International Education Guide - Federal Republic of Nigeria

International Education GuideFOR THE ASSESSMENT OF EDUCATION

FROM THE FEDERAL REPUBLIC OF NIGERIA

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International Education GuideFOR THE ASSESSMENT OF EDUCATION

FROM THE FEDERAL REPUBLIC OF NIGERIA

INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE Federal republic oF Nigeria

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Welcome to the Alberta Government’s International Education GuidesThe International Qualifications Assessment Service (IQAS) developed the International Education Guides for educational institutions, employers and professional licensing bodies to help facilitate and streamline their decisions regarding the recognition of international credentials.

These guides compare educational systems from around the world to educational standards in Canada. The assessment recommendations contained in the guides are based on extensive research and well documented standards and criteria. This research project, a first in Canada, is based on a broad range of international resources and considerable expertise within the IQAS program.

Organizations can use these guides to make accurate and efficient decisions regarding the recognition of international credentials. The International Education Guides serve as a resource comparing Alberta standards with those of other countries, and will assist all those who need to make informed decisions, including:

• employers who need to know whether an applicant with international credentials meets theeducational requirements for a job, and how to obtain information comparing the applicant’scredentials to educational standards in Alberta and Canada

• educational institutions that need to make a decision about whether a prospective studentmeets the education requirements for admission, and that need to find accurate and reliableinformation about the educational system of another country

• professional licensing bodies that need to know whether an applicant meets the educationalstandards for licensing bodies

The guides include a country overview, a historical educational overview, and descriptions of school education; higher education; professional, technical, vocational education; teacher education, grading scales, documentation for educational credentials and a bibliography.

The guides also include placement recommendations for comparison and application in Alberta, Canada.

prepared byinternational Qualifications assessment Service (iQaS)

government of alberta9th Floor, 108 Street building, 9942 – 108 Street NW

edmonton, alberta, canada T5K 2J5phone: 780-427-2655 Fax: 780-422-9734

www.immigration.alberta.ca/iqas

© 2011 the Crown in right of the Province of Alberta, Government of Alberta International Qualifications Assessment Service (IQAS)

Revised December 2016ISBN: 978-0-7785-5892-7


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ContentsCountry Overview 1

Land 1People and Languages 1

Population 1Religion 2Languages 2

History 2Early history 2Colonial rule 2After independence 3

Administration 4

Historical Education Overview 6Outline of Education System 6

Administration 6Language of instruction 7School year 7

Indigenous Education 7Islamic Education 7Western-Style Education 8

British period (1843–1960) 8After independence (1960–) 8

School Education 12Overview 12Early Childhood Education (Ages 3 to 5) 14Primary Education (Grades 1 to 6) 14Junior Secondary Education (Grades 7 to 9) 15Senior Secondary Education (Grades 10 to 12) 16

West African Senior School Certificate (WASSC) 16Senior School Certificate, National Examinations Council 17

Higher Education 18Overview 18

Administration 18Funding 18Quality assurance and accreditation 19Program structure 20Academic year 21Language of instruction 22Grading scales 22

Institutions 22Admissions 22Programs and Credentials: General Education 23

Certificates and diplomas 23Bachelor’s degrees 24Postgraduate diplomas 24Master’s degrees 25Master of Philosophy degrees 25Doctoral degrees 25

Programs and Credentials: Specialized and Professional Education 25Agriculture 25Architecture 26


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Education 26Engineering 26Law 27Medicine and dentistry 27Medical laboratory science 28Nursing 28Pharmacy 28

Technical and Vocational Education 30Overview 30

Administration 32Institutions 32Admission 32Grading scale 33

Federal Trade Test Certificate 33National Vocational Certificate and National Innovation Diploma 33National Technical and Business Certificates 34National Diploma and Higher National Diploma 35Nursing and Allied Health Services 36

Nursing 36Pharmacy 37Dental therapy and dental technology 37

Teacher Education 38Overview 38

Administration 38Types of institutions 38Teacher certification 38

Pre-Primary Education (Children Ages 3 to 5) 39Primary Education (Grades 1 to 6) 39Secondary Education (Grades 7 to 12) 40Technical and Vocational Education 40

Grading Scales 42Senior Secondary Education 42Higher Education 42Technical and Vocational Education 43

Documentation 44Secondary Education 44

Document format 45Higher Education and Technical and Vocational Education 45

Administrative and issuing bodies 46Document format 46

References 47Print Resources 47Internet Resources 48

International websites 48Nigerian university websites 48Nigerian websites 49


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Appendices 50

Appendix A—Placement Recommendations 50

Appendix B—Nigerian Universities 51Federal Universities 51State Universities 51Private Universities 52

Appendix C—Sample Program Structures 54Appendix C1. Bachelor of Science 54Appendix C2. Master of Science and Master of Technology 56Appendix C3. Master of Philosophy 58Appendix C4. Bachelor of Agriculture 59Appendix C5. Bachelor of Science (Architecture) 62Appendix C6. Postgraduate Diploma 65Appendix C7. Bachelor of Engineering 66Appendix C8. Bachelor of Laws (LLB) 69Appendix C9. Bachelor of Medicine and Bachelor of Surgery 71Appendix C10. Doctor of Veterinary Medicine 72Appendix C11. Bachelor of Medical Laboratory Science 76Appendix C12. Bachelor of Nursing Science 79Appendix C13. Bachelor of Pharmacy 82Appendix C14. National Technical Certificate and Advanced National Technical Certificate 85Appendix C15. National Diploma and Higher National Diploma 87Appendix C16. Bachelor of Education 90

Appendix D—Sample Documents 93Appendix D1. West African School Certificate 93Appendix D2. West African GCE O and A Levels 94Appendix D3. West African Senior School Certificate 96Appendix D4. NECO Senior School Certificate 97Appendix D5. Nursing Registration and Transcript 98Appendix D6. Midwifery Certificate and Transcript 100Appendix D7. National Diploma and Higher National Diploma and Transcripts 102Appendix D8. Bachelor of Science Degree Certificate and Transcript 108Appendix D9. Postgraduate Diploma, Examination Result and Transcript 111Appendix D10. Master of Science Degree Certificate and Transcript 114


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List of FiguresFigure 1. Map of Nigeria 1Figure 2. National Flag and Coat of Arms of Nigeria 4Figure 3. Outline of Older School System 12Figure 4. Outline of Current School System 13Figure 5. Outline of Higher Education System 20Figure 6. Outline of Technical and Vocational Education System 31


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List of TablesTable 1. Nigeria’s Three Major Ethnic Groups 2Table 2. 36 States of Nigeria 4Table 3. Three Educational Subsectors 6Table 4. WAEC and NECO Grading Scale and IQAS Equivalency 16Table 5. WASSC Examination Results for November and December 2008 16Table 6. Student Enrolment in Nigerian Universities, 2006–07 18Table 7. NUC Program Accreditation Criteria 19Table 8. NUC Accreditation Results 19Table 9. Academic Calendar (2008–09), University of Lagos 21Table 10. Academic Calendar (2009), Ahmadu Bello University, Zaria 21Table 11. Undergraduate Academic Calendar (2008–09), Babcock University 21Table 12. Undergraduate Academic Calendar (2009–10), University of Ilorin 21Table 13. Generic Grading Scale, Higher Education 22Table 14. General Admission Guidelines, University of Lagos 23Table 15. Technical and Vocational Institutions 32Table 16. Technical and Vocational Grading Scale 33Table 17. WAEC and NECO Grading Scale and IQAS Equivalency 42Table 18. Generic Grading Scale, Higher Education 42Table 19. Grading Scale and Degree Classifications, Babcock University 42Table 20. Grading Scale and Degree Classifications, Bowen University 42Table 21. Grading Scale and Degree Classifications, University of Ibadan 43Table 22. Classifications in Technical and Vocational Education 43Table 23. Major Types of Secondary Credentials 44Table 24. Major Types of Technical and Vocational Credentials 45Table 25. Major Types of Higher Education Credentials 46Table 26. Bachelor of Science (Biochemistry), Obafemi Awolowo University 54Table 27. Master of Science (Biochemistry), Obafemi Awolowo University 56Table 28. Master of Technology (Biochemistry), Federal University of Technology, Yola 57Table 29. Master of Philosophy in Crop Science, Usmanu Danfodiyo University 58Table 30. Bachelor of Agriculture in Animal Science, University of Nigeria, Nsukka 59Table 31. Bachelor of Science (Honours) Architecture, Obafemi Awolowo University 62Table 32. Postgraduate Diploma in Architectural Conservation, Obafemi

Awolowo University 65Table 33. Bachelor of Engineering (Chemical Engineering), University of Benin 66Table 34. Bachelor of Laws (LLB), University of Nigeria, Nsukka 69Table 35. Bachelor of Medicine and Bachelor of Surgery, University of Lagos 71Table 36. Doctor of Veterinary Medicine (DVM), Ahmadu Bello University 72Table 37. Bachelor of Medical Laboratory Science (BMLS), Babcock University 76Table 38. Bachelor of Nursing Science (BNSc), Babcock University 79Table 39. Bachelor of Pharmacy, University of Nigeria, Nsukka 82Table 40. National Technical Certificate (NTC) in Electrical Installation and

Maintenance Work 85Table 41. Advanced National Technical Certificate (ANTC) in Electrical Installation and

Maintenance Work 86Table 42. National Diploma in Civil Engineering Technology, National Board

for Technical Education 87Table 43. Higher National Diploma in Civil Engineering Technology, National Board for

Technical Education 88Table 44. Bachelor of Education (Early Childhood Education), Tai Solarin University

of Education 90Table 45. Postgraduate Diploma in Education, Obafemi Awolowo University 92


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Country Overview

LandLocated in West Africa, the Federal Republic of Nigeria borders Cameroon to the east, Chad to the northeast, Niger to the north, Benin to the west, and the Gulf of Guinea on the Atlantic Ocean to the south. It has a surface area of 923,768 square kilometres, including about 13,000 square kilometres of water.

Abuja, a city planned and built in the 1970s and 1980s in the interior, has been the national capital since December 1991. Previously, the capital was based in the country’s largest city, Lagos, on the southwest coast.

Figure 1. MAP OF NIGERIA

Source: united Nations cartographic Section.

Nigeria has a single time zone, Nigeria Standard Time, which is one hour ahead of Universal Coordinated Time.

Nigeria takes its name from its chief river, the Niger, which enters the country from the northwest. The Benue River enters the country from the northeast and joins the Niger at the city of Lokoja in the central south, from where the

Niger continues south and empties into the Atlantic at the Niger Delta.

The expansive valleys of the Niger and Benue rivers form Nigeria’s largest topographical region. High plains and hills rise to the north of the valleys. Southwest of the Niger stand the rugged Yoruba highlands. A mountainous zone stretches along the eastern border and includes the country’s highest point, Chappal Waddi (2,419 metres). In the south, the coastal zone along the Gulf of Guinea consists of low-lying plains.

Nigeria has a tropical climate with wide regional variations. Temperatures are generally high, averaging from 25 to 28 C. In the Niger and Benue river valleys, there are two seasons: the wet season from April to October and the dry season from November to March, sometimes called “Harmattan” after the dry, dusty wind that blows from the Sahara toward the Atlantic during this time. The seasons are less defined in the south, which has high humidity all year due to the warm moist air from the Atlantic. Annual rainfall decreases northward, ranging from 4,000 millimetres in the Niger Delta to less than 1,000 millimetres in the north.

Nigeria boasts rich natural resources, with the world’s tenth largest reserve of oil at 36.2 billion barrels and the seventh largest reserve of natural gas at 184 trillion cubic feet (2009 estimate). Oil and natural gas constitute the main source of Nigeria’s export earnings.

People and LanguagesPopulationNigeria is by far the most populous country in Africa. Its population of 140 million (2006 census) has an annual growth rate of over two per cent. Over 40 per cent of the people are younger than 15 years. Population density is high, with about 150 people per square kilometre. Much of the population is concentrated along the coast and in the north. Slightly less than half of the population lives in cities. The most populous cities in Nigeria are Lagos (8 million), Kano (3.8 million), Ibadan (2.6 million), Kaduna (1.7 million), Port Harcourt (1.3 million) and Benin City (1.1 million). Life expectancy is 47 years. The adult literacy rate for the whole population is estimated at 72 per cent (UN Statistics Division, 2007).

Nigeria is a country with great ethnic and cultural diversity. The more than 250 ethnic groups are distinguished by

Alberta’s 661,190 square kilometres equate to just over two-thirds of the total area of Nigeria.

Alberta is seven hours behind UTC and thus eight hours behind Nigeria.


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their geographical location, language, clothing style, family organization and traditional beliefs. The three largest groups—Hausa–Fulani, Yoruba and Igbo—account for about 70 per cent of the population.

Table 1. NIGERIA’S THREE MAjOR ETHNIC GROUPS

Name populaTioN (%) regioN

Hausa–Fulani 29 north

Yoruba 21 southwest

igbo or ibo 18 southeast

ReligionReligious affiliation is split among Islam (45 per cent), Christianity (53 per cent) and indigenous beliefs (2 per cent). Islam dominates in the north and Christianity in the south.

LanguagesThe official language is English. There are about 350 native languages, with Hausa, Yoruba and Igbo spoken by more than 50 per cent of the population and designated as national languages.

HistoryThe area of present-day Nigeria has known human settlement for at least 10,000 years. It was home to various ethnically based kingdoms and tribes when the Europeans arrived in the late 15th century. The ensuing slave trade in the 16th to the 19th centuries and formal colonization by Britain in the late 19th century drastically reshaped the area. After achieving independence in 1960, Nigeria went through frequent coups and long periods of military rule until 1999, when a civilian government was elected and a new constitution adopted.

