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1.0       NAME OF PROGRAMME: Bachelor of Arts in Primary Education (B.A. Ed. Primary Education).

 

            Programme Code: 4211

 

1.1       About the programme

 

Primary education is the education given to children aged 6 to 11 plus. The B.A (Ed) programme provides access to diverse learners such as primary school teachers who aspire to upgrade their skills and move upward in their career paths to acquire a Bachelors degree in Primary Education while on their job, as well as non-teaching members of the population who are interested in finding careers in teaching. The rationale behind the provision of B.A (Ed) Primary Education programme is to produce qualified and competent teachers for primary schools in the country. The programme is designed to prepare professional teachers and leaders in teacher education through the distance learning mode  by using a variety of media including self-instructional printed materials in conjunction with  innovative technologies  and methodologies (comprising on line course delivery, face to face  instructional facilitation, CD-ROM, TV and radio broadcast, audio tapes, assignment) in delivering education through its study centres spread across the country through a flexible delivery system allowing learners the convenience of determining the pace, place, time, and medium of study thereby enabling those who can benefit from the programme to be given access to it; The programme curriculum is designed to encourage personal growth and capacity for critical reflection, which are the hallmarks of professionalism in teaching. The programme offers a wide range of integrated courses. Each course has a course material written specifically for the course. The course materials are written in units and modules.

 

2.0       PROGRAMME PHILOSOPHY, AIMS AND OBJECTIVES

 

2.1       Philosophy

The philosophy of the programme is consistent with the Nigerian Philosophy of Education which is premised on the development of the individual into a sound and effective citizen for promotion of integrated national development. Open and distance learning is education with a philosophy that focuses on expanding access to learning which aims at removing barriers to education allowing students to study what they want, when they want and where they want. The philosophy for B. A. (Ed) in Primary Education is aimed at producing professional teachers through the distance learning mode competent to teach at the primary school level of our educational system; tailored to enhance development of individuals into a sound and effective citizen and for promotion of integrated national development. The programme is designed using a variety of media to allow diverse groups of people irrespective of age, geographic location, physical disability etc to access learning according to approach that best responds to their peculiar circumstances to ensure equity and equality of opportunities.

 

 

 2.2      Aim

The main aim of the programme is to produce teachers competent to teach at the primary school level of our educational system.

 

2.3       Objectives

The specific objectives of the programme are geared towards producing teachers who:

  • Demonstrate by means of oral and written test, individual and group discussion, and other observable procedures evidence of a broad education that will provide them with the understanding of the culture and society in which they work and live.
  • Exemplifies by their behaviors and understanding and appreciation of the functions of the public school in Nigerian culture and how change is effected by this institution.
  • Train teachers with high level competence in using evaluative techniques and materials in which ways as to encourage the children with whom they work and to enhance their growth in meaningful ways.
  • Demonstrate knowledge or procedures useful in selecting course contents, methods, instructional materials
  • Demonstrate practical applications of the theory and practice of primary education in the classroom situations.
  • Demonstrate skill in care giving.
  • Demonstrate competence in classroom management.

 

  1.     BASIC ADMISSION REQUIREMENTS

 

3.1       Entry Level

 

a)         100 Level Entry Point.

 

For candidates entering at the 100 Level, any one of the following qualifications is admissible for the programme:

 

  1. School Certificate/GCE with passes at Credit Level or above in five subjects including English Language and Mathematics obtained in not more than two (2) sittings;
  2. Teachers’ Grade II Certificate with passes at Credit or Merit Level in five subjects, including English Language and Mathematics.  Since this is a professional programme at the elementary school level, students will have major or minor teaching subjects.

 

b)         Direct Entry:

 

Applicants entering at the 200 Level must possess any of the following:

 

  1. NCE or equivalent in two relevant subjects at Credit or Merit level in addition to either:
  • School Certificate/GCE, O’Level passes in at least five other subjects at credit level including English Language at not more than two sittings.

       or

  • Teachers’ Grade II with Credit or Merit in five relevant subjects including English Language and Mathematics.

 

  1. A pass at merit level in a relevant Diploma Programme ND (provided the O/L requirements are satisfied). ND holders may be considered for admission at 200 level in special areas with a provision that they will take some 100 Level courses.

 

            English Language and Mathematics Requirements:

In all cases, whether by Direct Entry or entry at 100 level, a credit in Mathematics and English Language at the Senior School Certificate/or its equivalent are required.

 

3.2       Expected Duration of the Course

 

The B A. Ed. Primary Education is structured to run for a minimum of four years and maximum of eight years for students starting at 100 level or minimum of three years and maximum of six years for students starting at 200 levels. Students will undergo a six week (6) practical teaching period at 300 and 400 levels.

 

4.0       GRADUATION REQUIREMENTS

 

To be eligible for the award of the B.A. Ed. Hons. in Primary Education, a student must have passed a minimum of 120 and 90 credit units for the 4- year and 3-year degree programmes respectively. That is:

    • For a four year degree course, a minimum of 120 units should be required for graduation,
    • For a direct three year course, a minimum of 90 units should be required for graduation;
    • At the commencement of the programme, each student are furnished with the information specifying the requirements for the award of the degree;
    • Students must pass all core and GST courses;

 

4.1       Staff/Student Workload

(i)         Students undertaking this programme are required to register for a minimum of 15 credit units per semester and a maximum of 24 credit units.

(ii)        A full-time Lecturer, on the other hand, has a minimum of online facilitation/teaching load of 8 credit units per semester.

 

4.2       Scoring and Grading System

A student who scores below 40 in any given course is deemed to have failed the course. 

 

            Grading System

A

-

70+

B

-

60 – 69

C

-

50 – 59

D

E

-

-

45 – 49

40 -- 44

F

-

Below 40

 

4.3    Degree Classification

            Degrees for this programme is classified into three levels as follows:

 

1st Class Honor Degree with cumulative grade point average of 4.5 – 5 points.

2nd Class Honor Degree; Upper with Cumulative grade point average of 3.50 – 4.49, then 2nd Lower with cumulative grade point average of 2.40 – 3.49.

            3rd Class Degree with cumulative grade point average of 1.50 – 2.39.

 

See Table 1 for details:

 

            Table 1:           Scoring and Grading System

(i)

Credit Units

(ii)

Percentage Scores

(iii)

Letter Grade

(iv)

Grade Points

(GP)

(v)

Grade Point Average

(GPA)

(vi)

Cumulative Grade Point Average

(CGPA)

(vii)

Class of Degree

Vary according to contact hours assigned to each course per week per semester, and according to work load carried by students

 

70-100

 

 

60-69

 

 

50-59

 

 

45-49

 

40-44

 

0-39

 

 

A

 

 

B

 

 

C

 

 

D

 

E

 

F

 

5

 

 

4

 

 

3

 

 

2

 

1

 

0

 

Derived by multiple i and iv and dividing by total Credit Units.

 

4.50-5.00

 

 

3.50-4.49

 

 

2.40-3.49

 

 

1.50-2.39

 

 

 

1st Class

 

 

2nd Class Upper

 

2nd Class Lower

 

Third Class

 

 

 

 

4.4       Probation

            A student whose cumulative Grade Point Average is below 1.50 at the point of a particular year of study earns a period of probation for one (1) year.

 

4.5    Withdrawal

Students whose cumulative grade point average is below 1.5 after probation year should be asked to withdraw from the programme.

 

4.6       Course Credit Unit System

This is a system of organization of the curriculum in which courses are broken down into units and are examinable and for which students earn credit(s) if passed’.  The courses are assigned weights allied Credit Units. e.g. three credits units means three hours of lecture per week. Which include practical.

 

4.7       Grade Point Average and Cumulative Grade Point Average

Performance in any semester is reported in Grade Point Average.  This is the average of weighted grade points earned in the courses taken during the semester.  The Grade Point Average is obtained by multiplying the Grade Point average in each course by the number of Credit Units assigned to that course, and then summing these up and dividing by the total number of Credit Units taken for the semester.

 

5.0       EVALUATION

 

5.1       Techniques of Students Assessment

The assessment of students’ progress are done through a combination of the following methods:

            (a)        Written essay examination

            (b)        Computer-based objective examinations

            (c)        Individual projects

            (d)       Seminar presentation

            (e)        Field experience assessments

 

5.2       Continuous Assessment

The weighting of continuous assessment is 30% of the final grade, course by course.  This consists of Tutor Marked Assignments (TMA) and constitutes 30% of the total score. The final grade of a student in a semester consists of two parts:

 

            (a)        final assessment grade and

            (b)        all assessments prior to final (end of course) examination

 

All assessment prior to final include: seminar papers, teaching practice, individual projects, and TMA assignment.  The award of the degree is based on the cumulative records of grades obtained. The End of Course examination is 70%.

 

5.2.1    Tutor Marked Assignment

 

As part of the evaluation mechanism, each course is provided with 4 TMA’s out of which the best 3 are used as part of Continuous Assessments for a course. The TMAs are objective questions. To qualify to sit for examination therefore, each student must turn in at least three TMA’s for each of the course.

 

5.2.2    End of Semester Examination

 

Each course is examined at the end of the semester. Academic staff of the School who are experts in the various course areas are given the task of setting. For 100 and 200 levels, the questions are in objective format. 60 MCQ (multiple choice questions) and 60 FBQ (fill-in-the blank questions) are set for each course. From 300 and above level, four questions in each course are set. Thereafter the questions are internally moderated by the Dean in conjunction with senior members of staff before they are sent to an External Assessors for moderation. External assessors who are experts in the field of the rank of senior lecturer and above are selected from tertiary institutions. Students are required to answer three out of four questions.

 

5.3       External Examination System

External Examiners are used to moderate final year courses, projects, and teaching practice.

 

5.4       Students’ Evaluation of Courses

Students are made to evaluate each course at the end of each semester by means of the following:

  • Quality of course materials
  • Facilitation
  • Feedback from facilitating students on their work
  • Learner support

           

5.5       Learning Outcome:

 

a)         Regime of subject knowledge

 

i)          graduate of the programme must grab the basic concepts, topics procedures cover in the programme.

                       

  1. for the attainment of practical and professional skills, at least twelve weeks of supervision of practical teaching is required.
  2. Communicate facts and information to learners in terms that they will be able to understand.
  3. Demonstrate a skill in planning, organizing and instructions.

 

  1.  Competence and skills

                       

                        i)          Cognitive ability

 

At the end of the study, graduate teachers in the programme should be able to demonstrate competence in examining and analyzing the organization and curriculum currently being employed in schools in which they are likely to teach, to the extent that they are capable of becoming catalytic agents in effecting change when it becomes appropriate and when needed.

 

                        ii)         Practical skills

                       

Graduate teachers should be able to demonstrate practical skills in:

 

  1. Organizing and learning resources
  2. Keeping school records
  3. Organizing learning environment e.g. classrooms field trip, laboratories and studios etc.
  4. Writing proper and clear curriculum guides, models, lesson plans and lesson notes etc.

