of nested interval study sequences of series, and
rearrangements. Completeness of rational continuity and
differentially of functions,' R Rolle's and means value
theorems for differentiable functions, Taylor series. Vector
derivatives, direction derivative, partial derivative, local
Maxima and Minima.

6.MTH 208: Elementary Differential Equation I

First order ordinary equations. Existence and uniqueness
second order ordinary differential equations with constant
co-efficient. General theory of 17th order linear equations.
Laplace transform, solution of initial value problems by a
laplace transform method.

83
7.MTH 232: Inference II
Use the neyman-peson lemma, Hypothesis testing, he
power of a test point and interval estimation. (Testing and
estimation of large samples and in some standard small
samples situations) binomial person, normal contingency
tables, Goddness of fit tests.

300 LEVEL
1. EDP 301: Nursery/Primary Education Teaching Methods II
Taxonomic of Pre-school projects, type and objectives.
Philosophy underlying Nursery/Primary projects, type and
objectives. Philosophy underlying Nursery/Primary
projects learning approaches based on age, ability,
discipline and environment.

2. EDM 302 Mathematics Methods II (2 credits)

Problems of Primary/Secondary Mathematics teaching
and learning, strategies for teaching Primary/Secondary
School Mathematics, Mini teaching and classroom
observation in Mathematics.

3.EDP 303: Evaluation Techniques in Nursery/Primary

Education.
The concept of evaluation of Nursery/Primary Education.
Affective, cognitive and psychomotive evaluation.

4.MTH 303: Complex Analysis

Functions of a complex variable. Deviating the Cauchy-
Riemann equations. Analytic functions. Bilinear
administration conferred mappings. Contour integrals.
Cauchy's theorem and its main consequences.
Convergence of sequences and series of theorem
functions of a complex variable. Power series. Taylor
series.

5.MTH 307: Real Analysis II

Riemann integral of functions, R) R continuous
monopositive functions. Functions of bound variation. The
Riemann sterilities integral point, wise and uniform

84
 convergence of sequences and series of functions R.) R.
effects on limits (sums) when the functions are continuous
differentiable or Riemann integrable.

6.MTH 311 : Abstract Algebra I

Group definition, examples including permulation groups.
Sub-groups, cosets. Languages theorem and applications.
Cyclic groups. Rings definition examples including E. Zn
rings of polynomials and maltrice. Integral domains fields.
Polynomial rings, factorization. Euclidean algorithm for
polynomials. HCF and LCM of polynomials.

SECOND SEMESTER
1.EDP 306: Organization of Nursery/Primary Education with
particular reference to Nigeria.
Detailed procedure; Role of Government Education; Law
and School Management.

2.EDP 308: Curriculum Development in (a) Pre-Primary

Education (b) Primary Education.
Theoretical principles underlying Curriculum Planning and
Development Assessment test, etc

3. EDP 310: Developmental Psychology of the child

(Cognitive) Social and Educational stages of development
of the child, (Piaget, Brunner). Personality development.
Freud and Eriksson (Psychoanalytic theory).

4. MTH 304: Complex Analysis

Taurent expansion isolated singularities and residues.
Residue theorem, calculus of residue, and application to
evaluation integrals and to summation of series, maximum
modulus principles, augment principles, Rouche's
theorem. The fundamental theorem of algebra. Principle of
analytical continuation, multiple valued functions and
Riemann surface.

85
5. MTH 306: Abstract Algebra II
Normal subgroups and quotient groups. Monomorphic
isomorphism theorems. Calvay's theorems. Direct
products. Groups of small order. Group acting on sets.
Slow theorems. Ideal and quotient rings. P.I.D's, UED's
Eudlid rings. Irredudibility. Field extensions degree of an
extension. Straight edge ant! compass constructions.

400 LEVEL:
FIRST SEMESTER
1. EDP 401: Symbolic play; a tool for intellectual, social and
emotional development.
Motivation reinforcement and reward are major tools for
learning at this level; play must be mean i ngfu I to cover
what we want to teach.

2. EDP 403: Pre-primary/Primary School

Administration/Supervision.
Processes of Administration Progrmming, coordinating,
decision making, stimulating, appraising, etc. Supervision
and inspection, styles of supervision and their
effectiveness

3. EDP405Individual Projects (6 credits)

Emphasis should be on relevant Problems of
Nursery/Primary Education in Nigeria.