Early historyThe Nok people, who lived in north Nigeria between the fourth century BC and the second century AD, created the earliest identifiable culture in Nigeria. They were skilled artisans and ironworkers, famous for their finely crafted figurines.

For centuries thereafter, kingdoms, city-states and tribal communities controlled different regions of present-day Nigeria. The major ethnic groups of the country can trace their origins to those earlier states.

Kanem-Bornu. The kingdom of Kanem emerged east of Lake Chad in the ninth century AD and moved across the lake into Bornu in what is now northeast Nigeria between the 12th and 14th centuries. It lasted for a thousand years until it was absorbed into the Wadai sultanate to the east.

Hausa-Fulani. The Hausa city-states were established to the west of Bornu, in what is now north and northwest Nigeria, around the same time as the emergence of the Kanem kingdom. Among the competing Hausa states, none became powerful enough to gain complete control of the region. In the jihad (Islamic holy war) of 1804–08, the Fulanis conquered the Hausa states and set up the Sokoto caliphate, a loose federation of 30 emirates. The Sokoto caliphate dominated the region throughout the 19th century before falling to British conquerors in 1903.

Yoruba and Benin. Ife was established around the 11th century as the first of the Yoruba city-states in what is now southwest Nigeria. According to Yoruba mythology, Ife was the centre of the universe. Its cultural influence spread far beyond the borders of the small city-state. Another Yoruba city-state, Oyo, rose to supremacy in the 16th and 17th centuries and replaced Ife as the political centre of the region. The Fulani expansion to the south caused the collapse of Oyo in the early 19th century.

Benin emerged to the east shortly after the rise of Ife. When Oyo was becoming dominant to the west, Benin developed into a major kingdom with trade both within the region and later with Europe. According to Benin legends, its first rulers were descended from an Ife prince. There was much trade and cultural exchange between Benin and the Yoruba states.

Igbo and the delta states. The Igbo people in southeast Nigeria did not develop kingdoms, but lived in villages or tribal communities. The same was true in much of the Niger Delta. After the arrival of the Europeans, more centralized forms of government emerged. Aro rose to dominance in the 17th and 18th centuries and was a major partner in the slave trade.

Colonial ruleThe Portuguese first reconnoitred the West African coast in the late 15th century and initiated the transatlantic slave trade. They were followed by the Dutch, the French and the British. By the 18th century Britain had become the


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dominant colonizing power. The slave trade flourished in southern areas near the coast. In 1807 Britain abolished the slave trade, which went underground and was gradually replaced by the trade of commodities, especially palm oil.

At the Berlin West Africa Conference in 1885, the European powers carved Africa into spheres of influence. To secure its claim to Nigeria, Britain moved to consolidate its occupation, crushing indigenous resistance. In 1890 it created the two protectorates of northern and southern Nigeria. In 1914 it joined the two protectorates into a single state called the Colony and Protectorate of Nigeria, with Lagos as its capital. Thus a new country was created in a land that had diverse ethnicities, cultures and languages, and little sense of a national identity. The two former protectorates retained their own distinctive systems of administration, and the dichotomy of north and south has continued to this day.

The British attempted to govern the colony by indirect rule, employing local leaders to administer their traditional lands and collect taxes. The practice worked more effectively in the north than in the south. The subjugation of the indigenous people to serve British colonial needs caused growing discontent and opposition in the form of both passive resistance and occasional violent conflicts. By the end of the Second World War, several influential political parties had emerged. The conflicting interests of those regionally based parties have become an enduring feature of Nigerian politics.

In 1947 Britain introduced a new constitution (amended in 1951 and 1954) that divided the colony into three ethnically based regions, each with its own appointed legislative assembly, overseen by a federal government:

• northern region – Hausa–Fulani (Muslim)

• eastern region – Igbo (Catholic)

• western region – Yoruba (Muslim and Anglican)

The Northern People’s Congress, thanks to the large population of the northern region, won the general elections in 1959. The head of the NPC, Sir Abubakar Tafawa Balewa, entered a coalition with the National Council of Nigeria and the Cameroons, a major party from the eastern region, and became prime minister of Nigeria in january 1960, on the eve of independence.

After independenceBy an act of the British Parliament, Nigeria became an independent country within the Commonwealth of Nations on 1 October 1960. It became a republic in 1963. For almost four decades after independence, regional and ethnic tensions often led to heated disputes and violent conflicts, and military coups rather than elections determined the country’s leadership. Balewa, the first prime minister, was killed in a military coup in 1966. He was succeeded by Army General johnson Aguiyi-Ironsi, an Igbo, who was assassinated in a countercoup a few months later and replaced by Yakubu Gowon. The massacre of thousands of Igbo in northern Nigeria ensued.

In May 1967 Gowon announced the division of the country into 12 states. (The number of states has since increased to 36.) The Igbo-dominated eastern region declared independence as the Republic of Biafra, and civil war broke out. Millions of Nigerians died from hostilities and starvation during the 30-month war. Federal forces overcame the rebels in january 1970.

The end of the civil war coincided with the oil boom, with Nigeria soon becoming one of the world’s largest oil producers. The rapid growth in national wealth aided in the restoration of peace and the repair of war damage, but did not lead to political stability. Beset with widespread corruption and inefficiencies, the Gowon government faced increasing opposition. A military officer, Murtala Ramat Muhammad, took over the government in a bloodless coup in july 1975. He introduced many popular reforms to fight corruption and planned to hand over power to an elected government by 1979. After his assassination in an unsuccessful coup in February 1976, his successor, Olusegun Obasanjo, continued the reforms. He also initiated plans to move the national capital from Lagos to Abuja. In 1979 Nigeria adopted an American-style constitution and held national elections.

The National Party of Nigeria led by Alhaji Shehu Shagari won the election and formed a minority government, ushering in what is known as the second republic (1979–83), as opposed to the first republic (1960–66). Amid high expectations, it launched ambitious programs for national development, some of which proved costly and unproductive. The economy worsened with the end of the oil boom in 1981, and the government was overthrown in a military coup at the end of 1983. The nation’s leadership


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changed hands in two subsequent coups, in 1985 and 1993, when Army General Sani Abacha assumed power. This was a period of political uncertainty, economic recession and rising religious strife between Christians and Muslims. Religious riots broke out in several states in the early 1990s.

Abacha’s government was characterized by rampant corruption and ruthless suppression of dissidents. In 1995 Nigeria was suspended from the Commonwealth due to its human rights violations. Upon Abacha’s death in 1998, Army General Abdulsalami Abubakar assumed control and proceeded to return Nigeria to civilian rule. In 1999 former leader Obasanjo was elected president, and his party, the People’s Democratic Party, won a parliamentary majority. Obasanjo won a second term in 2003. In 2007 Umaru Musa Yar’Adua of the PDP won the presidential election. The civilian rule that began in 1999 is sometimes referred to as the third republic.

Readmitted to the Commonwealth in 1999, Nigeria has maintained its multiparty democracy, though there have been criticisms of electoral irregularities and fraud. The rise of oil revenue has boosted the economy, but the government still faces serious challenges, as longstanding religious, regional and ethnic tensions lead to disruption, violence and lack of cooperation, hindering national development.

AdministrationAccording to the 1999 constitution, Nigeria is a federal republic with a democratically elected government made of separate executive, legislative and judicial branches. The president, elected to a four-year term, is both the chief of state and head of government. The president heads the Federal Executive Council, which wields executive power at the national level and has 19 federal ministries, including the Federal Ministry of Education.

The bicameral National Assembly consists of an upper chamber (Senate) and a lower chamber (House of Representatives). The Senate has 109 seats: three for each of the 36 states and one for the Federal Capital Territory. The House of Representatives has 360 seats, allocated to the states by population. Members of the National Assembly may serve a maximum of two four-year terms.

Nigeria’s legal system features a combination of statutory law, English common law, customary law and sharia (Islamic law). The judiciary comprises the Supreme Court

and the Federal Court of Appeal at the national level and high courts, sharia courts (in 12 northern states) and customary courts at the state level.

Nigeria is divided into the Federal Capital Territory (Abuja) and 36 states in six zones (see Table 2). The administrative division has evolved from three regions in 1960 to four regions in 1963, 12 states in 1967, 19 states in 1976, 21 states in 1987, 30 states in 1991 and 36 states in 1996. Each state has an elected governor and House of Assembly. The Federal Capital Territory is headed by a minister appointed by the president. The states are further divided into more than 700 local government areas. Local government councils, as the third tier of government, administer basic health care and primary education.

Table 2. 36 STATES OF NIGERIA

ZoNe STaTeS

South–West lagos, ekiti, ogun, ondo, oshun and oyo

South–South akwa ibom, bayelsa, cross river, delta, edo and rivers

South–east abia, anambra, ebonyi, enugu and imo

North–West Kaduna, Kano, Katsina, Jigawa, Kebbi, Sokoto and Zamfara

North–central benue, Kogi, Kwara, Nasarawa, Niger and plateau

North–east adamawa, bauchi, borno, gombe, Taraba and Yobe

The Nigerian currency is the naira (NGN). As of mid-2010, the exchange rate was about N144 to one Canadian dollar.

Figure 2. NATIONAL FLAG AND COAT OF ARMS OF NIGERIA

The Nigerian flag has three equal vertical bands of green, white and green. The green represents agriculture and the white, peace and unity.

The Nigerian coat of arms features an eagle mounted on a black shield. The eagle stands for strength and the black


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shield represents fertile soil. The two silvery bands on the shield symbolize the Niger and Benue rivers. Two white chargers support the shield and at its base is a wreath of costus spectabilis, Nigeria’s national flower. The motto “Unity and Faith, Peace and Progress” is inscribed on the base.

Canada and Nigeria are both members of the Commonwealth of Nations. Canada has provided development assistance to Nigeria mainly in the agriculture, environment and health sectors. Nigeria is Canada’s second largest trading partner in sub-Saharan Africa and one of the top African countries as a source of immigrants to Canada, with 2,255 Nigerians having obtained permanent resident status in 2007 (Citizenship and Immigration Canada, 2007).


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Historical Education Overview

Outline of Education SystemFormal education in Nigeria, based on Western-style education from the British colonial period, underwent reforms in the 1980s to resemble the American system. It follows the 6+3+3+4 pattern, consisting of six years of primary school, three years of junior secondary school, three years of senior secondary school and four years of undergraduate study leading to a bachelor’s degree in most fields.

The first nine years of schooling, called basic education, is supposed to be compulsory and free, but the transition rate from primary to junior secondary school remains low. The majority of junior secondary graduates seek admission into general senior secondary schools; others attend technical colleges or vocational training centres, or enter apprenticeship training.

Table 3. THREE EDUCATIONAL SUBSECTORS

SubSecTor TYpeS oF iNSTiTuTioNS

basic education pre-primary classes, primary schools, junior secondary schools, nomadic and adult literacy classes

post-basic education Senior secondary schools, technical colleges, secondary vocational schools, vocational enterprise institutions (Veis), apprentice centres

Tertiary education universities, polytechnics and monotechnics, colleges of education, innovative enterprise institutions (ieis)

Source: Nigeria Fme, 2009.

In addition to formal education, there are two other distinct systems of education: indigenous and Islamic. In the indigenous system, children learn the skills of farming and indigenous crafts and trades. It operates almost entirely in the private sector and has yet to be integrated into the formal system. Islamic education operates mainly in northern Nigeria, where many children learn the Quran at a young age from a local religious teacher. While some of these children move on to the formal school system, others attend Quranic schools, with a small number advancing to higher education programs in Islamic studies offered at a few universities.

AdministrationNigeria is divided into the Federal Capital Territory (Abuja) and 36 states, which are further divided into more than 700

local government areas. According to the 1999 constitution, federal, state and local governments share responsibilities for education. The federal government is responsible for overall policy, planning and funding of education, maintaining quality within the system, and encouraging innovation. It administers the federal universities and a small number of secondary schools. State governments administer state universities and the majority of secondary schools. Primary education is under the management of local governments.

A number of central agencies assist the Federal Ministry of Education in policy advice and coordination, research, examination, and certification of institutions. Prominent among them are commissions established for different subsectors of the education system and national examining bodies.

• National Council of Education—Chaired by the Federal Minister of Education, NCE includes all the State Commissioners of Education and members of the joint Consultative Committee of Education. It is the highest policy-making body in educational matters.

• Joint Consultative Committee on Education—jCCE is an independent body of educational professionals who make policy recommendations to the NCE and state ministries of education.

• National Universities Commission—Established in 1962 as an advisory agency, NUC became a statutory body in 1974. It is responsible for maintaining the quality of higher education and for approving the establishment of degree-granting institutions and academic programs.

• Universal Basic Education Commission—Formerly the National Primary Education Commission, UBEC adopted its current name in 2000. It advises the government on funding and development of basic education and allocates resources for primary education through state educational authorities and local governments.

• National Mass Literacy, Adult and Non-Formal Education Commission—NMEC was established in 1990 as part of a national drive to eliminate illiteracy.

• National Commission for Colleges of Education—NCCE coordinates all aspects of non-degree teacher education in the country.

• National Board for Technical Education—Established in 1977, NBTE is responsible for


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curriculum standards and program accreditation in technical and vocational education and training at both secondary and post-secondary levels.

• National Examinations Council—Established in 1999, NECO conducts exit examinations at both junior secondary and senior secondary levels.

• National Business and Technical Examinations Board—Established in 1992, NABTEB administers technical and business examinations such as the National Technical Certificate and National Business Certificate examinations.

• Joint Admissions and Matriculation Board—Established in 1978, jAMB is the central body responsible for administering applications to higher education institutions including universities, polytechnics and colleges of education and for conducting the Unified Tertiary Matriculation Exam.