 

iii)        General Skills:

 

Graduate teachers should be able to demonstrate ability in:

i)          appreciating the ever-growing significance of computers to education;

ii)         sending and accessing computer information, in all its ramifications;

learning how to learn;

iii)        Cooperating meaningfully with colleagues and other members of the society.

iv)        Entrepreneurship in at least one venture.

 

            c)        Behavioural Attributes

 

Graduated teachers in the programme should be able to:

  • motivate learners to acquire and develop positive attitude to life;
  • demonstrate interest/enthusiasm in participating in community projects and programmes that can promote growth and progress.
  • Exhibit acceptable social behaviours when interacting with others;

 

Exhibit acceptable behaviour by:

    1. appreciating the cultural and religious diversity among Nigerians when interacting with pupils/students, colleagues, and others;
    2. showing a high sense of responsibility in accepting and performing assignments;
    3. respecting the views of others;
    4. basing judgments on proper evaluation of issues and information available;
    5. attending staff meetings and other official functions always and punctually;
    6. contributing positively to discussions in staff meetings and other official school functions;
    7. showing maturity on all issues.

 

6.0       RESOURCE REQUIREMENT

 

6.1       Personnel

 

 The academic staff are responsible for a whole range of activities of learning and tutoring:  admission of students into the programme; registration of students into the programme; recruitment of facilitators; editing of course materials, development of some course materials, proof reading of galleys of printed course materials; preparation of the semester examinations, and marking of examination answer scripts. The School has the following academic staff including facilitators to coordinate and monitor the programme.

 

Academic Staff

 

S/N

NAME

SEX

STATE OF ORIGIN

DESIGNATION

ID NO.

SPECIALIZATION

E-MAIL ADDRESSES

PHONE NO

Field

Qualifications

  1.  

Prof. UKWUEZE Augustine C.

M

Enugu State

 Professor/HOD

02513

Guidance & Counselling

B.Sc. Ed. Geography,(OAU) M.Ed. Guidance & Counseling (Unilag), Ph.D G & C (2010), Ebonyi State Uni.

austineukwueze@yahoo.com

08037891905,08028987602

  1.  

Prof. OSUJI Uchenna Sydney A.

 

 

 

 

M

Imo State

Professor

0216

Measurement & Evaluation

 

NCE (Tech) Int, Enugu

B. Ed (UNICAL) ACPDI (UK)

M. Ed (ABSU) PGDDE (IGNOU), Ph.D M & E (2000), Abia State Uni.

osujiojiugwo2006@yahoo.com, uosuji@noun.edu.ng

 

08023647360

08059643330

  1.  

Prof. OKONKWO Charity A.

F

Anambra State

Professor

0220

  1. Measurement & Eva
  2. Physics

N.C.E., Maths/Physics (IMT ENUGU), B.Sc. (Ed) Physics, (UNICAL), M. Sc (Physics) Lagos, M.Ed. Measurement & Evaluation, (ABSU), Certificate in Computer Programming, (UNIPORT), Ph.D M & E (2004), Abia  State Uni.

caeokonkwo@yahoo.co.uk,cokonk

o@noun.edu.ng

 

08036668264

  1.  

Prof. EYA E. Patrick

M

Enugu State

Professor

01288

Curriculum Studies

B. Ed. Edu. Geography & Botany (1979), M.Ed. (1982), Ph.D Curriculum Studies (1995), Uni of Calabar

peya@noun.edu.ng

08035063322

  1.  

Prof. OGIDAN Joshua

 

M

Kwara State

Professor

0298

Guidance & Counseling

 

B.Sc. (1987), M. Edu. G&C (1991), Ph.D G&C (2000), Uni of Ilorin

rjogidan@gmail.com

08024957468 

  1.  

Prof. SALAWU Ibrahim O.

M

Oyo State

Professor

0102

Edu. Tech.

B. Ed English/History, M.Ed. Educational Technology, M.L.S,PGDDE (IGNOU), Ph.D (1999), University of Ibadan

tundesalawu2003@yahoo.co.uk, isalawu@noun.edu.ng

 

08033535423

  1.  

Prof. OBIOMA Godwin

M

 

Professor

03607

Evaluation & Maths

Ph.D UNN

ogodswill@noun.edu.ng

08130776414

  1.  

Prof. NNADI Christopher

M

Enugu State

Professor

0411

Curriculum & Instruction

BA.ED/REL -1988, MA(ART) - 1991, M.ED CAI (2005), Ph.D (2011) , Enugu State Uni. of Sci. & Tech.

cnnadi@noun.edu.ng, chrisnnadi2noun.yahoo.com

08035491622

  1.  

Prof. OJO Olugbenga

M

Osun State

Professor

0572

Guidance & Counselling

B.Ed (Counseling Psychology) (UNILORIN), M.Ed G & C, Ph.D G & C (2000), Obafemi Awolowo Uni.

olugbenga.ojo@gmail.com, oojo@noun.edu.ng

 

08034024688

  1.  

Prof. INEGBEDION Juliet O.

F

Edo State

Professor

0423

Educational Planning

N.C.E. Secretarial Studies (AGBOR), B.Sc. Ed Business Education, (UNIBEN), PGD Manpower Economics & Planning (UNILAG), M.Ed. Business Education (UNIBEN), M.Ed. Curriculum Studies – Education Technology (UNILAG), MBA – General (AdekunleAjasin University, Akungba - Akoko), Ph.D Edu. Plng (2012), Uni. Of Benin.

juietinegbedion@gmail.com, jinegbedion@noun.edu.ng

08023703592

  1.  

Prof. (Mrs.) AJUFO Beatrice I.

F

Delta State

Professor

02162

Guidance & Counselling

N.C.E. History/CRS. (FCOE, Katsina), B. A. History Education (BSU, Abraka Campus), M. Ed. Guidance Counseling (U.I), Dip. Cert., in Computer Tech. & Application (U.I. Consultancy Unit),  Ph.D G & C (2003), Uni. Of Ibadan

ifyajufo@yahoo.co.uk, bajufo@noun.edu.ng

08034103357

  1.  

Prof. AMINI Clifford. M.

M

Rivers State

Professor

02144

Measurement & Evaluation

NCE, B.SC(Ed) Chem. Edu M.Ed M & E, Ph.D M & E (2008), Uni. Of Calabar

amini.clifford@gmail.com,

08036700636

  1.  

Prof. AMINU Kazeem I.

M

Kano State

Professor

02811

Edu. Psych. & Counselling

NCE (1994), B.Ed Soc. Studies Edu (1997), M.Ed Edu. Psych (2002), Ph.D Edu. Psych & Counselling (2010), Uni of Abuja (2001)

aibrahim@noun.edu.ng,

08099871090

  1.  

Prof. OGBODO-ADOGA Rosemary

F

Benue State

Professor

03069

Guidance & Counselling

B.Ed. CRK Edu (1987), M.Ed G & C (1990), Ph.D G & C (2001), Uni. Of Abuja

rosemaryochany.ogbodo@yahoo.com,

08033158412

  1.  

Prof. OGUNDIRAN Samuel O.

M

Oyo State

Professor

01768

Educational Planning

B.A. Ed (Unilag), M.Ed. Educational Administration (Unilag), Ph.D Edu Plng (2008), Uni. Of Ibadan

drsogundiran@yahoo.com, sogundiran@noun.edu.ng

08055200492/

08032327228

  1.  

Dr. ADENUGA Olusegun Adeleke.

M

Ogun State

Ass. Prof.

02697

Applied Psych (Personnel)

NCE History/CRS 1987, B.A Ed CRS/Edu 2000, M.ED Education Psychology 2005, Ph.D Applied Psych (Personnel) – 2011, Onobanjo Uni.

obaadenuga@yahoo.com, oadenuga@noun.edu.ng

08033879789

  1.  

Dr. IHUOMA Chinwe

F

Imo State

Ass. Prof.

01423

Counselling Psychology

NCE Eng/Igbo (1984), B.Ed G&C/Eng (1989), M.Ed G&C (1990), Ph.D Counselling Psysch (2000), Uni. Of Ibadan

cihuoma@noun.edu.ng, chinweihuomaus@gmail.com

08028339222

  1.  

Dr. OFOHA Dorothy

F

Imo State

Ass. Prof.

01814

Edu Psych

N.C.E English/French (Owerri), B. Ed. English (Uniport); M.Ed Educational Psychology (Unilag), Ph.D Edu. Psych (2003), Uni of Lagos

dorisofoha@yahoo.com, dofoha@noun.edu.ng,

08023530151

  1.  

Dr. (Mrs.) EZERIBE Scholastical

F

Imo State

Ass. Prof.

03018

Guidance & Counseling

B.Ed G & C (1986), M.Ed G & C (1997), Ph.D G & C (2007), Abia State Uni

ezeribeschola@gmail.com

08033922196/08123184773

  1.  

Dr. OWOLABI  Josiah

M

Oyo State

Ass. Prof.

05036

 

Educational Evaluation

B.Sc. (Ed) Maths (1990), M.Sc. Maths (1993), PGD Com Sci (1996), M.Sc. Com Sci. (1998), M.Ed Edu Eva (2006), Ph.D Edu Eva (2014), Uni. Of Ibadan

josiahowolabi@gmail.com, joowolabi@noun.edu.ng

08150762756

  1.  

Dr. OPATEYE Johnson A.

 

M

Oyo State

Ass. Prof.

02522

Edu Evaluation

B.Sc. (Ed) Chemistry (1986), M.Ed Curriculum Studies (1992)

PGD Computer Science (2000), Ph.D Edu Eva (2009), Uni. Of Ibadan, Cert. in E-Facilitation (2015)

jopateye@noun.edu.ng

08052143611

  1.  

Dr. BASSEY Edwin Okpa

M

Cross River State

Senior Lecturer

05091

Educational Psychology

B.Sc. (Ed) Pol Sci Edu (1992), MPA Pub Admin (1997), M.Ed Edu Psych (2006), Ph.D Edu Psych (2013), University of Calabar

ebassey@noun.edu.ng, edwinbassey@yahoo.com

08036700985

  1.  

Dr. JOB Gabriel C.

M

River State

Senior Lecturer

02408

Edu Tech

B.(Ed) Eng (1990), M.Ed Edu Tech (1996), Ph.D Edu Tech (2010), Uni of Uyo

job.gabriel@yahoo.com

08082885991/08033397290

  1.  

Dr. ADEKUNLE Adebanjo A.

M

Ogun State

Senior Lecturer

02587

Computer Edu/Edu. Tech

B.Sc (Ed) Comp Sci Edu (1998), M.Ed Educational Tech (2000), Ph.D (In view), Uni of Ibadan

adekunlekola@yahoo.com,

08060098493/08056267700

  1.  

Dr. ADEDAPO Adeyemi

 

 

 

 

 

 

 

M

Oyo State

Senior Lecturer

05031

Edu. Tech

B.Ed. Edu. Mgt. & Econs (2000), M.Ed Edu. Tech (2002), M.Ed. Curriculum & Instruc (2006), Ph.D Educational Tech (2013), Olabisi Onabanjo Uni.

dapyem09@gmail.com

08033910608

  1.  