4. MTH 401: Ordinary Differential Equations I

The general first order equation, existence and uniqueness
theorems singular points. Different inequalities. Stability,
Liapanov theory, Green’s function, periodic solutions,
special topics.

5. EDM 401: Problem Solving (1 credit unit)

Definition of Mathematics problem, Problem Solving,
Models for Problem Solving (polya, krulick and Rudrick,
Scopes, Rubenstein) and various strategies for Problem
Solving.

86
SECOND SEMESTER
1.EDP 406: Pre-school projects in Nigeria and elsewhere.
Examination of relevant projects in Nigeria, USA and UK,
etc.
2.EDP 408: Continuous Assessment in Pre-primary and
Primary Education.
Methods of assessing the cognitive, affective and
psychomotor at the pre-primary and primary school levels.
3.MTH 402: Partial Differential Equations
Inequalities, correctness, uniqueness, Figen functions,
eigenvalues, construction of formal solutions, properties of
solutions.
4.MTH 404: Lebesque Measure, and Integrals.
Lebesque measure, measurable and non-measurable
sets, measurable functions. The integral convergence of
theorems.
SUMMARY OF COURSES
100 LEVEL NO OF CREDIT UNITS
Faculty of Education Courses 6
Pre-Primary/Primary Education Course 10
Teaching Subject Courses 18
GST Course 12
200 LEVEL NO OF CREDIT UNITS
Faculty of Education Courses 8
Pre-Primary/Primary Education Courses 12
Teaching Subject Course 23
GST Course 3
TOTAL 46
300 LEVEL NO OF CREDIT UNITS
Faculty of Education Courses 10
Pre-Primary/Primary Education Courses 12
Teaching Subject Courses 22
TOTAL 44
400 LEVEL NO OF CREDIT UNITS
Faculty of Education Courses 14
Pre-Primary/Primary Education Courses 9
Teaching Subject Courses 14
TOTAL 37

87
GRAND TOTAL FOR 4 YEARS = 173 CREDIT UNITS
B.Ed PRE-PRIMARY AND PRIMARY EDUCATION
(SCIENCE)
100 LEVEL - FIRST SEMESTER
GST 101 Nationalism 2
GST 103 English for Communication skills 4
GST 105 Use of Library 1
GST 101 History of Scientific Ideas 1
EDU 101 History of Education 2
EDU 103 Philosophy of Education 2
EDP 101 Introduction to the philosophy
of Nursery Education in Nigeria 2
EDP103 Early childhood Education Teaching Methods 2
PSC 101 Man, Energy, and Environment 3
PSC 103 Nature of Matter 3
TOTAL CREDIT UNITS 22

SECOND SEMESTER
GST102 Environmental Health 1
GST 104 English for Academic 2
GST 106 Purpose Scientific Thinking 1
GST 108 Computer Science 2
EDU 102 Introduction to Educational Psychology 2
EDP 102 Pre-primary School Curriculum 2
EDP 104 Primary School Curriculum 2
EDP 106 The role of the Nursery/Primary School
Teacher in Language Development 2
ISC 102 Maths for Science 3
ISC 104 Cycles in Nature 2
PSC 106 Transport Control and Development in Living Things2
ELECTIVE: Take a 4 unit course either PHY 102 or CHM 102 4
units
TOTAL CREDIT UNITS 24

200 LEVEL - FIRST SEMESTER

GST201 Philosophy and Logic 1
EDU201 Sociology of Education 2

88
EDU203 Curriculum and Instruction 2
EDP201 Nursery/Primary Education Teaching Motheds 2
EDP203 Curriculum and Integration
in Nursery/Primary Education 2
EDP205 Origin and Development of Nursery
/Primary Education 2
PSM201 Primary Science Methods 2
PSC201 Energy and Particles 3
ISC201 Growth and Change 3
ELECTIVE:
PSC203 The Universe
PSC205 Fundamentals of Living Things

200 LEVEL - SECOND SEMESTER

GST 202 Moral Philosophy and Discipline 1
EDU 202 Educational Psychology 2
EDU 204 Instructional Technology 2
EDP 206 Pre-school Education in Traditional African Societies 2
EDP 208 Planning and Financing Nursery/Primary
School with particular reference to Nigeria 2
ISC202 Variation and Adaptation 2
ISC 204 Environmental Management 3
PSC 202 Chemical Energies 3
ELECTIVES:
Take MTH 246 2 credit units and one other 3 credit unit
TOTAL CREDIT UNITS 22