Several other federal ministries and agencies also play important roles in education. For example, the Ministry of Women’s Affairs and Social Welfare, together with the State Commission for Women, promotes the education of women and girls.

Funding for education comes from various sources, but relies mainly on the government. The level of funding has remained low, accounting for less than 12 per cent of total government expenditure in recent years, much less than the 26 per cent recommended by UNESCO. Funds are distributed among primary, secondary and higher education roughly in the proportion of 30:30:40. Funding and assistance also come from international agencies such as the World Bank and UNESCO.

Language of instructionLanguage is one of the many challenges facing education in Nigeria. While English is the official language, there are about 350 indigenous languages, of which Hausa, Yoruba and Igbo are designated as national languages and spoken by more than 50 per cent of the population. As the less common languages do not have written form, it is difficult to design instructional material in those languages. Generally speaking, the medium of instruction is the local language for the first three years of primary education and English thereafter.

School yearThe school year lasts over ten months, running from january to December or from September to August. It is divided into three terms of 10 to 12 weeks each at the pre-primary, primary, junior and senior secondary levels. The academic year at most universities runs from October or November to june or july, divided into two terms of 18 to 20 weeks each.

Indigenous EducationIndigenous education in Nigeria existed long before the arrival of the Europeans. Often referred to as traditional or community-based education, it provides practical training to turn individuals into productive members of the society and serves the function of preserving and transmitting cultural heritage from one generation to another. It instills culturally accepted norms and values such as integrity, hospitality, respect for elders, self-reliance and hard work. Intellectual training includes the study of local history, legends, poetry, reasoning, and riddles and proverbs. Indigenous education lacks the modern classroom setting, a uniform documented curriculum and the guidance of professional teachers.

A main feature of indigenous education is the traditional apprentice mode whereby apprentices work under a master for a number of years to learn a trade before striking out on their own. Some crafts and trades are also passed down in families. Education is gender-based and varies by geographical areas. Boys are trained for male-dominated occupations such as farming, hunting, construction, blacksmithing, leather-work, truck driving, traditional medicine, and so on. Girls learn skills that assist in their future roles as wives and mothers, such as singing, dancing, cooking, poultry farming, weaving, dyeing, pottery and traditional midwifery. The indigenous system operates almost entirely in the private sector, with virtually no government regulation.

Islamic EducationIslamic education originated in the 11th century in the northern parts of Nigeria. The jihad of 1804–08 and establishment of the Sokoto caliphate helped spread and consolidate Islamic studies in various parts of the country. The medium of instruction was Arabic. In the 20th century the British introduced English to replace Arabic as the


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language of government administration in northern Nigeria and established schools with English as the language of instruction.

Today Islamic education with Arabic used for instruction continues to play an important role in northern Nigeria, though it operates mainly outside the formal education system. Quranic schools provide education at various levels to thousands of students in the northern states. The levels are determined not strictly by age but by the competence of the students. Efforts have been made to integrate Islamic education into the formal system, for example by introducing secular subjects such as English, mathematics, economics and geography. A three-year diploma in Islamic studies entitles the holder to seek admission to bachelor’s degree programs in the same field offered by a number of universities, such as the Bayero University, Kano.

Western-Style EducationBritish period (1843–1960)Western education came to the country in the mid-19th century, with the first Christian mission school founded in 1843. Mission schools taught a curriculum focused on the four Rs (reading, writing, arithmetic and religion) and prepared students for job opportunities such as pastors, teachers, clerks and interpreters. Most of the schools were at the primary level, though a number of secondary schools were also established.

The missionaries were highly successful in introducing the Christian religion and Western-style education in southern Nigeria, but met strong resistance in the predominantly Muslim north. The British policy of indirect rule recognized Islamic education in the Northern Protectorate and restricted the spread of mission schools to the region. Western-style education therefore developed much faster in the south than in the north, resulting in an educational imbalance that persists to this day.

For some years Western-style education introduced by the missionaries developed in Nigeria with little government assistance or intervention. Starting in 1882 the government enacted a series of ordinances that prescribed codes, regulations and guidelines on the establishment and management of schools, the training of teachers and annual evaluation of pupils. It established education boards and appointed inspectors to supervise schools and allocate government grants.

Before independence, the country had developed a three-tiered system of primary, secondary and higher education based on the British model. All three regions had enacted their own education laws (the west in 1955, both the east and north in 1956). Rapid educational growth in the 1950s led to the introduction of a Universal Primary Education program (in the western region in 1955 and the eastern region in 1957).

The West African Examinations Council was set up in 1952 as a corporate body charged with the responsibility of conducting public examinations in West Africa. Such examinations were to qualify candidates for certificates equivalent to those from similar examining authorities in Britain, such as the University of London Local Examinations Syndicate and the University of Cambridge Local Examinations Syndicate.

Higher education in Nigeria began with the establishment of Yaba Higher College in 1932 to train secondary school teachers and “qualified assistants” in medical, engineering and other vocations. In 1948 the University College in Ibadan was founded as a residential and tutorial college under the University of London. In 1962 it became the University of Ibadan.

After independence (1960–)

School educationAt the time of independence in 1960, the education system in Nigeria faced many challenges. There was no uniformity in the educational system, as each of the three regions had enacted its own education law. Primary education, for example, lasted from six to eight years. Capacity for secondary education was low, with a total enrolment of only 135,434. University College in Ibadan was the only higher education institution in the whole country.

As the British exited the country in large numbers, the number of trained teachers decreased even as the educational needs of the population continued to grow. Many teachers entered the profession after completing short-term training programs that could maintain only minimum standards.

Education expanded rapidly in the 1960s to meet the manpower needs of the new country. The federal government, however, was only able to coordinate educational policy and standards across the country


.9

effectively after the end of the civil war (1967–70) and with the start of the oil boom. In 1969, a national curriculum conference was held in Lagos to review the educational system and propose changes. This eventually led to the Universal Primary Education scheme in 1976 and the National Policy on Education in 1977.

The NPE of 1977 (revised in 1981, 1995 and 1998) spelled out the philosophy of Nigerian education and the goals, purposes and orientations of various levels and aspects of the education system. Other important guidelines of the NPE included the promotion of Nigerian languages and a diversified curriculum with pre-vocational and vocational–technical subjects.

The education system grew rapidly in the late 1970s and early 1980s amid concerns about maintaining quality and standards. The Universal Primary Education scheme launched in 1976 was abandoned a few years later due to poor planning, poor management and inadequate funding, as well as the generally low quality of teachers recruited to teach the program.

With the end of the oil boom in 1981, education entered a period of instability, financial difficulty and chronic mismanagement. The education sector continued to expand, but remained poorly funded. This caused many problems, such as unpaid teachers’ salaries and the deterioration of facilities at all levels. There were frequent strikes in schools and universities. Cheating at major examinations that determined access to employment and the next level of education became embedded in many parts of the system, unhindered by the introduction of special tribunals for speedy trials and harsh penalties. There was a general decline in the quality of education.

In 1990, when the literacy rate for the whole population stood at 51 per cent, the government established the National Commission for Mass Literacy, Adult and Non-Formal Education as part of a national drive to eliminate illiteracy in Nigeria. Another initiative was the introduction of a free and compulsory nine-year schooling program in 1992. The main objective of the program was to ensure a smooth transition from primary education to junior secondary school and to keep learners in school long enough to acquire basic and life skills. Due to poor funding levels, junior secondary education, though nominally tuition-free, charged levies to cover the cost of running the

schools. The planned automatic transition from primary to junior secondary education was not well implemented, as limited space caused many states to administer competitive examinations for admission into junior secondary schools.

The most profound reform of school education took place in the 1980s, when the British-based system was gradually replaced by an American-style system.

Older system (6+5+2+3):

Six years of primary school

+ five years of secondary school

+ two years of further education — General Certificate of Education Advanced Level (GCE A Level)

+ three years of undergraduate education

Current system (6+3+3+4):

Six years of primary school

+ three years of junior secondary school

+ three years of senior secondary school

+ four years of undergraduate education

Before the reform, students graduating from primary schools took an entrance examination administered by the West African Examinations Council.

• Those with low scores could attend secondary modern schools; at the end of three years they received a modern-school leaving certificate, which did not give access to further education.

• Those with high scores entered secondary grammar schools; at the end of five years of study they took WAEC examinations to receive the West African School Certificate (multiple subjects) or GCE O Levels (single subjects). Some undertook two additional years of study, then sat WAEC examinations to receive the Higher School Certificate (multiple subjects) or GCE A Levels (single subjects). University admission was based on O Level results. Applicants with the requisite number of A Level passes were granted one year’s advanced standing and could earn a bachelor’s degree in most fields in three years.

Since the reform, six years of primary school is followed by three years of junior secondary school and three years of senior secondary school. Students graduating from junior secondary school and senior secondary school receive the


.10

junior School Certificate and Senior School Certificate respectively, by passing examinations administered by WAEC and NECO (since 1992). The GCE O and A Levels have been phased out.

The reform also involved curriculum changes. junior secondary schools now offer both academic and pre-vocational streams. junior secondary graduates, based on their examination results, may enter senior secondary schools or technical–vocational schools.

The civilian government enacted a new National Policy on Education in 1999 (revised in 2004) and launched a series of initiatives to rebuild the education system that was, according to the Federal Ministry of Education, “on the verge of collapse.” The FME initiated a partnership with UNESCO to address Nigeria’s reform needs for the entire education system. The UNESCO report identified a number of major issues: infrastructure, human resource capacity, access and equity, quality, funding mechanisms, literacy and community education, curriculum relevance, cultism in higher education and examination malpractice.

The civilian government also relaunched the Universal Basic Education program in 1999. Designed as an improvement on the Universal Primary Education initiative, the UBE aims to eventually provide free and compulsory education for nine years covering primary and junior secondary school, thus enabling all citizens to acquire appropriate levels of literacy, numeracy, and communicative, manipulative and life skills. UBE was signed into law in 2004 as the UBE Act, and a new nine-year basic education curriculum began to be implemented in first-year primary and junior secondary classes in 2008.

Higher educationIn 1959 the Nigerian government set up the Sir Eric Ashby Commission to identify the future high-level manpower needs of the country. The Ashby Report recommended upgrading the University College in Ibadan to a university and establishing three new universities in the country. It also proposed the establishment of a university commission to maintain uniform academic standards.

In the early years of independence, six federal and regional universities were established:

• University of Nigeria, Nsukka (1960)—eastern region

• Ahmadu Bello University, Zaria (1962)—northern region

• University of Ife, Ile-Ife (1962) (renamed Obafemi Awolowo University in 1987)—western region

• University of Lagos, Lagos (1962)—federal

• University of Ibadan (formerly University College in Ibadan under the University of London) (1962)—federal

• University of Benin (1970)—midwestern region

In 1962 the National Universities Commission was established to coordinate the development of the Nigerian university system and to maintain academic standards. In 1978 the joint Admissions and Matriculation Board was set up to regulate university admission.

As the country’s four regions were reorganized into 12 states and new states continued to emerge, the federal government proceeded to take over all the regional universities and set up federal universities in the new states. Between 1975 and 1977, seven new federal universities were launched. State governments also began to establish their own universities, with the first state university founded in Rivers State in 1979. In general, federal universities are better funded than state universities.

By 1980 the higher education system in Nigeria was well established, with some institutions, such as the University of Ibadan and the University of Ife, enjoying a reputation for high-quality instruction and research. The end of the oil boom in 1981, however, brought economic hardship and drastically reduced spending on higher education. In the meantime, universities continued to be established and overall enrolment increased by over 10 per cent annually in the 1980s.

Rising enrolment and inadequate funding resources partially accounted for the decline in the quality of higher education, as indicated by high unemployment among university graduates, especially in the fields of engineering and technology. At the same time, overseas universities seemed reluctant to recognize Nigerian degrees.

Inadequate funding caused problems such as deterioration of facilities, shortage of books and journals in the libraries and of equipment and supplies in the laboratories, and limited support for research. Overcrowding was also


.11

considered a major factor in emerging cultism and inter-cult rivalry on university campuses. Low salaries, poor working conditions and political repression, among other factors, caused a series of staff and student strikes during the 1990s. The entire university system was shut down in 1992 and in 1996.

Widespread corruption and cheating were reported among teachers and students at all levels, including in higher education. This mainly took the form of examination malpractice, since institutions used major examination results as the primary criterion for granting exit credentials and for determining access to the next level of education. Most Nigerian universities, for example, followed the British practice of using final examinations as the basis for granting degrees. Many have since changed to the American system of course credits.

Since the restoration of civilian rule in 1999, the government has introduced reforms to revitalize the higher education sector and to deal with the major problems of access, funding and quality assurance. Development of private universities is a key policy component for increasing access to higher education. Back in 1984 the military government issued the Private Universities Abolition and Prohibition Act, closing down 24 private universities that offered programs of questionable quality at the time.

A decade later, the government recognized that the rising demand for higher education could not be met by public universities, which were under-funded and stretched to capacity. Therefore it passed the National Minimum Standards and Establishment of Institutions Amendment Decree of 1993, which repealed the 1984 act and allowed for the establishment of higher education institutions by individuals, corporations, local governments and other organizations. In the same year the National Universities Commission set up a standing committee on private universities to process applications. Not until 1999, however, were the first private universities established under the 1993 decree. Since then the number of approved private universities has increased to 41.

The government also promoted access to higher education by reviving the National Open University of Nigeria in 2001. Courses are delivered through printed and audiovisual materials and radio and TV programs as well as through face-to-face contacts at 20 study centres throughout the country. NOUN offers bachelor’s and master’s degree and postgraduate diploma programs to more than 30,000 students.