Dr. SAIDU Rosemary F.

 

 

 

 

F

Oyo  State

Senior

Lecturer

01469

Guidance & Counselling

Ph.D G & C (2008), Uni of Ilorin, M.Ed G & C (2000), B.A. (Ed) Eng/Lang Art, NCE

sissaidu_rose@yahoo.com,

08034138580

  1.  

Dr. APENA Temilola

F

Oyo State

Senior

Lecturer

02362

Adult Edu

NCE Eng/Yor (1990), B.A (Ed) Edu. Eng (1995), M.Ed Adult Edu (2006), Ph.D Adult Edu (2015), Uni. Of Lagos

tapena@noun.edu.ng

08033922807

  1.  

Dr. IBRAHIM Musa

M

   Kwara State

Senior

Lecturer

05105

Counselling Psychology

B.A (Ed) Edu (2008), M.Ed Counselling Psychology (2011), Ph.D Counselling Psychology (2008), Uni of Ibadan

musaibrahim@noun.edu.ng,

08062622999

  1.  

Dr. ABAA Angela

F

Imo State

Senior

Lecturer

0568

Guidance & Counselling

NCE Relig. & Sociology (1986), B.Ed Edu. Relig (1989), M.Ed G& C (1993), Ph.D G&C (2011), Abi State Uni.,

talk2angelabba@yahoo.com, aabaa@noun.edu.ng

08055339173/ 07030393573

  1.  

Dr. TILIJE Rose N.

F

Delta State

Lecturer I

02896

Admin & Planning

NCE, B.A.(Ed), Eng, M.ED, Edu. Admin, Ph.D  Admin & Plng (2011), Uni. Of Lagos

rtilije@noun.edu.ng,

08027782030

  1.  

Dr. AINA Kehinde

F

Oyo State

Lecturer I

0177

Guidance & Counselling

B.A. Ed Edu. G & C (1990), M.Ed G& C (1992), Ph.D G&C (2007), Uni. Of Lagos

olunikekenny75@yahoo.com, kaina@noun.edu.ng

08033029993

  1.  

Dr. AMEDE, Lucky

M

Delta State

Lecturer I

03767

Guidance & Counselling

 

NCE Agric. Sci. Edu (1981), B.SC(Ed) Agric. Sci. Edu,(1987) , M.Ed G & C (1998), Ph.D G & C (2008), Delta State Uni.

amedelucky@gmail.com,

07061607805/09099526274

  1.  

Dr. ABIDOYE Aderionye B.

F

Oyo State

 

 Lecturer I

02869

Edu G & C

B.A Eng. Lang (1986, OAU, M.A. Eng. Lang. (1990), Uni of Ilorin, PGDE (1995), Uni of Lagos, M.Ed. G & C (1998), Ph.D Edu. G & C (2011), Uni of Iilorin

aaderinola@noun.edu.ng

08034086111

  1.  

Dr. BADMUS Ayodeji M.

M

Oyo State

Lecturer I

05032

Educational Technology

NCE Tech. Edu/EE (1998), B.Ed. Edu. Tech (2003), M.Ed Edu. Tech (2007), Ph.D Educational Tech (2013), Uni. Of Ilorin

badmusayomuideen@gmail.com, aabadmus@noun.edu.ng

08075271389

  1.  

Dr. ONI Leah Olubunmi

F

Ekiti State

Lecturer I

05033

Educational Evaluation

NCE Maths/G&C (1991), B.Ed G & C (1997), M.Ed. Edu. Eval (2005), Ph.D Edu Eval (2013), Uni of Ibadan,

 

oni.leah@yahoo.com

08059779864/08131392355

  1.  

Dr. AINA Josephine Shola

F

Kogi State

Lecturer I

02024

Guidance & Counselling

NCE (1984), B.Sc. (Ed) Edu. Biology (1995), M.Ed G&C (1997), Ph.D G&C (2011), Uni. of Ilorin

 

jaina@noun.edu.ng, ainajshola@yahoo.com

08036093532

  1.  

Dr. OLASUPO E. Bamidele

M

Osun State

Lecturer I

02295

Guidance & Counselling

B.Ed G & C/LA (1996), M.Ed. G & C (2002), Ph.D G & C (2010), Uni of Lagos

obamidele@noun.edu.ng, drsupobamidele@gmail.com

08033872005/ 07087829706

  1.  

Dr. (Mrs.) MBANEFO Maryrose Chinwe

F

Anambra State

Lecturer I

05045

Edu Admin & Planning

NCE Bio/Chem Edu (1983), B.Ed Edu. Chemistry (1986), M.Ed Curri. Studies (1994), Ph.D Admin. & Plang (2015), UNN

 

mbanefomaryrose @yahoo.com,

08037153517

  1.  

Dr. MANAFA Fausta

 

 

 

 

 

 

F

Anambra State

Lecturer I

05085

Soc. of Edu.

NCE Eng/CRS (1990), B.A. (Ed) Lang. Arts Eng. Edu. (2000), M.Ed Sociology of Edu (2010), Ph.D Sociology of Edu (2015), Uni. Of Lagos

 

fausymanafa@yahoo.com

08033572376

  1.  

Dr. AKPAN Louis Okon

M

Akwa Ibom State

Lecturer I

05008

Comparative Edu.

B.Sc. (Ed) Geo & Edu. (1995), M.Sc. Geo (2001), M.Ed Comparative Ed. (2001), Ph.D Comparative Edu (2016), University of Kwazulu-Natal, South African

 

airmailo@yahoo.com

09082224457

  1.  

Mr. ADEDIRAN Ibraheem Adedayo

M

Oyo State

Lecturer I

02774

Counselling Psychology

B.Ed G&C/Pol Sci (1999), M.Ed Counselling Psycho (2004), Ph.D Uni of Ibadan (2018).

 

ibcounsellor@yahoo.com, iaadediran@noun.edu.ng

08034662614

  1.  

Dr. OPARADURU John Onyemauche

M

Imo State

Lecturer II

05623

Guidance & Counselling

NIIT H.DPL. in Microsoft Technologies (M.C.S.E.) - 2007, B.A. Ed. G & C/Igbo (2009) – Second Class Upper, M.A.Ed G & C/ Psychology (Distinction) -2012, Ph.D G & C (2018 Jan. 17th), University of Lagos

oparadurujohn@gmail.comooparaduru@noun.edu.ng

08035807628

  1.  

Dr. LUKMAN

Kolapo

Bello

M

 

Lecturer II

05479

 

 

lbello@noun.edu.ng

08035207935

  1.  

Mr. AKANDE M. Rotimi

M

Ondo State

Lecturer II

03553

Adult Edu

B.Ed Teacher Education/ Econs. 2008, M.Ed Adult Edu (Manpower Training & Dev. (2013)

 

rmakande@noun.edu.ng

07037188817

  1.  

Dr. IRO Babangida

M

Kwara

State

Lecturer II

01422

Educational Psychology

B.Ed (1994), M.Ed Psychology (2002), Ph.D. Educational Psychology (2016)

biro@noun.edu.ng

08033540469, 07011535267

  1.  

Mrs. KELIKUME Genevieve

F

Dalta State

Assist. Lecturer

02229

Human Res. Mgt.

NCE Maths (1987), B.Ed Adult Education/Econs (1994), M.Sc Economics (1998), M.Ed Educational Management (2008), Ph.D (In View) Walden Uni, Baltimore, USA

 

genevievekelikume@yahoo.com,

08034262226

REGISTRY STAFF

  1.  

Mrs. AKINBOBOYE. Deborah

F

Edo State

Assistant Principal Confidential Secretary I

0861

 

M.ED. Admin. & Planing.

deberibo@yahoo.com

dakinboboye@noun.edu.ng

08027127633

  1.  

Mr. EKOJA Joseph Ameh

M

Benue State

Admin. Officer 11

05866

 

Diploma in Acounting, B.A (HONS) Philosophy

jekoja@noun.edu.ng, josephekoja@gmail.com

08035659566

  1.  

Mr.UMAR Alex

M

Abuja

Asst. Chief Clerical Officer

05779

 

NCE, Physic and Computer Science

a-umar@noun.edu.ng

08128762649

  1.  

Mrs. AHMED Grace Sukana

F

Plateau  State

Asst. Chief Clerical Officer

05984

 

Diploma in Mass Communication

gahmad@noun.edu.ng

07069330355

 

 

 

   Including a host of IT support staff and Counselors

 

Course Tutoring/Facilitation

Tutoring /facilitation of the programme’s courses is both online and face-to-face. The academic staff of the School constitutes about 99% of those facilitating the programme’s courses online. The online facilitation is supported with face-to-face facilitation at the Study Centres. The appointment of facilitators is based on qualification and area of specialization. (List of facilitators is attached in separate sheet).

 

6.2       Staff-student ratio

 

The staff-student ratio is 1:30. Total student population is 1,420 as at March 26 2014.

 

6.2       Physical Facilities

The facilities available for the programme include computer laboratory, lecture rooms, examination hall, information and communication technology (ICT), library (physical and virtual) internet access, as well as staff offices which are equipped with computers.

 

7.0       INSTRUCTIONAL METHODS AND DELIVERY FORMAT

 

The mode of instruction is by distance mode. Students are to study essentially on their own by creating their own convenient learning environment. Face to face tutoring is also organized at the designated Study Centres for specified periods based on credit loading of the course. The Programme consists of theory courses, teaching practice, seminar presentation and research project. 

 

The delivery format comprises a combination of the following:

  • Print materials
  • Audio tapes
  • Video tapes
  • CD/DVD-Roms
  • TV and radio broadcasts
  • Video lecture delivery
  • Online facilitation
  • Online class forum

 

8.0       LEARNER SUPPORT

 

The existing academic support takes place presently at the various Study Centres with student Counsellors and Facilitators. 

 

            9.0       STUDENT ENROLMENT AND PROJECTION

 

Student population will increase by 10% annually. Over 3,000 Students at every admission

 

10.0     RECOGNITION OF THE PROGRAMME

 

The programme has received interim accreditation by the NUC on 30 March 2012.