300 LEVEL - FIRST SEMESTER

EDU 301 Educational Statistics 2
EDU 303 Curriculum Studies I 2
EDU 309 Introduction to Guidance and Counseling 2
EDP 301 Nursery/Primary Education Teaching Methods I 2
EDP 303 Evaluation Techniques in Nursery/Primary Education 2
PSC 303 Global Ecology 2
PSC 305 Carbon and its compounds 3
PSM 301 Primary Science and Methods II 2
ELECTIVES:

89
ISC 303 Integration of matter in the environment 2
TOTAL CREDIT UNITS 19
SECOND SEMESTER
EDU 302 Educational Research Method 2
EDU 304 Curriculum Studies II 2
EDP 306 Organization of Nursery/Primary Education
With particular reference to Nigeria 3
EDP 308 Curriculum Development in (a) Pre-Primary
(b) Primary Education 2
EDP 310 Developmental Psychology of the child 2
PSM 302 The Primary School Science Laboratory 2
PSC 302 Improvisation Techniques in Primary Science 3
ELECTIVES:
EDA 308 Introduction to Educational Administration
and School Management 2
PSC 306 Statistics and Dynamics 3
TOTAL CREDIT UNITS 22

400 LEVEL - FIRST SEMESTER

EDU 401 Teaching Practice 6
EDU 403 Test and Measurement 2
EDP 401 Play, a Symbolic Tool for Intellectual
Social and Emotional Development 2
EDP403 Pre-Primary/Primary School
Administration/Supervision 2
ISC 401 Continuity in Nature 2
PSC 403 Process of Life 2
ELECTIVE:
EDA411 Educational Administration
and School Management II 2
TOTAL CREDIT UNITS 20

SECOND SEMESTER
EDU 402 Research Project 6
EDP 406 Pre-school and Primary School
Projects in Nigeria and elsewhere 3
EDP 408 Continuous Assessments in
Pre-primary/Primary Education 2
PSM 402 Issues in Primary Science Education 2

90
ISC 402 Natural Resources in the Environment 3
PSC 404 Metals 2
PSC 406 Advanced Seminar in Primary Science 2
ELECTIVES:
ISC 408 Global Ecology 2
TOTAL CREDIT UNITS 22

91
 DESCRIPTION OF FACULTY CORE COURSES
EDU 101: HISTORY OF EDUCATION
A study of educational development and institutions from
ancient time to the present with particular reference to
evolution on modern education in Nigeria.

EDU 103 PHILOSOPHY OF EDUCATION

An introduction to major philosophical ideas which have
influenced educational thought and practices and the
relevance of these to the development of education in
Nigeria

EDU 102 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

This is faculty based course designed to introduce all
education students to the basic elements of psychology as
it is applied to teaching and learning processes. It covers
areas such as learning, theories of learning and motivation,
individual differences and personality development among
others.

EDU 201: SOCIOLOGY OF EDUCATION (2 credit units)

And examination of the school as a micro society. A study of
the school as a component of the large society as well as
the interdependence of the' school and the larger society.

EDU 203: CURRICULUM AND INSTRUCTION (2 credit units)

Introduction to the school curriculum with particular
reference to primary and secondary schools general
principles and methods of instruction, communication in
instruction, and introduction to the teaching profession

EDU 202: EDUCATIONAL PSYCHOLOGY (2 credit units)

This course covers the broad areas of general psychology
development. Psychology and human learning.

EDU 204 INSTRUCTIONAL TECHNOLOGY (2 credit units)

General principles of selection and use of audio;-visual
materials. Techniques for production/improvisation of in

92
 instructional material e.g. pictures manipulation, dry
mounting, rubber cement/gum, outing, and lettering
(stencil and mechanical). Operation of equipment e.g.
overhead, opaque slide and film projector, duplicating
scanner and photocopier machines and tape recorders.

EDU 301 EDUCATIONAL STATISTICS (2 credit units)

An introduction to basic statistics, both descriptive and
inferential. Organization and analysis of collected data in
educational problem. Approximations; Measures of central
tendency (mean, median and mode), representation of
data (bar charts, pie charts histogram, relative frequency
curve, ogives), measure of variability and correlations.
Introduction to hypothesis testing.