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School Education

OverviewFor more than twenty years after independence, formal school education in Nigeria largely followed the British pattern. After completion of primary school (six years), students took the common entrance examination, the results of which determined what type of post-primary education they would receive. Those achieving high scores could enter grammar schools (academic programs). Those with lower scores could enter technical and commercial schools, teacher training colleges or modern schools.

Grammar schools offered five-year academic secondary programs (forms one through five). Upon completion of grammar school, students took external examinations administered by the West African Examinations Council to receive the West African School Certificate and/or the West African GCE O Level, both of which gave access to university study. A bachelor’s degree in most fields, with admission based on the West African School Certificate or the requisite number of GCE O Level passes, took four years to complete, including one year of preliminary study.

Graduates of grammar schools could also complete two additional years of study at a Sixth Form school or college

to prepare for the West African Higher School Certificate or the West African GCE A Level examinations. A bachelor’s degree in most fields, with admission based on the West African Higher School Certificate or the requisite number of West African GCE A Level passes, took three years to complete.

Technical and commercial schools offered five-year programs that included a combination of academic and technical or commercial subjects. Graduates took the same external examinations as did grammar school graduates to receive the West African School Certificate or the GCE O Level.

Teacher training colleges offered secondary teacher education programs such as the Grade II Teacher Certificate, which involved five years of full-time study and was the minimum requirement for teaching at primary schools until 1998.

Secondary modern schools offered three-year programs that included a combination of academic and vocational subjects. Graduates received a Modern School Leaving Certificate, which did not give access to further academic study.

Figure 3. OUTLINE OF OLDER SCHOOL SYSTEM

Sixth Form School → West African Higher School Certificate / GCE A Level

(2 years)

Secondary Grammar School →West African School Certificate / GCE O Level

(6 years)

Primary School → Primary School Leaving Certificate (5 years)


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In 1982 Nigeria changed from the British-based system (6+5+2) to an American-style system (6+3+3) consisting of six years of primary school, three years of junior secondary school and three years of senior secondary school. After completion of senior secondary school, students take external examinations administered by WAEC or the National Examinations Council (NECO, since 1992) to receive the Senior School Certificate, which gives access to university study. A bachelor’s degree in most fields, with admission based on the Senior School Certificate, takes four years to complete.

WAEC continued to conduct GCE O and A Level examinations for a number of years after the change of the school system, but eventually phased them out in 1989. However, Nigerians can still take GCE O and A Level examinations conducted by the University of Cambridge Local Examinations Syndicate, the University of London Local Examinations Syndicate or the Interim joint Matriculation Board. Nigerian universities continue to accept GCE O and A Level results for admission into their programs.

Figure 4. OUTLINE OF CURRENT SCHOOL SYSTEM

Senior Secondary School → Senior School Certificate (3 years)

Junior Secondary School → Junior School Certificate/Certificate of Basic Education (3 years)

Primary School → Primary School Leaving Certificate (6 years)


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The Universal Basic Education Act of 2004 stipulates that the first nine years of school education, called basic education, shall be compulsory and free.

School yearThe school year usually consists of three terms of 10 to 13 weeks each, running from january to December or from September to August.

AdministrationThe Basic and Secondary Education Department within the Federal Ministry of Education and the state ministries of education are responsible for administering school education. Local governments play an important role in managing primary schools.

The Universal Basic Education Commission, which replaced the National Primary Education Commission in 2000, advises the government on funding and development of basic education and allocates resources for primary education through state educational authorities and local governments.

The federal government funds and directly manages 102 secondary schools, called federal government colleges or “unity schools.” The first unity schools were established in 1970, at the end of the civil war, with the aims of fostering unity among future leaders from different parts of the country and of providing models of excellence to other secondary schools. Admission is based on the National Common Entrance Examination administered by the National Examinations Council, with quotas assigned to all states across the country to recruit students of different language, ethnic and cultural backgrounds. Teachers and staff at unity schools are federal government employees.

The majority of secondary schools are owned and funded by the states. There are also a few private secondary schools, which usually charge high tuition fees and tend to have smaller classes, good facilities and well-trained teachers.

Early Childhood Education (Ages 3 to 5)Early childhood education is not compulsory and operates mainly in the private sector. Less than half of the children aged 3 to 5 attend non-formal childcare centres. Another 20 per cent enrol in pre-primary classes, usually established within primary schools.

The government plans to make early childhood education a component of compulsory basic education and to increase the pre-primary school enrolment rate to 70 per cent by 2015. In 2004 the National Council on Education approved the Integrated Early Childhood Curriculum for 0–5 Years. A small portion of the government’s basic education funding is allocated to early childhood education.

Most childcare centre workers are untrained. The minimum qualification for teaching at pre-primary classes is the Grade II Teachers Certificate.

Primary Education (Grades 1 to 6)Primary education, sometimes called lower basic education, lasts six years. According to official guidelines, children start primary education at age 6 and complete the program at 12. Many children, however, start school late. While the majority of primary schools are public, private sector participation in primary education has been growing in recent years.

The six years of primary school are legislated as universal, free and compulsory. The lack of funding, qualified teachers and infrastructure, however, continues to hinder both growth in the primary education sector and the implementation of the UBE scheme. Primary school attendance is much higher in the south than in the north. Primary school completion rate is about 30 per cent across the country.

For the first three years of school the language of instruction is the local language, with English taught as a principal subject. In subsequent years English is used progressively as the language of instruction. In private schools, English is the language of instruction from Grade 1.

Main subjects include:

1. Indigenous language2. English3. Mathematics4. Science5. Social studies6. Physical and health education7. Religious knowledge8. Vocational subjects (for example, agriculture, home

economics)


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The indigenous language could be the student’s mother tongue if it has written form and if adequate learning resources are available, or it could be a language of wider communication such as one of the national languages (Hausa, Yoruba or Igbo).

A new nine-year basic education curriculum began to be implemented in Grade 1 in 2008, introducing new subjects such as civics and information and computer technology.

Upon completion of primary education, students receive the Primary School Leaving Certificate. The certificate has been awarded on the basis of continuous assessment since 2004. Previously, students had to sit an external examination in order to receive it. The government will eventually abolish the Primary School Leaving Certificate to help ensure that all children complete nine years of basic education.

Primary school teachers must hold a Nigeria Certificate in Education. Those who do not have the NCE are required to upgrade their qualifications through in-service teacher training programs.

junior Secondary Education (Grades 7 to 9)junior secondary education lasts three years. It is supposed to be free and compulsory according to the Universal Basic Education Act of 2004, but students often have to pay levies to cover the costs of running the schools. The transition rate from primary to junior secondary school is less than 50 per cent.

Previously, primary school graduates were required to pass the common entrance examination conducted by WAEC in order to attend junior secondary school. Since 2004, entry to junior secondary education is based on possession of the Primary School Leaving Certificate. To get into one of the unity schools, however, candidates must pass the National Common Entrance Examination conducted by NECO. Many private schools also administer their own entrance examinations.

junior secondary students choose 10 to 13 subjects, including all subjects from Group A and at least one subject each from Group B and Group C.

Group A(eight core subjects

Group B(pre-vocational electives)

Group C(non-vocational electives)

English

French

local language (L1)

one major Nigerian language other than the local language (L2)

Mathematics

Science

Social studies and citizenship education

Introductory technology

Agriculture

Business studies

Home economics

Local crafts

Computer education

Religious knowledge

Physical and health education

Fine art

Music

Arabic

Upon completion of junior secondary school, students must sit external examinations to receive the junior School Certificate or the Certificate of Basic Education. Most students sit examinations administered by the state ministries of education. NECO conducts examinations for unity schools and private schools across the country and for state-owned schools in a few states.

The first junior school certificate examination was conducted in 1988. Students must pass at least six subjects (including English and mathematics) in order to receive the junior School Certificate.

The new nine-year basic education curriculum began to be implemented in Grade 7 in 2008.


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Senior Secondary Education (Grades 10 to 12)Senior secondary education lasts three years, with entry based on possession of the junior School Certificate. The official age for schooling at this level is 15 to 17 years. Government guidelines call for the streaming of junior secondary graduates to senior secondary schools (60 per cent), technical colleges and colleges of education (20 per cent), vocational training centres (10 per cent), and apprenticeship schemes (10 per cent). In reality, due to the preference for the academic stream and the lack of capacity for technical and vocational education, about 90 per cent of junior secondary graduates who continue their studies go on to attend senior secondary schools. The majority of senior secondary schools are combined with junior secondary schools.

Senior secondary students must take six core subjects plus one to three electives. They may drop one of the electives in the third year.

The six core subjects include:

1. English2. Mathematics3. A major Nigerian language4. A science subject (physics, chemistry or biology)5. Literature in English, geography or history6. Agricultural science or a vocational subject

The exit credential of senior secondary education is the Senior School Certificate, based 30 per cent on continuous assessment and 70 per cent on the national examination conducted by either WAEC or NECO (since 2000). The General Certificate of Education O Level and A Level examinations based on the British system have been phased out.

The Nigerian Educational Research and Development Council has developed a new senior secondary curriculum that is expected to be implemented in 2011. Students will take five compulsory subjects (English, mathematics, civic education, information and computer technology, and trade or entrepreneurship) plus three or four elective subjects.

To teach at the senior secondary level, one must hold either a bachelor’s degree in education or a bachelor’s degree or Higher National Diploma in a relevant field plus teaching qualification such as a postgraduate diploma in education. Many teachers, especially in mathematics and science, do not have the required qualifications.

West African Senior School Certificate (WASSC)The West African Senior School Certificate examination is conducted twice a year, in May–june and November–December. Students who sit the exam in the third year of senior secondary school are called school candidates. The exam is also open to private candidates, such as people who have taken the examination previously, or those with three GCE O Level passes, three passes at Grade II Teacher Certificate examination or any other qualification deemed equivalent.

Candidates must sit for all six core subjects plus two or three electives in order to receive the WASSC. WAEC can issue official statements of results to educational institutions and employers upon student request and fee payment. Examination results can also be verified online at www.waecdirect.org with the purchase of a scratch card.

Table 4. WAEC AND NECO GRADING SCALE AND IQAS EQUIVALENCY

grade deScripTor iQaS (%)

a1 excellent 95

b2 Very good 85

b3 good 75

c4

credit

70

c5 65

c6 61

d7pass

57

e8 52

F9 Fail Fail

Table 5. WASSC ExAMINATION RESULTS FOR NOVEMBER AND DECEMBER 2008

caNdidaTeS Number perceNTage

all 372,600 100

Those with credits or above in at least five subjects, including english or mathematics

127,200 34.1

Those with credits or above in at least five subjects, including english and mathematics

85,910 23.1

Those being investigated for alleged involvement in examination malpractice

54,071 14.5

Source: Waec, 2009.


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The West African Senior School Certificate, with credit level passes in English and four other subjects, allows an individual to seek university admission by taking the national university entrance exam conducted by the joint Admissions and Matriculation Board.

Senior School Certificate, National Examinations Council

The National Examinations Council was established in 1999, based on the former National Board for Educational Measurement. It conducts the following Senior School Certificate examinations each year:

• SSC examination (internal) in june–july for students in the third year of senior secondary school (since 2000)

• SSC examination (external) in November–December each year for out-of-school candidates (since 2002)

Students must choose eight to nine subjects, including the six core subjects. They must achieve C or above in English, mathematics and at least three other subjects in order to receive the certificate. NECO uses the same grading scale as WAEC.

Examination results may be verified online at www.neconigeria.org with the purchase of a scratch card.

The Senior School Certificate issued by the National Examinations Council allows an individual to seek university admission by taking the national university entrance exam conducted by the joint Admissions and Matriculation Board.

http://www.neconigeria.org



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Higher Education

Overview

Table 6. STUDENT ENROLMENT IN NIGERIAN UNIVERSITIES, 2006–07

TYpe oF iNSTiTuTioN Sub-degree bacHelor graduaTe ToTal perceNTage

Federal 49,999 503,154 57,300 610,453 55.7

State 8,734 419,901 19,459 448,094 40.9

private 357 36,641 767 37,765 3.4

ToTal 59,090 959,696 77,526 1,096,312 100

Source: Nuc, 2008.

AdministrationThe federal government has established supervisory and coordinating agencies for each group of institutions:

• the National Universities Commission for the universities

• the National Board for Technical Education for the polytechnics

• the National Commission for Colleges of Education for the colleges of education

The government has announced a consolidation plan to eventually convert all polytechnics and colleges of education into campuses of neighbouring federal universities and to combine NUC, NBTE and NCCE into one supervisory agency.

First established in 1962 and reconstituted as a statutory body in 1974, the NUC is responsible for the development of universities in the country. Its main functions include:

• approving and accrediting academic programs at universities

• setting and maintaining minimum standards of higher education

• advising governments on the creation of new public universities

• processing applications for the establishment of private universities

• allocating government grants to federal universities

• channelling external aid to Nigerian universities

The management of each institution is headed by a chief executive officer: vice-chancellor at universities, rector at polytechnics and provost at colleges of education. A new government policy introduced in 2000 has given greater autonomy to universities and returned to them the decision-making powers formerly held by NUC and other government agencies, including the authority to appoint senior officials and to determine curricula and admission standards.

FundingFunding for higher education comes mainly from the federal government. It has been inconsistent over the years and unable to keep up with inflation and rising enrolment. This has resulted in a decline in financing per student. There is a huge gap between the NUC parameters for funding and allocations from the federal government.

The universities receive little financial support from the public through gifts or endowment funds. Some generate additional income through activities such as farm product

The system of higher education in Nigeria is divided into university and non-university sectors. This chapter focuses on university education. The non-university sector, comprising colleges of education, polytechnics, and other technical and vocational institutions, is discussed in two subsequent chapters, Technical and Vocational Education and Teacher Education.