 

 

11.0        PROGRAMME STRUCTURE

 

11.1     Outline of Course Content

 

(a)        Summary of distribution of course credits by level

 

LEVEL

GST and other General Courses

EDUCATION

SUBJECT/SPECIALIZATION AREA

TOTAL

Compulsory

Elective (min)

Compulsory

Elective (min)

100

12

6

-

18

4

40

200

06

12

-

20

4

42

300

2

16

-

18

4

40

400

-

15

-

22

-

37

Total

20

49

-

78

12

159

*Direct entry students are to offer GST101and 107

 

 

 

 

B.A. (Ed) PRIMARY EDUCATION                                       4211

 

100 LEVEL                                         FIRST SEMESTER

COURSECODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 101

USE OF ENGLISH & COMMUNICATION SKILLS I

2

C

GST103

COMPUTER FUNDAMENTALS

2

C

GST 105

HISTORY AND PHILOSOPHY OF SCIENCE

2

C

GST 107

THE GOOD STUDY GUIDE

2

C

EDU 111

INTRODUCTION TO FOUNDATIONS OF EDUCATION

2

C

ECE 121

CHILD DEVELOPMENT

2

C

PED 121

CHILDHOOD AND ADOLESCENT PSYCHOLOGY

2

C

ENG 151

INTRODUCTION TO ENGLISH AS A SECOND LANGUAGE

2

C

CIT 101

COMPUTERS IN SOCIETY

2

C

ECE 113

PHILOSOPHY OF EARLY CHILDHOOD EDUCATION

2

E

HCM 133

AGRICULTURE, NUTRITION AND HEALTH

2

E

COP 113

INTRODUCTION TO GENERAL AGRICULTURE I

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

16

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

18

 

                                *Students are to offer one elective course of 2 credit units

*Direct entry students are to offer GST101and 107

               

 

                                                             SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 102

USE OF ENGLISH & COMMUNICATION SKILLS II

2

C

GST 104

Use of Library

2

C

EDU 112

PROFESSIONALISM IN TEACHING

2

C

PED 144

PRIMARY MATHS CURRICULUM AND METHODS

2

C

EDU 114

HISTORY OF EDUCATION

2

C

PED 110

PHILOSOPHY OF PRIMARY EDUCATION

2

C

PED 122

PRIMARY ENGLISH CURRICULUM AND METHODS

2

C

PED 112

READING IN EARLY CHILDHOOD AND PRIMARY EDUCATION

2

C

PED 150

PRIMARY SCIENCE CURRICULUM AND METHODS

2

C

PED 130

INTRODUCTION TO SOCIAL STUDIES

2

C

CIT 102

SOFTWARE APPLICATION SKILLS

2

C

PED 120

PRINCIPLES OF FAMILY LIVING

2

E

HCM 134

FOODS AND NUTRITION

2

E

COP 112 (116)

GENERAL AGRICULTURE II

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

20

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

22

 

*Students are to offer one elective course of 2 credit units

                                      

200 LEVEL                                         FIRST SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 201

NIGERIAN PEOPLES AND CULTURE

2

C

GST 203

COMPUTER FUNDAMENTAL

 

 

EDU 231

CURRICULUM DEVELOPMENT THEORY AND PRACTICE

2

C

EDU 233

GENERAL TEACHING METHODS

2

C

PED 221

DEVELOPMENTAL PSYCHOLOGY

2

C

PED 233

RELIGIOUS AND MORAL EDUCATION

2

C

PED 271

PRIMARY SCHOOL PHE CURRICULUM AND METHODS

2

C

PED 261

PRIMARY SCHOOL SOCIAL STUDIES CURRICULUM AND METHODS

2

C

ECE 231

SCIENCE IN EARLY YEARS

2

C

PED 237

MEASUREMENTAND SHAPES

2

C

ECE 221

LANGUAGE AND LITERACY IN THE EARLY YEARS

2

C

PED 235

CLOTHING AND TEXTILES

2

 E

ENG 121

STRUCTURE OF MODERN ENGLISH I

2

E

LIN 111

INTRODUCTION TO GENERAL LINGUISTICS

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

22

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

24

 

*Students are to offer one elective course of 2 credit units

                     

 

                                                                SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 202

FUNDAMENTALS OF PEACE STUDIES AND CONFLICT RESOLUTION

2

C

GST204

ENTREPRENEURSHIP AND INNOVATION

2

C

EDU 212

SOCIOLOGY OF EDUCATION

2

C

EDU 214

PHILOSOPHY OF EDUCATION

2

C

EDU 292

PRIMARY EDUCATION METHODS

2

C

PED 230

INTRODUCTION TO MUSIC IN PRIMARY SCHOOL

2

C

PED 234

MAN, ENERGY AND RESOURCES

2

C

PED 236

ELEMENTARY MATHEMATICS

2

C

EDU 216

SPECIAL METHODS II (MICRO TEACHING AND SCHOOL VISITS)

2

C

PED 232

AESTHETIC EXPRESSION IN PRIMARY SCHOOL

2

E

ECE 230

INTRODUCTION TO CURRICULUM DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

2

E

ENG 122

STRUCTURE OF MODERN ENGLISH II

2

E

FRE 152

INTRODUCTION TO FRENCH CULTURE AND CIVILISATION

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

16

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

18

 

*Students are to offer one elective course of 2 credit units

 

300 LEVEL                                         FIRST SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 301

ENTREPRENEURSHIP STUDIES

               2

         C

EDU 321

PSYCHOLOGY OF LEARNING

2

C

EDU 323

BASIC RESEARCH METHODS AND STATISTICS IN EDUCATION

3

C

EDU 335

TEACHING PRACTICE I

3

C

ECE 313

THEORIES AND PRACTICE OF EARLY CHILDHOOD EDUCATION

2

C

PED 351

ADULT BASIC EDUCATION

2

C

PED 313

HISTORY AND CULTURAL BACKGROUND OF IMMEDIATE ENVIRONMENT

2

C

ECE 311

INTRODUCTION TO CULTURAL AND CREATIVE ARTS

2

C

ENT 323

ENTREPRENEURAL DEVELOPMENT AND SMALL BUSINESS MANAGEMENT

2

C

ENG 241

INTRODUCTION TO PHONETICS AND PHONOLOGY OF ENGLISH

2

E

FRE 231

INTRODUCTION TO FRENCH PHONOLOGY

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

20

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

22

 

*Students are to offer one elective course of 2 credit units             

 

 

SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

EDU 332

EDUCATIONAL TECHNOLOGY

2

C

EDU 314

COMPARATIVE EDUCATION

2

C

PED 322

METHODS OF TEACHING READING IN PRIMARY SCHOOLS

2

C

PED 320

FAMILY EDUCATION

2

C

PED 312

FUNDAMENTALS OF EARLY CHILDHOOD AND PRIMARY EDUCATION

2

C

PED 342

METHODS OF TEACHING CREATIVE ARTS IN EARLY CHILDHOOD AND PRIMARY EDUCATION

2

C

EDU 336

POST TEACHING PRACTICE EVALUATION/REMEDIATION

2

C

FRE 222

FRENCH GRAMMAR AND COMPOSITION II

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

16

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

18

 

*Students are to offer one elective course of 2 credit units

 

400 LEVEL                                         FIRST SEMESTER

COURSE CODE    

COURSE TITLE

CREDIT UNIT

STATUS

EDU 421

FUNDAMENTALS OF GUIDANCE AND COUNSELING

2

C

EDU 423

MEASUREMENT AND EVALUATION

2

C

EDU 435

TEACHING PRACTICE II

3

C

PED 431

CONTINUOUS ASSESSMENT IN PRIMARY SCHOOL

2

C

PED 433

CHILDREN’S LITERATURE

2

C

PED 421

DEVELOPMENTAL GUIDANCE IN PRIMARY EDUCATION

2

C

ECE 421

HEALTH AND FAMILY LIFE EDUCATION

2

C

PED 423

SEMINAR IN PRIMARY EDUCATION

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

17

 

 

TOTAL CREDIT UNITS – ELECTIVE

0

 

 

TOTAL CREDIT UNITS

17

 

 

                                                            SECOND SEMESTER

COURSE CODE

COUR SE TITLE

CREDIT UNIT

STATUS

EDU 412

EDUCATIONAL MANAGEMENT

2

C

EDU 420

RESEARCH PROJECT

4

C

EDU 426

SPECIAL EDUCATION

2

C

PED 412

ORGANIZATION AND ADMINISTRATION OF PRIMARY EDUCATION

2

C

PED 420

SOCIAL PSYCHOLOGY OF INSTRUCTION

2

C

PED 422

BEHAVIOUR PROBLEMS AND THE PRIMARY SCHOOL CHILD

2

C

PED 410

MANAGEMENT OF CHILDHOOD INSTITUTIONS

2

C

ECE 410

ISSUES IN EARLY CHILDHOOD AND PRIMARY EDUCATION

2

C

PED 430

DESIGN AND PRODUCTION OF LEARNING MATERIALS FOR PRIMARY SCHOOL

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

20

 

 

TOTAL CREDIT UNITS – ELECTIVE

0

 

 

TOTAL CREDIT UNITS

20

 

            

(b)       Course Content Description

 

GST 101         USE OF ENGLISH AND COMMUNICATION SKILLS I (2 C)

 

Listening Enabling Skills, Listening and Comprehending, Note taking, Information Retrieval including Data, Figures, Diagrams and Charts. Listening for Main Idea, Interpretation and Critical Evaluation. Effective Reading, Skimming and Scanning, Reading and Comprehending at Varying Speed Levels, Reading for Vocabulary Development in Various Academic Contexts. Reading Diverse Texts; Narratives and Expository Texts. Reading and Comprehending Passages with Tables, Scientific Texts, Reading for Interpretation and Critical Evaluation.

 

 

GST 105:        HISTORY AND PHILOSOPHY OF SCIENCE        (2 C)

  

Nature of Science, Scientific Methods and Theories, Laws of Nature, History of Science; Origin of Western Science in Ancient Times, Science in the Middle Ages of Europe, Rise of Modern Science, Twentieth Century Scientific Revolution. Lost Sciences of Africa, Science, Technology and Inventions, Nature and Scope of Philosophy of Science, Man; His Nature and Origin, Cosmic Environment and Natural Resources, Great Scientists of Nigerian Origin.

 

GST 107:        THE GOOD STUDY GUIDE                                (2 C)

  

Getting Started: How to use the book, Why read about study skills, Getting yourself organized, What is studying all about, Reading and Note-taking: Introduction, Reactions to reading, Your reading strategy, Memory, Taking notes. Other ways of studying: Introduction, Learning in groups, Talks and lectures, Learning from T.V and Radio broadcasts, Other study media. Working with numbers: Getting to know numbers, Describing the world, Describing the tables, Describing with diagrams and graphs, What is good writing? The importance of writing, What does an essay look like, What is a good essay. How to write essays; Introduction, The craft of writing, The advantages of treating essay writing as a craft, Making your essay flow, Making a convincing case, The experience of writing. Preparing for examination.

 

EDU 111: INTRODUCTION TO FOUNDATIONS OF EDUCATION (2C)                                                                         

 

Philosophical and psychological perspective, philosophy of education, meaning and relevance, equality of educational opportunity, psychology of education, introduction to learning theories, readiness to learning, motivation and its relation to learning, transfer of learning, historical and sociological perspective, concept and nature of education, types of education, the growth of education in Nigeria, educational trends in Nigeria, innovations in education, the status of teachers in Nigeria, education and society, social class and educational opportunity, factors that influence education.

 

ECE 121: CHILD DEVELOPMENT                                           (2 C)

 

A broad introduction to nature and concept of the psychology of child development from conception through the prenatal years to the childhood and adolescent stages. The pre-school years, the school years.