EDU 303 CURRICULUM STUDIES I (2 credit units)

An in-depth exposure of students to the concept of
curriculum; its foundations and their policy implications,
pattern/models of curriculum organization/design.
Application to the Nigerian education system to be
emphasized

EDU 302 EDUCATIONAL RESEARCH METHODS (2 credit

units)
An experience in problem identification, types, design, data
gathering, processing, analyzing, interpreting and
reporting in educational context.

EDU 304 CURRICULUM STUDIES II (2 credit units)

A detailed treatment of educational objectives and their
form and types, their significance in curriculum and
instruction. Curriculum evaluation and revision. A review of
Nigerian primary and secondary school curriculum to
highlight innovation.

93
EDU 401 TEACHING PRACTICE (6 credit units)
A minimum of six weeks supervised exposure to
Classroom teaching on field experience to demonstrate the
degree of proficiency in applying the basic theories and
techniques of instruction.

EDU 403 TEST AND MEASUREMENT (2 credit units)

An experience in the test construction, administration,
analysis and interpretation.

EDU 402 RESEARCH PROJECT (6 credit units)

An application of the educational research methods and
statistics course to a filed experience under the guidance of
a Faculty member.

94
 DEPARTMENT OF EDUCATIONAL FOUNDATION
2014/2015 STAFF LIST
S/N NAME RANK QUALIFICATIONB STATUS
1 Ker Beatrice Professor .Ed, M.Ed, Ph.D Tenure

2 Moses M. Orhungur Professor B.Ed, M.Ed, Ph.D Tenure

3 Agbe Nancy Professor B.A, PGDE, M.Ed, Tenure

Ph.D
4 Ochogwu Michael G. Professor Ph.D, AMLS, BLS Tenure
B.A. (HONS) Med,
5 Gbenda Batur-Laha Professor PhD PGDE Tenure
NCE, B.A.Ed,
6 Peter Ortese Professor ADPM M.Ed, Tenure
M.Sc, Ph.D
7 Christiana Ekoja Asso. B.Ed, M.Ed, Ph.D Tenure
Professor
8 Okwori Adejo Professor NCE, B.Ed, M.Ed, Tenure
Ph.D
9 Akpakwu Simon O. Asso. B.Ed, M.Ed, Ph.D Tenure
Professor
10 Alye David Lecturer II B.Ed, M.Ed, Ph.D Contract

11 Agbe Joseph Lecturer I B.Sc, M.Ed, Ph.D Tenure

12 Innocent E. Akoja Lecturer I B.Sc, Adance Mgt Contract

Cert. M.Ed, PhD
13 Akume T. Gabriel Asso. B.Ed, M.Ed, Ph.D Tenure
Professor
14 Saawua A. Tor-Anyiin Asso. B.Ed, M.Ed, Ph.D Tenure
Professor
15 Igbo Happiness Asso. NCE, B.Ed, M.Ed, Tenure
Professor Ph.D
S/N NAME RANK QUALIFICATION STATUS
16 Asemah Joseph Lecturer I B.A, MA,(Mgt) Tenure

17 Oluwole Margaret Senior NCE, B.Ed, M.Ed, Tenure

Lecturer PhD
18 Esther Akinde Lecturer I NCE, B.Ed, M.Ed Tenure

19 Joseph A. Obida Lecturer I B.A Ed, M.Ed, PhD Tenure

20 Athanasius Yawe Senior B.Ed, M.Ed, Ph.D Tenure

Lecturer
21 Hanior Ezekiel Lecturer II BA, PGDE, M.Ed Tenure

22 Pila Nasela Asso. B.Ed, M.Ed Tenure

Professor

23 Geoffrey A. Ayua Asso. B.Ed, M.Ed Tenure

Professor
24 Adzongo Philomena Lecturer II Bsc(Ed) M.Ed Tenure

25 Bua Felix Terhide Teaching B.Sc, PGDE, M.Ed Tenure

Assistant
26 Prof. John H. BA. Ed, M.Ed, Tenure
Ortyoaude Ed.D

27 Rev. Sr. Justina Jor Lecturer II BA.Ed, M.Ed Tenure

28 Adamji Samuel Lecturer I B.Ed, M.Ed, PhD Tenure

29 Mando Nguwasen B.Ed, M.Ed Part Time