The university sector includes 27 federal universities, 36 state universities and 41 private universities, with a total enrolment of over one million.


.19

sales and consultancy services. A World Bank report on the reform of federal universities, however, concluded that income generation activities might distract institutions from teaching and research.

With tuition fees for all undergraduate programs abolished by the federal government since the 1970s, student fees typically account for no more than five per cent of a university’s income. In recent years institutions have started offering part-time undergraduate programs for fee-paying students. Some part-time programs, however, have been closed down due to quality concerns.

Quality assurance and accreditationConcerns over deteriorating quality in higher education have existed since the 1980s. At both federal and state universities, steady increase in student enrolments without corresponding growth in financial and other resources has made it difficult to maintain standards.

The National Universities Commission is empowered to lay down minimum academic standards for universities and to accredit their academic programs. It first published minimum academic standards for 13 disciplines in 1989 and later established minimum standards for additional disciplines. In 2004 it conducted an expert review of the standards and published the benchmark minimum academic standards (BMAS). These standards serve as the reference documents for program accreditation.

NUC accreditation is a process by which to evaluate academic programs offered at Nigerian universities and determine whether they meet minimum academic standards. Programs are assessed in areas such as academic matters, staffing, facilities, resources, and employers’ rating of graduates. Institutions may receive full accreditation, interim accreditation or be denied accreditation, depending on their scores.

Table 7. NUC PROGRAM ACCREDITATION CRITERIA

accrediTaTioN TYpe

Full accrediTaTioN iNTerim accrediTaTioN deNied accrediTaTioN

Score 70% aggregate score and a score of 70% in four core areas

60% aggregate score or 70% aggregate score but a score of less than 70% in one of the four core areas

less than 60% aggregate score

Timeline Valid for 6 years, with a mid-term appraisal after 3 years

2 years to make up deficiencies, followed by automatic reappraisal

No further admission into the programreappraisal at institution’s request

The first program accreditation was undertaken in 1990–91, followed by a second round in 1999–2000. A large-scale accreditation was conducted in 2005. In 2006 the NUC began accreditation of open and distance learning and MBA programs. It plans to extend accreditation to more graduate programs and to introduce institution-level accreditation.

Table 8. NUC ACCREDITATION RESULTS

Year programS eValuaTedaccrediTaTioN STaTuS

Full iNTerim deNied

1990–91 837 185 (22.1%) 572 (68.4%) 79 (9.5%)

1999–2000 1,119 128 (11.4%) 801 (71.6%) 190 (17%)

2005–06 1,670 748 (44.8%) 810 (48.5%) 112 (6.7%)

2007 872 599 (68.7%) 247 (28.3%) 26 (3.0%)

Source: okojie, 2008.


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Program structureHigher education in Nigeria shows the strong influence of the British system, but has undergone reforms to bring it in line with American-style education. It follows the three-tier degree structure (bachelor’s, master’s and PhD). In addition, certificate and diploma programs are offered at both undergraduate and graduate levels.

General bachelor’s degrees (arts and science) involve four years of full-time study. They are usually offered as honours degrees and awarded with classification (First Class, Second Class Upper Division, and so on).

Bachelor’s degrees in specialized and professional fields such as agriculture, architecture, education, engineering

and technology, law, medicine and dentistry, nursing and pharmacy take four to six years to complete. Duration of study may have changed over time, for example, from four years to five years for a number of fields such as engineering, law, nursing and pharmacy.

Master’s degrees involve one or two years of full-time study beyond the bachelor’s degree. The Master of Philosophy is a pre-doctoral program that takes one to two years after completion of a master’s degree.

Doctoral (PhD) degrees are earned with at least two years of study following the achievement of a master’s degree. Some established universities require candidates to have an MPhil for admission into their PhD programs or offer combined MPhil–PhD programs.

Figure 5. OUTLINE OF HIGHER EDUCATION SYSTEM

Senior School Certificate (12 years)

Bachelor’s Degree (4–6 years)

Master’s Degree (1–2 years)

Doctor of Philosophy (2+ years)

Postgraduate Diploma (1–2 years)

Certificate and Diploma (1–3 years)

Master of Philosophy (1–2 years)


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Academic yearThe academic year varies by region, institution and time period. It usually runs from October or November to june or july. Some universities adopt an academic year similar to the Canadian system, with two semesters, one running from September to December and the second from january to April.

Table 9. ACADEMIC CALENDAR (2008–09), UNIVERSITY OF LAGOS

FirST SemeSTer

24 Nov 2008 commencement of lectures, first semester

20 Feb 2009 end of lectures

23–27 Feb lecture-free week

2–14 mar examinations

SecoNd SemeSTer

13 apr commencement of lectures, second semester

10 Jul end of lectures

20 Jul–1 aug examinations

Table 10. ACADEMIC CALENDAR (2009), AHMADU BELLO UNIVERSITY, ZARIA

FirST SemeSTer

2–6 mar registration

9 mar–4 apr lectures, 4 weeks

6–13 apr easter break

14 apr–20 Jun lectures, 10 weeks

22 Jun–4 Jul examinations, 2 weeks

SecoNd SemeSTer

20 Jul–5 Sep lectures, 7 weeks

7–12 Sep mid-term break

14 Sep–31 oct lectures, 7 weeks

2–14 Nov examinations, 2 weeks

Table 11. UNDERGRADUATE ACADEMIC CALENDAR (2008–09), BABCOCK UNIVERSITY

FirST SemeSTer

1 Sep 2008 classes begin

20–23 oct mid-semester examinations

5–11 dec First semester examinations

18 dec–2 Jan 2009 Semester break

SecoNd SemeSTer

12 Jan classes begin

17–24 apr Second semester examinations

Summer SemeSTer

13 may classes begin

8–11 Jun mid-summer examinations

9–13 Jul Summer semester examinations

Table 12. UNDERGRADUATE ACADEMIC CALENDAR (2009–10), UNIVERSITY OF ILORIN

HarmaTTaN SemeSTer

28 Sep 2009 commencement of online registration

30 Sep commencement of lectures

23 Jan 2010 end of lectures

25 Jan–20 Feb examinations

20–27 Feb inter-semester break

raiN SemeSTer

1 mar commencement of lectures

12 Jun end of lectures

14 Jun–3 Jul examinations

5 Jul commencement of Student industrial Work experience Scheme

Note: Harmattan is a dry, dusty wind that blows from the Sahara toward the atlantic, especially from late November to early march.


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Language of instructionThe language of instruction in higher education is English.

Grading scalesA combination of percentage marks, letter grades and grade points are used. Grading scales may vary by institution, level of program, field of study and time period. The marks sheets issued by the universities usually provide grading information. The Nigerian system is low marking. Typically, 40 per cent is the minimum pass mark and 70 per cent the minimum mark for entering the top segment (A, First Class and so on).

The following table shows a common grading scale and IQAS conversion. The division or classification of degrees is based on a weighted grade-point average for all levels of courses completed for the program.

Table 13. GENERIC GRADING SCALE, HIGHER EDUCATION

perceNTage (%) marKS

grade diViSioN iQaS (%)

70–100 a First class 90

60–69 b Second class upper division

80

50–59 c Second class lower division

70

40–49 d Third class 60

below 40 F Fail F

InstitutionsNigeria has 104 universities (27 federal, 36 state and 41 private; see Appendix B for a complete listing). Public universities can be established either by federal or by state governments. Institutions of higher education owned by the federal government tend to have higher enrolments than those owned by state governments.

Federal universities are often grouped into several “generations” based on their year of establishment, for example:

• First generation: 1960–62

• Second generation: 1970–75

• Third generation: 1980–92

• Fourth generation: 2002–present

Since the restoration of civilian rule, the number of private universities has increased rapidly: from three in 1999 to

41 in 2009. Many are owned and operated by religious organizations. They offer healthy competition to public universities, as many boast modern facilities and efficient governance structures. Chronic problems in the public system such as frequent strikes and secret cult activities are largely absent in the private system. Private universities also perform well in the NUC accreditation exercises. The relatively high tuition and lack of student financial aid, however, has hindered the growth of the private university sector, which accounts for only a small percentage of total university enrolment.

AdmissionsIn the early years of independence, each university conducted its own entrance examination. In 1978 the joint Admissions and Matriculation Board was established as a statutory body responsible for processing applications to undergraduate programs at higher education institutions and for conducting the University Matriculation Exam. jAMB also implements the admission quota policy for federal universities:

Merit alone: 45 per cent

Residents in catchment area: 35 per cent

Students from educationally disadvantaged states: 20 per cent

The list of “educationally disadvantaged states,” most of which are located in the north, has changed over time. Candidates from the catchment area or from an educationally disadvantaged state are subject to lower admission standards than merit-based candidates.

Before the civilian government came to power in 1999, university vice-chancellors had the privilege of personally selecting 10 per cent of each year’s intake of students:

Merit alone: 40 per cent

Residents in catchment area: 30 per cent

Students from educationally disadvantaged states: 20 per cent

Discretion of university’s vice-chancellor: 10 per cent


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State universities have their own quota policies, reserving the majority of spaces for students within the state. For example, Lagos State University admits students based on the following quota:

Indigenous inhabitants of Lagos: 40 per cent

Students in Lagos state school system: 40 per cent

Other Nigerian citizens: 20 per cent

In 2008 over one million students sat the UME, competing for about 200,000 spaces. Limited access and complicated admission criteria have led to problems, such as cheating in examinations, manipulation of examination scores and bribery for admission. Research indicates that the purely merit-based student group significantly outperforms students admitted on the basis of other criteria.

In the merit-based process, students who obtained credit level passes in English and at least four other subjects relevant to their desired field of study in no more than two sittings of the Senior School Certificate examination are eligible to sit for the UME. Candidates must register for English and three other subjects based on their desired field of study. While the minimum pass mark on the UME is 50 per cent, cut-off marks for admission vary by institution and program.

The “direct entry” mode of admission is available to candidates with higher credentials such as GCE A Levels, the Nigeria Certificate in Education (also called National Certificate in Education), the (Ordinary) National Diploma (OND or ND) and the Higher National Diploma (HND). Direct entry students may receive course waivers or start in the second year of the university program.

Universities may administer additional entrance examinations for candidates who have passed the UME. Called post-UME exams or post-UME screening tests, these have caused some controversy because of the high fees and low admission rates.

The University Matriculation Exam was renamed the Unified Tertiary Matriculation Exam in 2010.

The following table shows the general admission criteria adopted by the University of Lagos, a “first-generation” federal university.

Table 14. GENERAL ADMISSION GUIDELINES, UNIVERSITY OF LAGOS

mode oF admiSSioN

reQuiremeNTS

ume West african School certificate, general certificate of education advanced level or Senior School certificate, with credit in at least five subjects including english language. candidates for science-oriented courses must have credit in mathematics. candidates for engineering courses must have credit in a level chemistry.

direct entry a first degree from a university recognized by the university of lagos Senate for this purpose.

general certificate of education (or equivalent) with passes in five subjects, including english language, of which not less than two have been passed at the a level.

candidates with the National certificate in education are normally considered for admission only in the faculties of education, arts or science provided that, in addition to their two Nce teaching subjects, they have obtained credits or merits in three other subjects at the gce a level or credits or merits in three other subjects in the Teachers grade ii certificate. all candidates are expected to have credit or merit in english language.

Holders of the Higher National diploma or its equivalent with an overall aggregate mark of at least 65 per cent may be admitted directly into 200 level of the bSc engineering course, subject to each case being considered on its merit.

Admission requirements for master’s degree programs vary by institution and program, but generally include possession of a bachelor’s degree in the same or a related discipline, in Second Class or with a grade point average of 3.0 on a four-point scale.

Programs and Credentials: General EducationCertificates and diplomasUniversity certificate and diploma programs are available in a wide range of fields. Entry is usually based on the Senior School Certificate or equivalent with credit level passes in subjects relevant to the program. A university certificate or diploma gives access to employment and may provide advanced standing for further education in the same or a related field.


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Bachelor’s degreesFor senior secondary graduates, general bachelor’s degrees—Bachelor of Arts (BA) and Bachelor of Science (BSc) in a variety of fields—involve four years of full-time study; programs in some specialized and professional fields, discussed later in the chapter, take between four and six years. Most universities use the credit system, with one credit representing about 15 hours of instruction over an academic semester or 45 hours of lab or fieldwork.

Applicants to general bachelor’s degree programs must have achieved five credit-level passes at the Senior School Certificate examination or equivalent and also pass the national entrance examination administered by the joint Admissions and Matriculation Board. Many universities conduct an additional screening test called post-UME or post-UTME examination. Some universities offer “pre-degree” or remedial courses for candidates who cannot get into bachelor’s degree programs due to academic deficiencies such as low UME or UTME scores or only four credit-level passes at the Senior School Certificate level. A typical pre-degree program lasts one year, at the end of which successful candidates are placed directly in undergraduate programs.

Candidates who hold higher credentials—such as GCE A Level passes, NCE, ND or HND in relevant fields—may receive advanced standing, called “direct entry.” They may either receive course waivers or be admitted directly into the second year of an undergraduate program.

To receive the bachelor’s degree, students must complete the prescribed curriculum including general courses, faculty courses, major courses, electives, and a research paper or project. The minimum credits required for graduation vary by institution and program and generally range between 120 and 160 for a four-year program.

Bachelor’s degrees are offered as honours degree programs. Apart from single honours degrees, there are combined honours degrees that allow students to have two areas of specialization. At a few universities, a low-performing student who has otherwise met all course requirements may receive an ordinary pass degree.

See Appendix C1 for a sample Bachelor of Science degree program structure.