 

PED 121:  CHILDHOOD AND ADOLESCENT PSYCHOLOGY           (2 C)

 

Childhood and adolescent psychology and educational implication, cognitive, social, moral, emotional and physical needs and development of children, age 0 – 18 years, the normal and abnormal child development and implications for classroom management and teaching.

 

ENG 151: INTRODUCTION TO ENGLISH AS A SECOND LANGUAGE (2C)

Domains and Status of Language; the spread of English worldwide; Varieties of English in Nigeria; Standards and Deviations in English; Language Nationism and Nationalism; Distinctions between ESL, Pidgin and Creole; Aspects of Teaching English as A Second Language; the teaching of Literature in English;  Assessment of learner’s in ESL. Social institutions (patterns, structures and functions).

 

ECE 113: INTRODUCTIONN TO PHILOSOPHY OF EARLY CHILDHOOD EDUCATION (2E)

Meaning and definition of philosophy, philosophy of early childhood,    pre-primary education, concept and types of early childhood education,  the role expectation of the pre-primary school teacher,  implication for effective teaching,  characteristics of preparing school children and their implication to teaching, historical perspectives and challenges,  purposes and needs of pre-primary education, problems perspectives and challenges of pre-primary education in Nigeria – A way forward,  the prospects of pre-primary education in Nigeria, Plato (427-348 BC) and Aristotle (384-372 BC)  Jean Jacques Rousseau (1712-1778), John Amos Commenius (1592-1670), John Heinrich Pestalozzi (1746-1827), Montessori (1870-1952), Frederich W. Froebel (1782-1852) and John Dewey (1959-1962).

 

CIT 101:       COMPUTERS IN SOCIETY                                               (2 C)

 

What is Computer, Elements of a Computer: Hardware and Software, How to Work with a Computer, Operating Systems, and Files. Word Processing: Introduction to Word Processing, Word Processing Program Facilities, Copying text, Saving Changes, and Formatting. Spreadsheet: Entering and Correcting Data, Using Formula, Numeric Formats, Creating Charts, Charts from Non-adjacent Data, Embedded Charts, Charts Links and Chart Types. PowerPoint and Presentations: Presentation Screen, Creating New Presentations, Naming Presentations, Saving Presentations and Formatting Slides, Using Auto-shapes. Networking, Internet and Electronic mail.

ECE 113:    PHILOSOPHY OF EARLY CHILDHOOD EDUCATION     (2 C)

 

Meaning and definition of philosophy, philosophy of early childhood,    pre-primary education, concept and types of early childhood education,  the role expectation of the pre-primary school teacher,  implication for effective teaching,  characteristics of preparing school children and their implication to teaching, historical perspectives and challenges,  purposes and needs of pre-primary education, problems perspectives and challenges of pre-primary education in Nigeria – A way forward,  the prospects of pre-primary education in Nigeria, Plato (427-348 BC) and Aristotle (384-372 BC)  Jean Jacques Rousseau (1712-1778), John Amos Commenius (1592-1670), John Heinrich Pestalozzi (1746-1827), Montessori (1870-1952), Frederich W. Froebel (1782-1852) and John Dewey (1959-1962).

 

HCM 133:      AGRICULTURE, NUTRITION AND HEALTH            (2 E)

 

This course will enable the students hygiene explain the concepts of food, nutrition, and health as well as their inter-relationships. Moreover, they will be provided with a framework in respect of food and nutrition policy, legislations, and health education necessary for appraising the Nigerian situation. Conceptualization – agriculture (food), nutrition and health; importance of food and food groups; nutrients and their functions; the importance of health; relationship between food, nutrition and health, food digestion, absorption, metabolism and nutritional deficiency diseases; meal planning techniques –general principles, special nutritional needs, storage and preservation of food; basic hygiene; food and nutrition policy; agencies and regulations relating to food, nutrition and health; nutrition and health education; appraising the Nigerian situation.

 

COP 113:       GENERAL AGRICULTURE I                              (2 E)

 

The objective of this course is to be able to define agriculture and its branches, explain the importance of agriculture in terms of its contributions to the socio-economic development of the country, explain types of land tenure and factors affecting them in Nigeria, describe traditional farming types in Nigeria and compare with the modern farming, explain the merits and demerits of each of the farming system, describe the importance of research in modern agricultural development and types of cropping system, explain the problems militating against agricultural development, proffer solutions to these problems, explain the importance of extension services in agriculture, the various types of soils and crops and advise on the type of soil suitable for crops.

 

GST 102:        USE OF ENGLISH AND COMMUNICATION SKILLS II (2C)

 

Writing Paragraphs; Topic Sentence and Coherence, Development of Paragraphs; Illustration, Description, Cause and Effect, Definitions. Formal Letters; Stylistic Forms, Essential Parts, Complaints and Requests, Letters about Jobs, Ordering Goods, Letters to Government and Other Organizations. Writing Reports; Reporting Events and Experiments. Writing Summaries; Techniques of Summarizing. Letters and Sounds in English, Vowels and Consonants, Interviews, Seminar Presentation, Public Speech Making, Articles, Concord and Sentences, Tenses, Gerunds and Participles, Active, Passive and the Infinitive, Modal Auxiliaries.

 

EDU 112:       PROFESSIONALISM IN TEACHING               (2 C)

           

 

Concepts and issues in teaching, concepts of teaching and professionalism, history of teaching in Nigeria, professional growth of teachers, educating the educators, professional studies programs for teachers, the teacher and the child, why teachers should care, the making of ideal teacher, qualities of an ideal teacher, the role of the teacher, the Nigerian Union of Teachers (NUT), the role of Parent Teachers Association (PTA), the subject teachers association, the status of teachers in Nigeria, strategies for making teaching a profession

 

PED 144:  PRIMARY MATHS CURRICULUM AND METHODS       (2 C)

 

Basic concept underlying the determination of objectives, the selection and organisation of learning experiences and evaluation process,  the beginning and nature of merits as distinctive discipline,  assessment of maths attainment, concept, formation and attitudes transferred from home to the primary schools,  individual differences in pupils maths abilities,  the teaching of numbers and fundamental properties of operations in arithmetic.

 

EDU 114:   HISTORY OF EDUCATION IN NIGERIA                   (2 C)

 

Nigeria traditional education, higher education in traditional society, Islamic education in Nigeria, in Nigeria, the early missionaries and the development of education in Nigeria, colonial government involvement in Nigeria Education 1872 – 1882, Education Ordinances 1887 – 1916, the impact of Phelps – Stokes Commission on Education in Northern Nigeria, Secondary Education from 1859 – 1929, Higher Education, The National Curriculum Conference and the National Policy on Education.

 

PED 110:     PHILOSOPHY OF PRIMARY EDUCATION            (2 C)

        

The concept of education, aims, goals and objectives, meaning, scope and functions of philosophical foundations of childhood and primary education, the role expected of the primary school teacher, characteristics of primary school children, meaning and purpose of primary education the origin of primary school in Nigeria, a historical perspective, the basic outlines of the National policy on primary education, the concept of the UBE contributions of Plato to primary education. Contributions Jean Jacques, Rousseau, John Amos Commeruies, John Henrich Petalozzi, Maria Montessori and John Dewey to primary education, relevance of philosophy of education to the primary school teacher. Survey of the philosophy of Nigerian education with emphasis on the National Policy on Primary education and a study of implementation efforts and problems.  The course should involve practical survey implementation efforts

 

PED 122:  PRIMARY ENGLISH CURRICULUM AND METHODS    (2 C)

 

This is an introductory course to provide students with basic knowledge, course to understand the skills as applying in the principles of educational practice to the teaching of English Language in primary schools,  major aspects examined include why and how of teaching English language, development in English language curricula, evaluation techniques and classroom organisation and management.

 

PED 112: READING IN EARLY CHILDHOOD AND PRIMARY EDUCATION  2C

 

Fundamentals of reading instruction at the preschool and lower primary school level, importance of reading in language development of preschoolers and primary school children, theories underlying the choice of approaches, methods, techniques and instructional resources needed to develop the reading and academic skills of preschoolers and primary level pupils.

 

PED 150:  PRIMARY SCIENCE CURRICULUM AND METHODS    (2 C)

 

This introductory course aims to provide students with basic knowledge, understanding the skills in applying the principles of educational practice to the teaching of the sciences, major aspects to include why and how of teaching science, developments in science curricula, evaluation techniques and laboratory organization and management.

 

PED 130:    INTRODUCTION TO SOCIAL STUDIES EDUCATION (2C)

 

Emphasis on the concepts of development, self reliance education, the philosophy of social studies, civic rights and responsibilities (means and ends in development)

 

CIT 102 SOFT WARE APPLICATION SKILLS            (2C)

 

Brief description of computer system: CPU, I/O devices; Operating systems; Computer File Management; Computer Software: overview, types, etc.; Application software: common application software; Using Microsoft Word; Using Microsoft Excel; Features of Database Applications and Microsoft Access; Statistical Analysis Applications; Using SPSS software; Introduction to Desktop Publishing applications; Computer applications in Nursing; Computer applications in Agriculture; Managing the computer system with the Control Panel.

 

PED 120: PRINCIPLES OF FAMILY PLANNING                                (2E)

 

Description of the family: meaning, the family circle, concept of marriage, crises in the family. Feeding the family: basic concepts in foods and nutrition, planning meals for the family, kitchen equipment. Family caring: clothing, home laundry, housing the family. Family health issues: first aid, basic guidelines of healthy living, energy and money management in the home.

 

HCM 134:      FOODS AND NUTRITION                                   (2 E)

 

Foods and nutrition, an overview, forms of energy, classification of carbohydrates, nature, composition and physical properties of lipids, chemical composition of proteins, classifications and body composition of minerals, classifications of vitamins, digestion and absorption, cereals and cereal products, types of gases used as raising agents, milk and milk products, meat, fish and their products, eggs and eggs products, fruits and vegetables, dietary standard and tables of food composition, food toxicants, food additives, nutritional disorders of importance in Nigeria, effects of processing on the nutritive values of food.

 

COP 112 (116) GENERAL AGRICULTURE II (2E)

 

To enable learners understand the impact of agriculture on the socio-economic development of Nigeria. Concept of agriculture concept of land tenure system and factors affecting land use in Nigeria, types of farming and their characteristics in Nigeria, cropping systems, problems of agriculture in Nigeria, development and modernization in agriculture, importance of agriculture to the Nigerian economy, methods and strategies in agricultural extension, economic importance of livestock and poultry to man, management principles of some selected farm animals, agricultural finance, credit and marketing, simple farm tools and machinery, types of soils and plants, agricultural biology and its scope. Scope of horticulture, methods of propagating horticultural plants, agricultural cooperatives, types and the application of fertilizer.

 

GST 203    INTRODUCTION TO PHILOSOPHY AND LOGIC (2 C)

                                         

Definition and Scope of Philosophy, Philosophy as the Parent Discipline, Branches of Philosophy, Philosophy and Other Disciplines, Sources of Knowledge and Criteria for Knowing. Definition and Scope of Logic, Logic’s Vocabulary, Valid, Invalid, Deductive and Inductive Arguments, Language and its Functions. Fallacies, Definitions, Categorical Propositions, Syllogisms, Symbolizing in Logic, Truth Table Analysis, Logical Proofs of Validity Using Truth Tables, Rules of Inference and Argument Forms, Laws of Thought.

 

GST 201: NIGERIAN PEOPLES AND CULTURE                    (2 C)

 

The Culture and Peoples of Southern and Northern Nigeria in Pre-colonial Times, The Dynamics of the Evolution of Nigeria as a Political Unit, The Culture of the Niger Delta; Rain Forest; Guinea and the Sudan Savanna Regions of Nigeria, A Historical Analysis of Education and National Development, Economy and National Development, Religion and National Development in Nigeria. A Historical Analysis of Moral and Socio-political Rights of Citizens, Social Justice and National Development in Nigeria.

 

EDU 231: CURRICULUM DEVELOPMENT THEORY AND PRACTICE        (2 C)

           

History of Curriculum Development in Nigeria: The importance of curriculum, Curriculum Development and/or Improvement in a developing country like Nigeria, Participants in Curriculum Planning:- Levels of Planning, Approaches to Planning,  Curriculum Decisions:- Different Stages of Curriculum Decision,  The 1969 National Curriculum Conference as a Case Study, Force affecting Curriculum Decisions, Aims and Objectives of Nigeria Education, Selection of Learning Experience:- Criteria for Selection, Programme of Studies, Programme of Activities, Programme of Guidance, Organization of Learning Experience:- Traditional Organization of Curriculum, New Dimension in Organization. Evaluation:- Evaluation of Educational Programmes, Formative Evaluation (Action Research), Summative Evaluation, Evaluation of the Achievement of the Individual in the Programme:- Guidance – oriented Evaluation, Selection – oriented Evaluation

 

EDU 233: GENERAL TEACHING METHODS                         (2 C)

           

The Teacher and the Child, How children learn, Professional attitudes and understanding of learners, The aims of the Teaching, The Stages In Lesson Preparation:- The Syllabus, The Scheme of work, Lesson Notes; Steps in preparation of notes, The problem of time –table. General Teaching Methods:- Induction Method, Deduction Method, Induction and Deduction Methods, The Lecture Method, Dramatic Method, Questioning and Problem Methods, The Project Methods, Activities in the Lesson, The Art of Classroom Management:- Qualities of a good teacher, Some common bad habits to avoid, Dealing with the problem of discipline in class. Questions and Questioning, Students Natural Curiosity and Enquiry, Aims in Questing, Questions in Classroom: The teacher’s questions, the pupil’s questions, Guidelines for questioning. Testing and Examinations, the purpose of testing, what to test, How and when to test, Characteristics of a good test, types of tests, marks and Assignments, Purpose of marking and assignments, Giving and marking assignments, Awarding and assigning marks and grades, methods of Study, Use of test book, Art of Note-Making, Organization of work, Revision and review of work, Physical Environment of the classroom, Preparation for examination. Use of Audio-Visual Aids, Importance of Audio-Visual in Teaching, Types of Audio-visual Aids and their uses

 

PED 221: DEVELOPMENTAL PSYCHOLOGY                                    (2C)

 

Basic concepts and nature of developmental psychology: developmental psychology as a branch of psychology, basic principles of growth and development in human behaviour, biological basis of human development, scientific methods in developmental psychology. Major theories of human development: psychoanalytic, behaviouristic, psychosocial, cognitive theories. Stages of human growth and development: prenatal, neonatal, childhood, adolescence stages

 

PED 233:  RELIGIOUS AND MORAL EDUCATION              (2 C)

 

This course will discuss relevant concept pertaining to the moral domain, the philosophical, psychological and pedagogical issues in the area of moral education and the problems and strategies of implementation of moral education programmes of primary school.

 

PED 271: PRIMARY SCHOOL PHYSICAL AND HEALTH EDUCATION AND CURRICULUM AND METHODS                           (2 C)

 

The nature and scope of physical and health education, emphasis should be on academic failure and how achievement problems on academics, factors responsible for poor academic achievement, study habits and academic achievement, types and uses of achievement test, remediation methods, fundamental skills in relation to movement education organisation of sports and games in primary school with special reference to common sports in Nigeria, safety maintenance.

 

PED 261: PRIMARY SCHOOL SOCIAL STUDIES CURRICULUM AND METHODS (2C)                                                                    

 

An examination of the rationale for teaching social science subjects, appraisal of the contemporary syllabus in social studies, design and organisation of lesson plans, instructional materials and evaluation techniques.

 

ECE 231:    SCIENCE IN THE EARLY YEARS       (2 C)

 

The study of the history of science:  What is Science?  The importance of science, the nature of Science, the history;  The beginnings of Science:  Science and Crafts, the beginning of human history, the beginning of Civilizations, Science in the early Egypt and Babylonia, the contributions of the early civilizations e.g. tools, writing, medicine and surgery, Astronomy, Mathematics etc.  The History of Science in the middle Ages:  The beginnings of theoretical science e.g. Physics, Chemistry, Mathematics, Medicine, Astronomy and Physiology, Biology, etc., the decline of science, Science in the East (Islamic World (C642 – C1000 AD); Science in Western Europe (CII – C15 AD):  Scientist of the period, Scientific and technological advancement; Science in the renaissance period (1400 – 1600); Science in the 17th Century; Science in the 18th Century; Science in the 19th Century; Science in the 20th Century; Science in the Millennium

 

PED 237:        MEASUREMENTS AND SHAPES                      (2 C)

 

Measurement and calculations, standards units of measurement, significant figures, unit conversions and calculations, definition of density, basic and derived units, uncertainties in measurement, kind and properties of lines, angles and triangles, solids or 3-demensional shapes, plane shapes, perimeters of plane, areas, curved and total, surface areas, volumes of simple solids.

 

ECE 221: LANGUAGE AND LITERACY IN EARLY CHILDHOOD EDUCATION (2C)                                                  

Development of language, the process of language acquisition,  the role of language in early years,  mother tongue, English language and bilingualism in early years,  behaviourist theory of language acquisition,  Vygotsky’s cultural/cognitive, theory of language acquisition,  maturationist theory of language acquisition,  literacy and pre-reading activities and reading,  readiness approaches for teaching reading,  organisation of reading instruction, reading activities, handwriting,  developing writing,  language and literacy across the curriculum.

 

PED 235:  CLOTHING AND TEXTILE                                      (2 E)

 

Sewing tools and equipment selection, uses, care and management, explanation and application of clothing and textile terms (seams, stitches, fastenings, smoking, embroidery etc) simple practicals.

 

ENG 121:       STRUCTURE OF MODERN ENGLISH I              (2 E)

 

General introduction to the structure of English: phonological, syntactic and morphological levels; basic sentence phrase structures, clause types and inter – sentential relations, etc

 

LIN 111:         INTRODUCTION TO LINGUISTICS                    (2 E)

Introduction to the field of linguistics; its scope and its application; examination of language from the linguistic point of view, its nature and relation to animal language, culture and society.

 

GST 202: FUNDAMENTALS OF PEACE STUDIES AND CONFLICT RESOLUTION (2C)

 

Basic Understanding of Conflict; Definitions, Causes and Types of Conflict, Conflict Theories, Phases in Conflict, Conflict Analysis & Transformation. Dynamics of Conflict; Relationship between Perception and Conflict, Language Barriers in Conflict and Resolution, Early Warning and Early Response Mechanism, Arms Control and Demilitarization, Peace and Education. Trends in Global Issues: International, Continental and Regional Organizations in the Pursuance of World Peace, Peaceful Methods of Conflict Resolution, Coercive Means of Conflict Resolution, Gender Issues and Humanitarian Intervention.

 

EDU 212: SOCIOLOGY OF EDUCATION                                (2 C)

           

Definition of Sociology, Education and Pedagogy from Sociological Perspective, Education and Society, Theory of Knowledge, Principles of the Sociology of Knowledge, Socialization: Culture and Personality, Education  and Social Frame Work:-  The Family and Education, Education and Social Stratification – the Nigeria Elites, Education and Social Values, Moral Education in Changing Society; Education, Social Justice and the Teacher, Equality in Education, Freedom in Education. The Social Functions of Education – Education and Social Change, Education and Social Economic Development, The Political function of Education, The Sociology of Teaching:- The Teacher and his Role; The Reluctant Learner, The Teacher in the Classroom, Social Relations in the School.

 

EDU 214:   PHILOSOPHY OF EDUCATION                            (2 C)

 

Explaining concepts of education, (Aims: - goals, objectives, end, means); Philosophy and philosophers; Curriculum: The nature of education in Nigeria (metaphysics) – formal and informal education, auxiliary education, Liberal and vocational education. Knowledge and education in Nigeria – (Epistemology) Definitions of knowledge, Types of knowledge; Knowledge by divine revelation, By institution Prior knowledge, Posteriori knowledge, Need for knowledge in modern Nigeria morality and education (axiology) Define concepts of morality and education, Determinants of good education, Logic and education, Inductive and Deductive methods of teaching; Logic and curriculum planning, Logic and School Administration; Discipline; Freedom, Determination and Free will.

 

EDU 292:  PRIMARY EDUCATION METHODS                        (2 C)

 

An overview of the meaning, history and basic principles and methods in primary education, the relevance and problems of primary education in Nigeria, assessment of learning approaches as to subjects, age, and environment of children in primary schools, a detailed analysis of method of teaching specific primary school subject, evaluation of programmes and students’ achievement.

 

PED 230: INTRODUCTION TO MUSIC IN PRIMARY EDUCATION (2C)

 

Music in society: what is music, instruments for making music, categories of music, traditional African music, music in indigenous Nigerian festival. Foundation of music: music notation, time names, tones and semitones. The music scale: use of tonic solfa, music intervals, elements of music, rhythmic organization melody writing, harmony.

 

PED 234:  MAN, ENERGY AND RESOURCES                         (2 C)

 

History of life, the theory of evolution, the nature of earliest organisms, evidences for the theory of evolution, origin of man, energy and man,  man’s energy needs and sources,  energy and chemical systems,  energy conversion, food resources, rubbers and related products, mineral resources, vegetations and water resources,  conservation of national resources.

 

PED 236: ELEMENTARY MATHEMATICS (2 C)

 

Number and numeration: basic arithmetic operations in integers; indices, logarithms and surds; meaning and types of fractions, number bases; approximations; rate; proportion; and ratio. Algebraic processes: factorization and linear equations; quadratic and simultaneous equations; algebraic graphs; change of subject of formulae linear inequalities. Geometrical solids and shapes; triangles; circle; area and volume of various geometrical; solids and shapes

 

EDU 216: SPECIAL METHODS II (MICRO TEACHING & SCHOOL VISITS) 2C

 

The course shall examine the theory and practical aspect of micro teaching. Specifically, it will expose students to meaning of micro teaching, teaching skills such as set induction skills, stimulus variation skills, questioning skills, non-verbal communication skills, use of instructional material skills and closure skills. Students are expected to demonstrate each of the skills under supervision of micro teaching lecturer.