Postgraduate diplomasPostgraduate diploma programs usually involve one year of full-time study, with entry based on the completion of a bachelor’s degree (honours or pass) or, in some cases, a Higher National Diploma with at least a credit pass. They are available in a variety of fields such as arts, business and finance, education, engineering, management, public administration and science. In addition to coursework, programs may include a practical component such as industrial training for engineering majors or teaching practice for education majors, as well as the completion of a project or report. The minimum credits required generally range between 24 and 36.

Some postgraduate diploma programs admit students with a bachelor’s degree or HND in the same discipline; others are designed for candidates with backgrounds in other disciplines. For example, the postgraduate diploma in education is intended for candidates who hold non-education degrees. The postgraduate diploma in electrical and electronics engineering offered at the University of Lagos admits students with a bachelor’s degree in physics, computer science, mathematics or any of the allied fields, or in an engineering field other than electrical and electronics engineering.

Postgraduate diplomas are not only used for employment purposes, but may also help candidates gain access to further education:

• Students who want to pursue a master’s degree in a different discipline from that of their bachelor’s degree can complete a postgraduate diploma in that discipline before applying for admission into the master’s degree program.

• Some master’s degree programs admit candidates whose bachelor’s degrees do not meet entry requirements (for example, a pass degree or a grade point average of lower than B or 3.0 on a four-point scale), but who have obtained a postgraduate diploma with good grades.

• Some master’s degree programs admit candidates with a Higher National Diploma plus a postgraduate diploma.

In some cases, a postgraduate diploma may be awarded as an early exit option for students in a master’s degree program. For example, the African University of Science


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and Technology, Abuja, a private institution established in 2007, offers several two-year graduate programs leading to a postgraduate diploma at the end of the first year and a master’s degree at the end of the second.

Master’s degreesMaster’s degree programs such as the Master of Arts (MA) and Master of Science (MSc) involve a minimum of one year of full-time study. Many programs are one-and-a-half or two years in length. Entry is usually based on possession of a bachelor’s degree (honours) in the same or a related field, in Second Class or with a grade point average of B or 3.0 on a four-point scale. Candidates with a bachelor’s degree in an unrelated discipline may be admitted if they hold a postgraduate diploma in a related discipline, or they may be required to pass a university-administered qualifying exam or take non-credit remedial courses upon admission. A Higher National Diploma at an upper credit level plus a postgraduate diploma may also give access to master’s degree programs.

A typical two-year master’s degree program involves a minimum of 24 credits of coursework with an average of B+ or better, plus the completion and defence of a thesis.

A master’s degree gives access to further education in doctoral programs in related fields.

Refer to Appendix C2 for sample Master of Science and Master of Technology degree program structures.

Master of Philosophy degreesThe Master of Philosophy (MPhil) is a pre-doctoral degree that involves one to two years of full-time study, with entry based on possession of a bachelor’s degree or a master’s degree in the same or a related discipline. In some cases coursework completed for the master’s degree may be credited toward the MPhil program.

The MPhil program usually consists of a combination of coursework and research designed to prepare students for doctoral level study in their chosen field. Some established universities require an MPhil for admission into their PhD programs or offer combined MPhil–PhD programs.

Gaining an MPhil degree may help candidates make up a deficiency that prevents them from gaining admission to a PhD program, such as low grades on their master’s degree or a change of discipline from master’s to doctoral study.

See Appendix C3 for a sample Master of Philosophy degree program structure.

Doctoral degreesThe Doctor of Philosophy (PhD) degree generally involves at least three years of full-time study. Entry is based on possession of a master’s degree in the same or a related discipline, with a grade point average of at least B+ or 3.5 on a four-point scale. PhD study consists mainly of comprehensive research that leads to the completion and defense of a thesis based on original research.

Universities may offer combined MA–PhD or MSc–PhD programs. Some established universities require an MPhil for admission into their PhD programs or offer combined MPhil–PhD programs. Students in a combined Master’s–PhD program must maintain good performance in order to proceed to the PhD stage.

Some universities award higher doctorates—such as the Doctor of Science (DSc), Doctor of Letters (DLit) and Doctor of Laws (LLD)—based on outstanding accomplishments in research and publication.

Programs and Credentials: Specialized and Professional EducationAgricultureThe Bachelor of Agriculture, with entry based on the Senior School Certificate or equivalent and UME or UTME, involves five years of full-time study. The first year usually consists of foundation courses. The last two years offer courses in a number of specializations such as agricultural extension, agricultural economics, animal production, crop production and soil science, and also incorporate a substantial period of practical training. Some programs use the entire fifth year for practical training, in accordance with NUC recommendations.

Applicants with higher credentials—such as the National Diploma or Nigeria Certificate in Education—may gain direct entry into the second year of the program; those with a Higher National Diploma may be able to complete the program in three years. About 190 credit units are required for graduation in programs of five years of coursework or 150 credit units in programs of four years of coursework plus one year of practical training.


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Programs in some related disciplines—such as the Bachelor of Fisheries Management, Bachelor of Wildlife Management and Bachelor of Forestry—have program structures similar to that of the Bachelor of Agriculture. Graduate programs such as the Master of Science and the PhD in Agriculture are also available.

See Appendix C4 for a sample Bachelor of Agriculture degree program structure.

ArchitectureThe Bachelor of Architecture, Bachelor of Science in Architecture and Bachelor of Technology in Architecture involve four or five years of full-time study. Entry is based on possession of a Senior School Certificate with:

• credit level passes in at least five subjects including English, math and physics, and

• UME or UTME with four subjects including English and math

Direct entry into the second year of the program is available to applicants with higher credentials such as a Nigeria Certificate in Education, a National Diploma or a Higher National Diploma.

The Architects Registration Council of Nigeria is the regulatory body for professional architects in Nigeria. The Nigerian Institute of Architects, a non-governmental body, performs some statutory functions on behalf of ARCON.

After receiving the degree from an NIA-accredited program, one must complete at least two years of supervised post-qualification practice before sitting the NIA Professional Practice examination and registering with ARCON as a professional architect. Those graduating from non-NIA-accredited programs must take additional examinations.

Graduate programs in architecture are available, such as a Postgraduate Diploma in Architecture, Master of Science in Architecture, Master of Technology in Architecture, Master of Architecture, and PhD in Architecture.

See appendices C5 and C6 for sample Bachelor of Science in Architecture degree and Postgraduate Diploma in Architecture program structures.

EducationBachelor’s degrees in education involve four years of full-time study, with entry based on possession of the Senior School Certificate or equivalent with five credit-level passes and the UME or UTME. They are usually offered as Bachelor of Education (BEd), Bachelor of Arts (BA) in Education or Bachelor of Science (BSc) in Education. Direct entry to the second year of a four-year program or to a three-year program is available to candidates with higher credentials, such as a Nigeria Certificate in Education. Some universities also offer master’s and PhD programs in education.

Refer to Teacher Education for more information about some of these programs.

EngineeringBachelor’s degrees in engineering and technology, such as Bachelor of Science (Engineering), Bachelor of Engineering and Bachelor of Technology (Engineering), involve five years of full-time study for regular entry applicants who have completed senior secondary school. Required subjects include English, math, physics and chemistry for both the Senior School Certificate or equivalent and the UME or UTME. Some institutions used to offer part-time weekend programs, but these have been discontinued.

Direct entry is available for applicants with higher credentials. For example, those with the required number of GCE A Level passes or (Ordinary) National Diploma in a relevant discipline may receive one year of advanced standing. Those with a Higher National Diploma in a relevant discipline may receive up to two years advanced standing.

The five-year curriculum usually includes a year of foundation courses followed by more specialized courses in one of the major engineering fields such as civil engineering, electrical engineering, mechanical engineering, computer engineering and petroleum engineering.

Established in 1970, the Council for the Regulation of Engineering in Nigeria is responsible for regulating the training and practice of engineering and the registration of all engineering personnel in the country. Institutions offering degree and Higher National Diploma programs in engineering must have COREN accreditation. The


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COREN website (www.corenng.org) provides a list of accredited institutions.

Holders of a bachelor’s degree in engineering must have four years of post-graduation experience under the supervision of a registered engineer before they can apply for registration with COREN and engage in engineering practice in Nigeria.

Refer to Appendix C7 for a sample Bachelor of Engineering degree program structure.

LawThe faculties of law at 23 Nigerian universities offer the Bachelor of Law(s) (LLB) or Bachelor of Letters of Law (LLB) degree programs. Duration of study is five years for regular entry students, who must hold the Senior School Certificate or equivalent with five credit-level passes, and must pass the UME or UTME with English and English literature as required subjects. Applicants with higher credentials, such as GCE A Level passes, a first bachelor’s degree, a three-year university diploma, a Nigeria Certificate in Education, or a Higher National Diploma, may be offered direct entry into a four-year program.

The Council of Legal Education must approve LLB programs, which should include the following subjects:

• Constitutional law

• Criminal law

• Law of contract

• Tort

• Land law

• Equity and trust

• Commercial law

• Law of evidence

To practise as lawyers in Nigeria, LLB holders must complete further study at the Nigeria Law School operated by the Council of Legal Education. The program includes civil procedure, company law and commercial practice, criminal procedure, law of evidence, legal drafting and conveyancing, professional ethics, legal practitioner’s accounts, law office management and a general paper. They must then pass the Bar Part II examinations in order to register as legal practitioners in Nigeria. The Bar Part I examinations are administered for individuals with law degrees from overseas institutions.

Graduate programs such as the Master of Laws (LLM) and a PhD in law are also available from a number of universities.

See Appendix C8 for a sample Bachelor of Laws degree program structure.

Medicine and dentistryThe first professional degrees in medicine and dentistry are the Bachelor of Medicine and Bachelor of Surgery (MBBS) and the Bachelor of Dental Surgery (BDS). They both involve six years of full-time study, including a preliminary (pre-med) year. Regular entry is based on possession of the Senior School Certificate or equivalent, with credit level passes in English, math, physics, chemistry and biology, plus the UME or UTME.

Direct entry to the second year of MBBS and BDS programs is available to applicants with higher credentials such as GCE A Level passes in biology, physics and chemistry or a Bachelor of Science at Second Class or better in related disciplines.

MBBS and BDS programs follow curriculum guidelines prescribed by the Medical and Dental Council of Nigeria, whose website (www.mdcnigeria.org) provides a list of 20 universities offering medical programs. The professional part of the program typically includes two years of preclinical courses and three years of clinical courses. The credit system prevalent in the Nigerian higher education system is not adopted at medical and dental schools. MBBS and BDS degrees are awarded without classification.

MBBS and BDS holders may apply for provisional registration with the MDCN. Before applying for full registration as medical professionals, medical graduates must complete a 48-week rotational internship in medicine, surgery, pediatrics, and obstetrics and gynecology at a medical facility recognized by the council for such training. Similarly, before applying for full registration as dental professionals, dental graduates must complete a 48-week rotational internship in oral surgery and oral pathology, restorative dentistry, orthodontics and pedodontics and periodontology at a dental facility recognized by the council for such training.

The first professional degree in veterinary medicine is the Doctor of Veterinary Medicine (DVM), which involves six years of full-time study, including a preliminary

http://www.corenng.org

http://www.mdcnigeria.org


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(preprofessional) year. Entry is based on possession of the Senior School Certificate or equivalent, with credit level passes in English, math, physics, chemistry and biology, plus the UME or UTME. Direct entry to the second year of the program is available to applicants with higher credentials such as GCE A Level passes in relevant subjects.

DVM programs follow curriculum guidelines prescribed by the Veterinary Council of Nigeria, the regulatory body for the veterinary profession in Nigeria. The professional part of the program typically consists of three years of preclinical courses and two years of clinical courses.

The VCN also approves veterinary institutions and registers individuals qualified to practice as veterinary surgeons. Its website (www.vcng.org) provides a list of accredited institutions. The College of Veterinary Surgeons Nigeria, under the VCN, awards membership and fellowship diplomas in various veterinary specializations. Entry to membership and fellowship diploma programs is based on possession of a DVM degree and three or six years of registration with the VCN.

A few universities offer graduate degree programs in medicine, such as the Doctor of Medicine (MD) and the Master of Surgery (MS).

See appendices C9 and C10 for sample Bachelor of Medicine and Bachelor of Surgery degree and Doctor of Veterinary Medicine degree program structures.

Medical laboratory scienceThe Bachelor of Medical Laboratory Science (BMLS) involves five years of full-time study, with entry based on possession of the Senior School Certificate or equivalent, with credit level passes in English, math, physics, chemistry and biology, plus the UME or UTME. Graduates must complete a one-year mandatory internship.

The BMLS has replaced the four-year Associate Diploma of Medical Laboratory Technology and one-year Fellowship Diploma of Medical Laboratory Technology offered by the Institute of Medical Laboratory Technology of Nigeria in association with some universities.

Established in 2003, the Medical Laboratory Science Council of Nigeria is the professional body regulating the practice of medical laboratory science in the country. BMLS holders may register with the MLSCN for professional

practice as medical laboratory scientists.

Refer to Appendix C11 for a sample Bachelor of Medical Laboratory Science degree program structure.

NursingThe first bachelor’s degree program in nursing was launched in 1973 by the University of Ife (present-day Obafemi Awolowo University). Seven universities now offer the Bachelor of Nursing Science (BNSc) program, which involves five years of full-time study and one year of internship in a recognized health care institution. Earlier programs were four years in length. Entry is based on possession of the Senior School Certificate or equivalent, with credit-level passes in English, math, physics, chemistry and biology, plus the UME or UTME.