 

PED 232:  AESTHETIC EXPRESSIONS IN PRIMARY EDUCATION (2E)

 

Drawing and painting of simple objects, concepts and practices, rules of visual observation and use of various media for drawing and painting, lettering and simple designs for aesthetics decorations.

 

ECE 230: INTRODUCTION TO CURRICULUM DEVELOPMENT IN EARLY CHILDHOOD EDUCATION                                         (2 C)

Curriculum concepts, theoretical foundation of pre-school curriculum, early childhood development, meeting the needs of the children pre-school curriculum development models similarities and differences among pre-school curriculum development models,  the role of the teacher in curriculum development,  early childhood curriculum content and context,  evaluation of pre-school curriculum,  modes of pre-school curriculum evaluation, quality indicators.

 

ENG 122:       STRUCTURE OF MODERN ENGLISH II               (2 E)

 

Construction of different types of sentences; correct use of tenses, agreement between subject and verb, in the context of compound and complex sentences. Organization and development of types

 

FRE 152: INTRODUCTION TO FRENCH CULTURE AND CIVILISATION (2C)

 

Historical and Geographical perspective of France, The Renaissance period, The Revolution of 1789, The  Socio-Political Implications of the Revolution, The Republics, Political live, Imperialism, Industrial Revolution and Colonisation; French cultural, social political and economic life in France and how it affects cultural development in Francophone African countries; Teaching and learning in France, Religion in France, Festivals in France, Music and Song in France, Marriage and Family in France, French Economy, Transportation, Leisure and Tourism, Social Security, Trade Unionism and the Francophony

 

GST 301:        ENTREPRENEURSHIP STUDIES           2C                                          

Definition of Entrepreneurship, Relationship Between Entrepreneurship and Small Business Management, Factors of Entrepreneurship; Dealing with External Factors of Entrepreneurship; Factors of Production; Profit and Other Objectives of an Entrepreneur, the Business Environment, Understanding Viability Study; Needs and Characteristics of Consumers; Mission and Enterprise Objectives; Export Market Shares; Target Market; Income Determination; Break-even Point, Size of the Business, Location Factors; Financial Requirements Forms of Ownership; Business Plan. Risk Analysis; Legal Requirements; Staffing, Purchasing; Production; Management.

EDU 321:   PSYCHOLOGY OF LEARNING                             (2 C)

 

Definitions of psychology & learning; Theories of learning and the theorists levels of motivation and implication for education; Memory and forgetting, Types of memory, Method of improving memory, Types of forgetting, Factors influencing forgetting, Implication for education; Cognitive theory of learning; Reinforcement and punishment and classroom application; Behaviourism, Contributions of behavioral psychologists and classroom application; Transfer of learning and classroom application, S – R theory  of Thorndike – skinner, Meaning of S – R, The Laws of readiness, Exercise and effect; Punishment; Classroom application

 

EDU 323:  BASIC RESEARCH METHODS AND STATISTICS IN EDUCATION   (3C)

 

Meaning of Research; Scientific method of research, Selection of the topic, Subjects etc for research; Purposes of research studies; Guidelines in selection of topics, Preparing a research proposal, Statement of the problem; Determination of data required; Hypothetical conclusions and implication, Collecting information and data; Observation and interview methods, Basic consideration in data collection; The correspondence method; Analysis and interpretation of Data; Basic statistical concept and Their Computation, Designs of Experiments:- Basic types of errors; Simple Randomized Design, Random – Replications Design;  Groups- within – Treatment design; Treatment of extra venous variables, Scaling Problems and Techniques:- Rating Scales, Rank-order Scales, etc, Determination of Scale Value

 

EDU 335:         TEACHING PRACTICE I                                     (3 C)

     

Students learn through practical experience how to teach particular subjects, manage a classroom and the functions of a good teacher.

 

ECE 313: THEORIES AND PRACTICE OF EARLY CHILDHOOD EDUCATION   (2C)  

The historical and philosophical bases of early childhood education, the nature and contexts of child development, surveys theories about children’s growth and development from birth through eight years of age, stages of cognitive development, physical, social, emotional and moral development, language development, causes and characteristics of developmental anomalies. Contemporary early childhood models –Maria Montessori, Reggio Emilia models.

 

PED 351: ADULT BASIC EDUCATION  2C

 

Meaning / concept of education; brief history of education in nigeria; formal education; informal education; importance of education; difference between education and literacy; meaning / concept of adulthood/adult education; the national policy on adult education; characteristics of adult basic education; characteristics of adult learner; goals of adult basic education; history of adult education in Nigeria; rationale for adult education in the Nigerian teacher education programme; types of adult education; methods of teaching in adult education programmes; innovations in adult education programs in Nigeria; problems of adult education in Nigeria; strategies applied to promote adult education, literacy and non-formal education in Nigeria

 

PED 313:  HISTORICAL AND CULTURAL BACKGROUND OF IMMEDIATE      

ENVIRONMENT (2 C)

 

Overview of cultural differences in child-rearing practices, communication patterns and experiences of families, children and their views of self and others in the Family, school and community, support networks in the community.

 

ECE 311:  INTRODUCTION TO CULTURAL AND CREATIVE ARTS (2C)

Families and communities, child rearing practices and communication patterns in the family, cultural differences, family and community arts-carving, basketing, leatherwork. graphic and textile, drama, festivals and ceremonies, drawing of simple objects using pencil, pen, ink, charcoal, graphite, pastel, etc.  Colour mixture with emphasis on tonal values, monochromatic raising, specific polychromatic pasting of objects with particular reference to shapes, forms and tones, objectives, principles and aims of teaching creative arts, roles of creative arts in classroom and to students, how to teach creative arts to pupils.

 

ENT 323: ENTREPRENEURAL DEVELOPMENT AND SMALL BUSINESS MANAGEMENT

Definitions of entrepreneurship; definitions, nature and scope of a small business; feasibility studies and business proposals; management and leadership functions; basic principles of marketing; the Nigeria money and capital markets; role of Nigeria security and exchange commission;  types of finance; characteristics of small business; business plans; analysis of market opportunities; roles of small business in economic development; success of small business, failure of small business in Nigeria; methods of assessing finance of small business; and interpretations of accounts and ratios analysis.

 

ENG 241: INTRODUCTION TO PHONETICS AND PHONOLOGY OF ENGLISH (2E)

Principles of phonetic and phonological description; mechanics of speech production, transcription; principles of symbolic representation of sounds; the English suprasegmentals: stress, rhythm, intonation; syllable structure, etc. Practical language laboratory exercises to illustrate.  

 

FRE 231:        INTRODUCTION TO FRENCH PHONOLOGY     (2 E)

 

Definition of French phonology, General introduction to French phonology, Scope of French phonology, Nature of French phonology, Methods of Phonological inquiry and analyses in French phonology, Comparative Studies of Relationship between Phonetics and French Phonology, Comparative Studies of structural framework of Phonetics and French Phonology , Basic principles of French phonology,  Basic tenets and analysis of French phonology based on the phonetic theories, Application of the distinctive feature theory to French phonology and Application of the generative phonology to French phonology.

EDU 332: INTRODUCTION TO EDUCATIONAL TECHNOLOGY     (2C)                      

 

Definition of Instructional Technology, its Philosophy, Terminology, Roles of Instructional Technology in the Learning Process, The experience, Theory of Learning, learning and Communication in the classroom, Learning has changed behaviour, The teacher’s responsibilities, Selecting and using materials and media in Instruction, Visual aids, Non-projected aids, Projectors, Projected aids, Audio-visual aids, Creating Instructional Materials, Duplicators, Equipment Operation, projection, Recording.

 

EDU 314:       COMPARATIVE EDUCATION                           (2 C)

     

Scope and meaning of education, examination of significant differences and similarities in education policy and practices in selected societies, problems of educational development in developing countries.

 

PED 322:  METHODS OF TEACHING READING IN PRIMARY SCHOOL (2C)

 

Nature of reading, reading readiness, reading approaches, methods, strategies and types of reading: Language skills and their interrelatedness; the nature of reading and important reading experiences in the primary school; reading readiness skills; approaches, methods and strategies of teaching reading I (phonics, structural, look and say, word form clues, picture clues and context clues);  approaches, methods and strategies of teaching reading II: language experience, whole language, literature based, oral, silent and individualized);  types of reading: oral and silent, skimming and scanning, intensive and extensive). Development of reading skills: goals and objectives of teaching reading; development of word recognition skills; development of interpretative skills; development of skills for reading in content areas; resources for teaching reading evaluation of reading skills

 

PED 320:            FAMILY EDUCATION                                      (2 C)

Concept of family education: Types of families and the effects on children’s care and education; Roles of parents, teachers and the children in the family; Physical and health development in the family; Types of education available for the family; Traditional family education – what was – what is – and what next; Education resources in the family, e.g. books, TV, Computer, etc; Financial resources and management in the family; Communication and the family; Decision making and the family; Family friendly food and recipe; Family fun and entertainments; Children’s play and the family .

 

PED 312: FUNDAMENTALS OF EARLY CHILDHOOD AND PRIMARY EDUCATION 2C

 

Meaning, philosophy, purpose and history of early childhood and primary education; great philosophers/educators contributions to early childhood and primary education; research methods in early childhood and primary education; understanding growth and development of early childhood and primary education by teachers and caregivers; major theories of  early childhood and middle childhood; implications of thye theories for learning and teaching preschoolers and primary school pupils; early childhood and primary education curriculum delivery; teaching methods in early childhood and primary education; teaching and learning resources early childhood and primary education; early childhood programmes/centres and primary education; minimum standards for establishment; challenges of early childhood and primary education.

 

PED 342: METHODS OF TEACHING CREATIVE ARTS IN EARLY CHILDHOOD AND PRIMARY EDUCATION 2C

 

Art methodology, methods of teaching arts, creative art curriculum for early childhood and primary education classroom, visual arts in early childhood and primary education, qualities of a good creative art teacher, fine art, applied art, creative art material and improvisation, basic scheme of work on creative arts for young artist, arts appreciation, young artists and creativity, art terminologies for better understanding of creative art, factors affecting the teaching of creative art in early childhood and primary education, structure of a successful work of art.

 

EDU 336:         POST TEACHING PRACTICE EVALUATION/ REMEDIATION    2C

 

Students are required to write comprehensive report of their experiences in practical implementation of teaching/learning strategies in the classroom as applied to the subject area. The report should include

  1. Challenges encountered during the teaching practice.
  2. The lesson notes used during the teaching practice.
  3. Assessment questions as well as the marking guides used.
  4. Assessment of teaching practice supervision by the supervisor, and
  5. Suggestions for improvement.

The report should be submitted by the students to Dean through the Study Centre Director for:

  1. Evaluation;
  2. Feedback; and
  3. Remediation

The result of the overall processes should be communicated to the students from the Dean through the Study Centre Director.

 

EDU 302: ICT IN EDUCATION 2C

 

ICT in Education Teachers’ Professional Development Toolkit, Course Introduction, Understanding ICT in Education:  Advancing Policy through Classroom Action and the use of Technology, Modification of Lesson Plans to Support Policy, Internet Navigation, Modification of Lesson Plans to Support Policy, National ICT Policy and its Impact on Education, Report on Policy Impact. Curriculum & Assessment: Curriculum Standards, Internet Search Engines – Advanced Searching, School Records, Classroom Records. Pedagogy: Integrating ICT to Support Didactic Teaching Methodologies, PowerPoint for Pedagogues, Strategies for Integrating ICT into Learning, Graphic Tools to Enhance Teaching and Learning. Organisation and Administration: Learning Activities for a Computer Laboratory Environment, Management of the Use of ICT in
a Classroom Environment. Teacher Professional Development: Teacher Productivity Strategies, Use of ICT to Support Lifelong Learning, Safety Issues in Digital Environments.

 

ECE 222: DEVELOPING PROFESSIONAL SKILLS AND COMPETENCE (2E)

 

Teaching as a profession. Meaning and characteristics of a profession. The challenge of the teacher’s work from the Christian Missionary Era to the Era of Universalisation of access to education. The Teachers Registration Council. National Policy on Teacher Education in Nigeria. The Goals of Teacher Education in Nigeria. Qualities of a good teacher. Behavioural job expectations for teachers. Learner characteristics and teacher interaction. The teaching – learning process. Planning to teach. Keeping up to date in teaching. The place of teachers in the society.

 

ECE 222: DEVELOPING PROFESSIONAL SKILLS AND COMPETENCE (2C)

 

Teaching as a profession. Meaning and characteristics of a profession, the challenge of the teacher’s work from the Christian Missionary Era to the Era of Universalisation of access to education. The Teachers Registration Council. National Policy on Teacher Education in Nigeria. The Goals of Teacher Education in Nigeria. Qualities of a good teacher. Behavioural job expectations for teachers. Learner characteristics and teacher interaction. The teaching – learning process. Planning to teach. Keeping up to date in teaching. The place of teachers in the society.

 

FRE 222:        FRENCH GRAMMAR AND COMPOSITION     (2 E)

 

Grammatical analysis from Semantological point of view, definition of French semantics, scope of French semantics, branches and types of French semantics; definitions, form, types and uses of synonyms in French semantics; definitions, form, types and uses of antonyms in French semantics; definitions, form, types and uses of homonyms in French semantics; definitions, form, types and uses of homophones in French semantics; definitions, form, types and uses of homographs in French semantics; importance of French semantology, definitions, analyses and use of Noun phrase, determinants, adjective and adjectival phrase, verbal phrase, adverbial phrase and prepositional phrase, conjugation and utilization of verbs conjugated into plu-que parfait, the ‘passe anterieur and the future anterieur’ of the indicative mood, present de l’indicatif and the past tenses, advanced definitions of compositions, illustration of various types of compositions and utilization of various methods of writing good composition

 

EDU 421: FUNDAMENTALS OF GUIDANCE AND COUNSELLING        (2 C)

           

Meaning, Purpose and Development of Guidance and Counselling, The services of a School Guidance programme; - The individual appraisal service. Information needed for the analysis of the individual, collection of information (test, inventories etc). Organizing recording and filing information; Use of recorded information; Information service:- Vocational Education and Personal Social Information, Methods of obtaining and Disseminating information; The Counselling Service:- Nature, Purpose and Theories of Counselling; The Counselor and the counseling process, The Placement Service in School and out-of School placement, follow up studies; Purposes of and procedures in follow-up studies, Problems in Guidance and counseling:- Values and attitude orientation, Guidance as Classroom  or Specialist Centered, Guidance as Direction or Developments, Problems of Social change, Relation with other Personnel and Services:-Counselor and School Administration, Relationship with teachers, Extra – School Relationship, Working with Parents and Making Referential, Guidance:- Organization and Implementation, Preparation of Occupational, Information, Practicum; Preparing  and using Cumulative records.

 

EDU 423:       MEASUREMENT AND EVALUATION             (2 C)

 

Definition and purpose of Measurement and Evaluation, Importance of Tests in Education; Validity of Tests in Educational Achievement; Functions of classroom tests, Criteria for effective testing, Problems of tests construction; Measurement of educational outcomes, Behavioral cognitive and non-cognitive of education, Pupils characteristics to be measured, Types of tests, Essay and objective type tests advantages and disadvantages of each, when to use each of them. Tests Administration and Scoring, Judging the Quality of a Classroom test, Estimating, Interpreting and improving reliability of test, Validity of Classroom Tests, Problem of Marking Tests, and Quality Control in Marking System.

 

EDU 435:       TEACHING PRACTICE II                                   (3 C)

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

 

PED 431:  CONTINUOUS ASSESSMENT IN PRIMARY SCHOOL (2C)

 

Emphasis on the nature and role of continuous assessment in diagnostic and prescriptive management in teaching and learning,  cumulative record keeping and rudiments of achievement test construction, continuous assessment record keeping using achievement test scores (emphasizing statistical techniques such as the measurement of central tendencies and dispersion, transformation of scores, weighting of scores) for obtaining students academic profile.

 

PED 433: CHILDREN’S LITERATURE                                     (2 C)

 

Young children’s literacy development strategies children use to become readers and writers, recording and reporting children’s literacy development, models of literacy instruction, young children prose and poem, writers of children books.

 

PED 421: DEVELOPMENTAL GUIDANCE IN PRIMARY EDUCATION. (2 C)

 

What is developmental guidance (areas of educational, personal and vocational development)? Who are guidance counselors? What are the functions of a guidance counselor? What are the educational guidance needs of children in the primary school? What are the personal guidance needs of a primary school child? What are the social guidance needs of a primary school child? What are the emotional guidance needs of a primary school child? Guidance services in primary schools: Collaborative guidance services in primary schools (parents, teachers, counselors, etc)

 

ECE 421:     HEALTH AND FAMILY LIFE EDUCATION          (2 C)

 

The importance of good family living.  The variables involved in marriage and divorce such as dating, going steady, pregnancy and child rearing practices are examined with the educational implications.  Improvement of personal health knowledge.  Provides motivation for self direction in personal health related issues.

 

PED 423: SEMINAR IN PRIMARY EDUCATION (2C)

 

Active participation of students in seminar presentation in primary education topics such as: the concept of primary education, the nature and concept of the psychology of child development, meaning and forms of education, the role expectation of primary school teacher, the rights of children, the acquisition of attitudes and skills, the development of primary education in Nigeria,  kinds of learning, principles of learning and instruction, methods of teaching in primary school, analysis of problems and issues related to teacher effectiveness in teaching, amongst others, will be given out to students for presentation at the study centres under the supervision of the Instructional Facilitators.

 

EDU 412:   EDUCATIONAL MANAGEMENT                  (2 C)

 

Define educational administration, Educational law and the control of Education in Nigeria, The organization of the Ministry of Education and the function of boards of education, the Nigerian Educational system, the school and the community, Bureaucracy and decision making in educational administration, human relations in Educational administration, Educational Leadership, the role of the principal, staff personnel administration, supervision of instruction, Admission Procedures, Student’s records and reports, Student’s discipline and welfare, Student organization and participation in School Administration, Principle of planning, School finance and accounting system, School routine and time table, The school plant and facilities, Examinations and the problems of academic standards, Evaluation and school inspection.

 

EDU 420:       RESEARCH PROJECT                                         (4 C)

 

An application of the research methods and data processing course to a field experience under the guidance of a selected facilitator.

 

EDU 426: SPECIAL EDUCATION                                             (2 C)

Concept of special education, its definition and origins. Examination of the terms integration, inclusion, and individualized education programme within the context of special education. Giftedness, its meaning, and causes as well as case studies of the gifted. The education of gifted children. Hearing impairment and educational considerations for the deaf. Visual impairment, its causes and history. Educational considerations for visually impaired children.

 

PED 412:  ORGANISATION AND ADMINISTRATIVE OF PRIMARY SCHOOL (2C)

The detailed procedure in the organisation of school, the planning and financing, the role of Government agents at different levels of Governments – Local, State and Federal, a continuous analysis of the organisation of the UBE and related reports etc.

 

        PED 420:        SOCIAL PSYCHOLOGY OF INSTRUCTION    (2 C)

       

Central concepts; Theories and problems areas in social psychology; The relationships between social psychology and instruction; Interaction and organizational processes in primary schools; Ways in which identity and relationships are formed in society with a focus on analyzing some key problem areas, such as – communication, emotions, gender and ethnicity issues; Research processes in social psychology.

 

PED 422: BEHAVIOURAL PROBLEMS AND THE PRIAMRY SCHOOL CHILD (2 C)

 

Conceptual clarification;  Psychological theories  and problem behavior;  Maladjustments; Disruptive behaviors; Problem behavior and the teacher; Promotion of emotional stability and maturity in pupils by the school; Therapeutic management of disruptive behaviors;  Management of the deviant or delinquent child; Discipline in primary school. Mental health of the classroom teacher and his/her pupils; Personal and professional challenges of the classroom requires a well – adjusted, stable teacher.

 

PED 410: MANAGEMENT OF CHILDHOOD INSTITUTIONS (2C)

 

Introduction and basic concepts of management of childhood institutions: management of childhood/primary education, the concept and types of organisation, theories of organisation, the childhood institutions as a social organization. Power, authority and leadership in primary education: bases of leader power, authority, leadership, role of primary school system as an organization, discipline and punishment in childhood schools. Motivation, communication and other issues in childhood institutions and management, motivation, communication in childhood institution, establishment of childhood institutions & management, management laws in childhood institutions

 

ECE 410:     ISSUES IN EARLY CHILDHOOD AND PRIMARY EDUCATION (2C)

 

Discussion of current issues in the operation of early childhood institutions,  issues of regulations, the language of instruction,  problems.

 

PED 430:   DESIGN AND PRODUCTION OF LEARNING MATERIALS FOR PRIMARY SCHOOL    (2C)

 

The need for learning Materials in Primary School as Primary Education within the context of the National Policy of Education, the Characteristics of Primary School Children, The Primary School Curriculum, Teaching and Learning, Primary School Children Learning Styles, Design of Instructional Materials, Designing Instructional materials, Producing Instructional Materials, Theories Relevant to the Design and Production of Learning Materials., Development and Production of Learning Materials, Analysis Phase, Design Phase of Learning Materials Evaluation Phase – Evaluating Learning Materials, The Learning Package, Application of Learning Materials in the Classroom Plan, Prepare, and use Learning Materials, Effective use of the Environment.

 

12.00 CONCLUSION

 

Students who passed through the B. A. (Ed) Primary Education programme are expected to acquire the necessary skills, knowledge, and attitudes as well as competence to teach at the primary school level.