A BNSc holder may register with the Nursing and Midwifery Council of Nigeria to become a Registered Nurse. Currently, a three-year general nursing diploma is the minimum requirement for becoming a Registered Nurse in Nigeria, and most practicing nurses are diploma holders. Some universities offer part-time BNSc programs catering to registered nurses.

The National Open University of Nigeria offers BNSc programs to both senior secondary graduates and registered nurses. NOUN has identified dozens of teaching hospitals and medical centres across the country to serve as centres of clinical practice for its students.

Graduate-level nursing programs such as the Master of Science in Nursing and the PhD in Nursing are available from a number of universities such as Obafemi Awolowo University and the University of Ibadan.

See Appendix C12 for a sample Bachelor of Nursing Science degree program structure.

PharmacyThe Pharmacists Council of Nigeria is the professional body responsible for regulating and controlling the training and practice of pharmaceutical service providers in the country. The PCN website (www.pcnng.org) provides a list of nine universities that offer pharmacy programs.

The Bachelor of Pharmacy (BPharm) degree involves five years of full-time study, including one preprofessional year and four professional years. Regular entry is based on

http://www.vcng.org/

http://www.pcnng.org


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possession of the Senior School Certificate or equivalent, with credit level passes in English, math, physics, chemistry and biology, plus the UME or UTME. Direct entry to the second year of a five-year program or to a four-year program is available to applicants with higher credentials such as GCE A Level passes in biology, physics and chemistry or a BSc at Second Class or better in related disciplines. The BPharm degree is awarded without classification. The minimum pass mark for courses in the professional years is 50 per cent.

Before applying for registration as pharmacists, BPharm holders must complete a one-year internship at an internship centre recognized by the PCN.

Refer to Appendix C13 for a sample five-year Bachelor of Pharmacy degree program structure.


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Technical and Vocational Education

OverviewThe technical and vocational education sector in Nigeria faces many challenges, such as low status in public perception, inadequate funding and facilities, a lack of qualified and well-trained teachers, limited industrial participation and the resulting mismatch between training and practice. Since much of vocational education involves training in technical skills, there is no clear boundary between technical and vocational education either in the common usage of the terms or in government policy and administration.

Technical education in Nigeria refers to programs at secondary and post-secondary levels that facilitate the acquisition of both technical skills and scientific knowledge and principles.

Technical education at the secondary level is provided by technical colleges in the form of three-year programs that lead to the National Technical Certificate or National Business Certificate. Entry is based on possession of the junior School Certificate or equivalent. NTC and NBC holders, after obtaining at least two years of industrial experience, may complete a one-year post-secondary program at technical colleges to receive the Advanced National Technical Certificate or Advanced National Business Certificate.

Senior secondary graduates who want to pursue technical education may enter polytechnics to complete a two-year program that leads to the National Diploma. Entry is based on possession of the Senior School Certificate or equivalent, with five credit-level passes in required subjects plus the UTME. ND holders, after obtaining at least one year of industrial experience, may complete a two-year program at polytechnics to receive the Higher National Diploma. Universities may grant advanced standing to ND and HND holders who apply to their undergraduate programs.

Vocational education in Nigeria generally refers to skill-based training programs, usually at the secondary level, that prepare students for employment in a specific vocation.

Private training providers and employers offer work-based vocational education, sometimes as part of an apprenticeship program, leading to the Federal Trade Test Certificates (Grades III, II and I). The Federal Ministry of Labour and Productivity administers the final examination and issues the certificates. The junior School Certificate or equivalent is the minimum qualification for entering such programs.

Vocational education is also available from two new types of private institutions: vocational enterprise institutions (VEIs) and innovation enterprise institutions (IEIs), both regulated by the Federal Ministry of Education. Candidates with junior School Certificates or equivalent may enter VEIs to learn a craft through a variety of short- and long-term programs and receive a National Vocational Enterprise Certificate. Senior secondary graduates may enter IEIs, which offer programs lasting from three months to over two years and award the National Innovative Enterprise Diploma. The FME is promoting the IEIs as an alternative to university education.

Technical and vocational subjects as part of the school curriculum are offered at junior and senior secondary levels. Students may choose up to four pre-vocational courses such as introductory technology, business studies, home economics, agricultural science and local crafts for either junior School Certificate or Senior School Certificate examinations.


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Figure 6. OUTLINE OF TECHNICAL AND VOCATIONAL SYSTEM

Technical Colleges→

Universities → Bachelor’s degree(4–6 years)

Polytechnics / Monotechnics → National Diploma(2 years)

Polytechnics/Monotechnics →Higher National Diploma

(2 years)

Work experience(≥ 1 year)

Work experience(≥ 2 years)

Innovation Enterprise Institutions →

National Innovation Diploma( ≤ 2 years)

Private Training Providers → Federal Trade Test

Certificates (Grades III-I)

Technical Colleges → Advanced National Technical / Business

Certificate(1 year)

Technical Colleges → National Technical / Business Certificate

(3 years)

Junior Secondary School → Junior School Certificate / Certificate of Basic Education

(9 years)

Vocational Enterprise Institutions → National Vocational

Certificate ( ≤ 3 years)

Senior Secondary School →Senior School Certificate

(3 years)


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AdministrationThe Federal Ministry of Education and the Federal Ministry of Labour and Productivity share overall responsibility for technical and vocational education in the country. The Tertiary Institutions Division of the Tertiary Education Department of the FME manages university education, polytechnic education and teacher education. Previously, polytechnic education was administered by the Polytechnic Education Division of FME’s Higher Education Department. The FMLP administers final examinations that lead to the awarding of the Federal Trade Test Certificates.

Established in 1977, the National Board for Technical Education handles all aspects of technical and vocational education outside of university education. The NBTE’s main functions include:

• formulation of uniform standards in technical and vocational education

• development, management and regulation of technical and vocational institutions that offer programs at both secondary and post-secondary levels

• accreditation of academic programs in technical and vocational education

• recommendation for the establishment of private polytechnics and monotechnics

The National Business and Technical Examinations Board was established in 1993 to take over technical and business examinations previously conducted by the Royal Society of Arts, the City and Guilds of London Institute and the West African Examinations Council. The NABTEB conducts examinations that lead to the awarding of the National Technical or Business Certificate, the Advanced National Technical or Business Certificate and the Modular Trade Certificate.

Since 2001 UNESCO has been working with the FME and NBTE on the project “Support for Revitalizing Technical and Vocational Education in Nigeria.” One of the main objectives is to review and update technical and vocational education curricula to better meet the needs of the labour market. The NBTE has published NTC, ANTC, ND and HND curricula in 27 fields and disciplines on its website.

InstitutionsThe NBTE approves and accredits technical and vocational institutions. Its website (www.nbte.gov.ng) provides lists of recognized institutions and programs.

Table 15. TECHNICAL AND VOCATIONAL INSTITUTIONS

iNSTiTuTioN Federal STaTe priVaTe ToTal

Technical colleges 19 110 3 132

polytechnics 21 38 12 71

colleges of agriculture 17 19 0 36

monotechnics and specialized institutes

23 2 2 27

colleges of health technology and allied institutions

9 40 1 50

Vocational enterprises institutions and innovation enterprises institutions

0 0 70 70

Source: NbTe, 2010.

AdmissionAdmission to National Technical or Business Certificate programs at technical colleges is based on the junior School Certificate or equivalent. Candidates must also pass a common entrance examination administered by NABTEB.

Before 2010, admission to National Diploma programs at polytechnics and other institutes was based on possession of the Senior School Certificate or equivalent with four credit-level passes, and the Monotechnics, Polytechnics and Colleges of Education Matriculation Exam administered by the joint Admissions and Matriculation Board.

jAMB began conducting the MPCE in 1989. With the federal government’s approval, it introduced the Unified Tertiary Matriculation Exam in 2010 to replace the University Matriculation Exam and the MPCE. Applicants to ND programs must now have five credit-level passes at the Senior School Certificate or equivalent and must take the UTME.

http://www.nbte.gov.ng


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Grading scaleThe following classification applies to various awards in technical and vocational education, including NTC, NBC, ANTC, ANBC, ND and HND.

Table 16. TECHNICAL AND VOCATIONAL GRADING SCALE

claSSiFicaTioN cgpa

distinction 3.50–4.00

upper credit 3.00–3.49

lower credit 2.50–2.99

pass 2.00–2.49

Fail below 2.00

Federal Trade Test CertificateThe Federal Trade Test Certificate, also called the Labour Trade Test Certificate, is issued by the Federal Ministry of Labour and Productivity to candidates who have completed a period of work-based training, sometimes as part of an apprenticeship program, and passed the final examination administered by the FMLP. Duration of training depends on the trade, but usually takes one year each for the Federal Trade Test Certificate Grade III and Grade II and up to two years for the Federal Trade Test Certificate Grade I.

The Federal Trade Test Certificates are for employment purposes and do not give access to further education.

National Vocational Certificate and National Innovation DiplomaThe Federal Ministry of Education is promoting two new types of private vocational institutions called vocational enterprise institutions (VEIs) and innovation enterprise institutions (IEIs) through a public–private partnership. The FME is responsible for formulating regulation and guidelines, setting and maintaining minimum standards, accrediting institutions and providing a one-off grant. The institutions offer a variety of short- and long-term programs leading to the National Vocational Certificate and the National Innovation Diploma. The NBTE website provides a list of 70 accredited VEIs and IEIs established since 2008.

The National Vocational Certificate programs last from a few months to three years, with entry based on possession of the junior School Certificate or equivalent. They also welcome senior secondary graduates who do not have five

credit-level passes and people who have been out of school for long periods of time. The NVC programs provide skill-based training that prepares students for employment in various vocations, such as:

• making of adire and other indigenous fabrics and products

• welding and sheet metal work

• motor vehicle repair

• catering

• construction (plumbing, painting, bricklaying, electrical, and so on)

• hairdressing and beauty

• performing arts

• fashion design

Long-term NVC programs such as the three-year NVC in Agriculture include a combination of foundation courses, trade courses and industrial experience as well as a small number of general education subjects.

NVC holders may seek employment or further education at innovation enterprise institutions.

The National Innovation Diploma programs last from nine months to two years, with entry based on possession of the Senior School Certificate or equivalent with five credit-level passes including English and math. Holders of the National Vocational Certificate with credit-level passes in relevant subjects may also apply. NID programs aim to provide students with practical and innovative skills in various sectors. The types of institutions that may apply for accreditation as IEIs include:

• information and communication technology (ICT) institutes

• schools for oil and gas technology

• fashion institutes of technology

• schools of hospitality and tourism

• film academies

• creative arts academies

• construction and engineering institutes

• paralegal schools

• telecommunications institutes

• manufacturing institutes

• professional development teaching institutes

• financial institutions


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• welding and fabrication institutes

• sport academies

Long-term NID programs such as the two-year NID in Agriculture include a combination of foundation courses, trade courses and industrial experience as well as a small number of general education subjects.

The NID is for employment purposes and does not give access to further education.

National Technical and Business CertificatesNational technical and business certificate programs provide craft-level training in various trades. They are operated by 132 technical colleges accredited by the National Board for Technical Education. The National Business and Technical Examinations Board conducts final examinations and awards the certificates.

Before the establishment of NABTEB in 1993, students at technical colleges took examinations administered by the Royal Society of Arts, the City and Guilds of London Institute or the West African Examinations Council to receive their technical or business certificates. These certificates, such as the Federal Craft Certificate issued by WAEC, had very limited general education content.

Since 1995, students at technical colleges, after completing their programs, take examinations administered by the NABTEB to receive the National Technical or Business Certificate and the Advanced National Technical or Business Certificate.

The National Technical Certificate or National Business Certificate involves three years of full-time study, with entry based on possession of the junior School Certificate or equivalent. Applicants without the junior School Certificate may be admitted if they hold relevant Federal Trade Test Certificates.

The Advanced National Technical Certificate or Advanced National Business Certificate program provides advanced craft-level trade training. It involves one year of full-time study, with entry based on possession of the NTC or NBC followed by at least two years of industrial experience.

NABTEB offers certificate examinations in four areas:

• general education

• engineering and construction trades

• miscellaneous trades

• business studies

Launched in 2001, the UNESCO project “Support for Revitalizing Technical and Vocational Education in Nigeria” has updated and standardized NTC and ANTC curricula in the following trades.

Building and wood trades

• blocklaying, bricklaying and concreting

• carpentry and joinery

• furniture design and construction

• painting and decorating

Electrical trades

• electrical installation and maintenance work

• instrument mechanics work

• radio, TV and electronic work

Mechanical engineering trades

• fabrication and welding engineering

• foundry

• mechanical engineering craft

• motor vehicle mechanics

• plumbing and pipe fitting

• refrigeration and air-conditioning work

The current NTC and ANTC curricula have three components:

General education 30 per cent

Trade theory and practice and related studies 65 per cent

Supervised Industrial Work Experience Scheme (SIWES) 5 per cent

The new NTC and ANTC curricula put greater emphasis on general education and science subjects (called “trade-related studies”). The general education component aims to provide students with complete secondary education in academic subjects such as English, math, physics, chemistry, biology, economics and entrepreneurial studies. This enhances the understanding of the machines, tools and materials of the trade and provides a foundation for


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post-secondary technical education. The aim is to make the technical and business certificates equivalent to a Senior School Certificate, giving certificate holders access to further education.

The joint Admissions and Matriculation Board—the statutory body responsible for processing applications to universities, polytechnics and colleges of education and for conducting the relevant entrance exams—has listed the NTC and NBC as adequate qualifications for the purpose of admission since 2001. High performing graduates of NTC or NBC programs may pursue further education, usually in polytechnics and colleges of education (technical), to obtain higher level credentials such as the National Diploma or the Nigeria Certificate in Education. They may also seek admission to universities. The National Universities Commission has sent an open letter to vice-chancellors of all Nigerian universities reiterating that no university has the right to reject or discriminate against applicants who hold NABTEB-issued certificates.

Refer to Appendix C14 for sample National Technical Certificate and Advanced National Technical Certificate program structures.

National Diploma and Higher National DiplomaNational Diploma and Higher National Diploma programs provide post-secondary technical education. They are offered at 71 polytechnics, 36 colleges of agriculture and 27 monotechnics accredited by the National Board for Technical Education. The institutions conduct all examinations and issue the diplomas.

The National Diploma, also called Ordinary National Diploma, involves two years of full-time study.

Before 2010, entry was based on possession of the Senior School Certificate or equivalent, with four credit-level passes in subjects as required by the field of study plus the Monotechnics, Polytechnics and Colleges of Education Matriculation Exam administered by the joint Admissions and Matriculation Board. In 2010 jAMB merged the MPCE with the University Matriculation Exam to form the Unified Tertiary Matriculation Exam. ND applicants now must have five credit-level passes on their Senior School Certificate and must pass the UTME.

Holders of a National Technical Certificate in the same or a related field with credit level passes in relevant subjects may also apply to ND programs. Candidates with deficiencies may attend a preliminary ND program available at some polytechnics to help them meet the entry requirements.

ND holders are expected to work as technicians either under supervision or independently. Those who specialize in one of the engineering fields may register with the Council for the Regulation of Engineering in Nigeria as “engineering technicians.” ND holders may be granted one year of advanced standing for admission into university undergraduate programs in the same or a related discipline.

The Higher National Diploma involves two years of full-time study. Entry is based on possession of the ND with at least lower-credit pass plus at least one year of relevant post-ND industrial experience.

HND holders are expected to work as technologists. Those who specialize in one of the engineering fields may register with COREN to practise as “engineering technologists.” To register as engineers, they must first obtain a postgraduate diploma in the same field from a COREN-accredited program.

HND holders do not have access to most master’s degree programs. For further education, they may enter a university undergraduate program in the same or a related discipline (with up to two years of advanced standing) or a postgraduate diploma or MBA program. Some of these programs require candidates to have at least upper credit in their HND and a period of post-qualification work experience.

The federal government has announced its plan to phase out the HND and replace it with a four-year Bachelor of Technology (BTech) program. Polytechnics and other institutions currently offering HND programs will be upgraded in terms of faculty and other resources in order to attain degree-awarding status.

The Post Higher National Diploma, also called Full Professional Diploma, involves a minimum of 18 months of full-time study, with entry based on an HND in the same or a related field. Holders of a Post-HND have access to further education in master’s degree programs.


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The ND and HND programs are available in the following major areas:

• Agriculture and related technology

• Art, design and related technology

• Business and related studies

• Engineering technology

• Environmental design studies

• Finance and related studies

• Health and related studies

• Hospitality and related technology

• Information studies

• Science, computing and related technology

The Post-HND programs are available in the following fields:

• Building technology

• Civil engineering technology

• Chemical engineering technology

• Electrical or electronic engineering technology

• Mechanical engineering technology

• Printing technology

• Surveying and geo-informatics

• Urban and regional planning

The 2001 UNESCO project “Support for Revitalizing Technical and Vocational Education in Nigeria” has updated and standardized ND and HND curricula in more than a dozen fields of study:

Business and economics

• accountancy

• banking and finance

• business administration and management

• hospitality management

• leisure and tourism management

• office technology and management

Engineering Technology

• civil engineering and environmental engineering

• building technology

• civil engineering technology

• quantity surveying

• electrical or electronics engineering technology

• mechanical engineering technology

Sciences

• computer science

• science laboratory technology

• statistics and information

The current ND and HND curricula have four components:

• General education ≤15 per cent

• Foundation courses 10–15 per cent

• Professional courses 70–80 per cent

• Supervised industrial work experience scheme (SIWES) 3–4 months

See Appendix C15 for sample National Diploma and Higher National Diploma program structures.

Nursing and Allied Health ServicesA few professional bodies such as the Nursing and Midwifery Council of Nigeria, the Pharmacists Council of Nigeria and the Dental Therapists Registration Board of Nigeria regulate the training programs in their respective areas. Program structure varies by discipline and time period.

NursingThe Nursing and Midwifery Council of Nigeria, established in 1979 with the merger of the Midwives Board of Nigeria and the Nursing Council of Nigeria, is the professional regulatory body for nurses and midwives in the country. NMCN prescribes minimum standards and curriculum guidelines for various nursing and midwifery programs. Its website (www.nmcnigeria.org) provides lists of approved institutions.

The General Nursing program, available at 68 approved schools of nursing, involves three years of full-time study, with entry based on possession of the Senior School Certificate or equivalent, with five credit-level passes including English, physics, chemistry, and biology or health science. After completing the program, students may apply for registration with the NMCN to become a Registered Nurse. For further education, they may apply for direct entry into the second year of a four-year Bachelor of Nursing Science (BNSc) program.

http://www.nmcnigeria.org


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The Post Basic Midwifery program, available at 65 approved schools of midwifery, involves 18 months of full-time study (2004 curriculum). Previous programs were one year in length. Applicants must be RNs.

In 2003 the NMCN introduced the three-year Basic Midwifery program, which graduated its first students in 2006. Entry requirements are the same as for the General Nursing program. After completing the program, students may apply for registration with the NMCN to become a Registered Midwife. For further education, they may take an 18-month Post Basic General Nursing program to become an RN or apply for direct entry into the second year of a four-year BNSc program.

To register in a nursing specialization such as pediatric nursing, psychiatric nursing, orthopedic nursing and occupational health nursing, one must be an RN with at least one year of post-registration experience and a completed Post Basic Nursing Certificate in the area of specialization. Most programs are one year in duration. They are offered at schools of pediatric nursing and university teaching hospitals approved by the NMCN.

PharmacyThe Pharmacists Council of Nigeria is the professional body responsible for regulating and controlling the training and practice of pharmaceutical service providers in the country. PCN’s website (www.pcnng.org) provides a list of 20 accredited Schools of Health Technology that offer programs for pharmacy assistants and pharmacy technicians. Some institutes also offer a one-year bridging program for individuals who want to convert from a pharmacy assistant to a pharmacy technician.

Dental therapy and dental technologyThe Dental Therapists Registration Board of Nigeria and the Dental Technologists Registration Board of Nigeria are the professional bodies responsible for regulating the training and practice of dental therapists and dental technologists in the country.

A dental therapist (previously called dental hygienist) can work in all sectors of dentistry including general dental practice and carry out a wide range of procedures, such as:

• intra and extra oral assessment

• scaling and polishing

• taking dental radiographs

• providing dental health education

• undertaking routine restorations in both deciduous and permanent teeth

• extracting deciduous teeth under local infiltration analgesia

Based on dentists’ directions, a dental technologist (previously called dental technician) makes a variety of dental appliances, such as:

• full dentures

• removable partial dentures or fixed bridges

• crowns and veneers

• orthodontic appliances and splints

Three-year post-secondary diploma programs in dental therapy (or dental hygiene) and dental technology were offered until the late 1990s. They have since been replaced by the two-tier program structure of National Diploma and Higher National Diploma. Students have the option to enter the HND program immediately after completing the ND. The current 2+2 program features an expanded curriculum that includes more basic science and related subjects.

http://www.pcnng.org


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Teacher Education

OverviewModern teacher education originated in Nigeria in the late 19th century during the British colonial period, when a few institutions were established by Christian missionaries to train teachers for church service and elementary schools. There was virtually no program for training secondary school teachers before independence; the small number of secondary schools mostly employed expatriates who had no teacher qualifications.

Since Nigeria achieved independence in 1960, teacher education has struggled to meet the growing needs of the school system, which now boasts 40 million students and one million teachers. The low status of teachers in Nigeria has hindered the development of education in general and teacher education in particular, as evidenced by the lack of qualified candidates for teacher education programs. In the early years of independence, a range of post-primary credentials allowed an individual to teach at primary schools. Today a post-secondary credential, the Nigeria Certificate in Education, is the minimum qualification for schoolteachers. In-service programs are available to the large numbers of teachers, especially at the primary school level, who do not meet minimum qualification requirements.

AdministrationFirst established in 1989, the National Commission for Colleges of Education advises the Ministry of Education on matters related to teacher education and coordinates all aspects of non-degree teacher education in the country. NCCE is responsible for the management, regulation and supervision of colleges of education and other institutions that award the Nigeria Certificate in Education. It carries out accreditation of academic programs at those institutions once every five years to ensure conformity to minimum standards.

The National Universities Commission is responsible for the management and supervision of universities that offer undergraduate and graduate programs in teacher education, such as BA Education, BSc Education, Postgraduate Diploma in Education (PGDE), Master of Education and PhD in Education.

First established in 1993, the Teachers Registration Council of Nigeria regulates the teaching profession in Nigeria. TRCN became operational in 2000 and began mandatory registration of all teachers in 2007. Its mandate covers teachers at all levels.

Types of institutionsTeacher education in Nigeria is provided by colleges of education (formerly advanced teachers colleges), schools of education in polytechnics, faculties of education and institutes of education at universities, and the National Teachers Institute.

Colleges of education mainly offer the Nigeria Certificate in Education programs, which involve three years of full-time study, with entry based on possession of the Senior School Certificate or equivalent. In recent years some colleges of education, in affiliation with universities, have started offering bachelor’s degrees and PGDEs. Two have been upgraded to universities of education. The NCCE website (www.ncceonline.org) lists 63 colleges of education.

The schools of education at some polytechnics offer programs for training technical teachers, such as the Nigeria Certificate in Education (Technical) and the Technical Teachers Certificate.

Established in 1976, the National Teachers Institute provides both pre-service and in-service training of teachers through distance learning. NTI offers programs leading to a Grade II Teachers Certificate, an NCE, an Advanced Diploma in Education, and a PGDE.

Universities offer bachelor’s degrees in education to both senior secondary school graduates and senior secondary school teachers who already have NCE qualifications. Graduate programs in education, such as the PGDE, Master of Education and PhD in Education, are also available at a number of universities.

Teacher certificationFor four decades after independence, teaching was not a regulated profession in Nigeria. The Teachers Registration Council of Nigeria became operational in 2000 and began registration of all teachers. A grace period was granted to practising teachers allowing them to upgrade their qualifications by the end of 2006.

http://www.ncceonline.org


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Starting in 2007, the NCE is the minimum qualification for the purpose of teacher registration, although holders of the Grade II Teachers Certificate may still apply for provisional registration. Other qualifications include degrees in education, such as a Bachelor of Education (BEd), a Bachelor of Science in Education (BSc Ed), a Bachelor of Arts in Education (BA Ed), a Master of Education (MEd) and a PhD in Education. Those with non-education degrees or diplomas must obtain one of the following:

• Postgraduate Diploma in Education

• Professional Diploma in Education

• Technical Teachers Certificate

To register as teachers, candidates with the required qualifications must also pass the Professional Qualifying Examination administered by TRCN and complete a period of practical teaching.

Pre-Primary Education (Children Ages 3 to 5)Pre-primary education is non-compulsory and attended by only a small number of children aged 3 to 5, though the government aims to increase its enrolment and eventually make it part of compulsory basic education. Large numbers of teachers engaged in early childhood education remain untrained. While the minimum qualification for teaching pre-primary classes within primary schools is the Grade II Teachers Certificate, the head teacher must hold the NCE. Some colleges of education offer an NCE with specialization in pre-primary education.

Primary Education (Grades 1 to 6)Primary education, also called lower basic education, is compulsory. The minimum qualification for primary school teachers has been the NCE since 1998. NCE holders may also teach at junior secondary schools and technical colleges.

The Nigeria Certificate in Education, also called the National Certificate in Education, involves three years of full-time study. Part-time or sandwich programs usually take four years to complete. The maximum time of study allowed for obtaining an NCE is six years.

Before 2010, entry was based on possession of the Senior School Certificate or equivalent with three credit-level passes at one sitting, four credit-level passes at two sittings, or the Grade II Teachers Certificate with three credit-level passes. All candidates for the NCE program must also pass the Monotechnics, Polytechnics and Colleges of Education Matriculation Exam administered by the joint Admissions and Matriculation Board.

In 2010 jAMB combined the MPCE with the University Matriculation Exam to form the Unified Tertiary Matriculation Exam. Entry requirement for NCE programs is therefore the same as that for university undergraduate programs: a Senior School Certificate or equivalent with five credit-level passes plus the UTME.

Due to the low status of the teaching profession, demand for teacher education programs remains low. Unable to recruit enough students for their NCE programs through the MPCE or UTME, many colleges of education have been offering the one-year remedial course called Preliminary NCE for candidates who do not meet the NCE entry requirements.

The NCE program includes courses in general study, education, pedagogy and one or two major school subject areas plus at least 12 weeks of teaching practice. Those who specialize in technical and vocational education must also complete a period of supervised industrial work experience. The NCE is available in various specializations, such as science education, agricultural education, business education, home economics and technical education. It allows an individual to teach at primary and junior secondary schools and technical colleges. NCE holders may be granted advanced standing when seeking admission into undergraduate programs.

Before 1998, the Grade II Teachers Certificate (also known as the Higher Elementary Teachers Certificate) offered by secondary teacher-training colleges was the minimum qualification for primary school teachers. It involved four or five years of full-time study after primary school or two years of study after junior secondary school. Since then large numbers of primary school teachers have upgraded their qualification to NCE level. The NTI offers a four-year NCE by distance learning for practising teachers who hold a Grade II Teachers Certificate.


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Secondary Education (Grades 7 to 12)While the NCE is the minimum qualification for teaching at the junior secondary level (Grades 7 to 9), those teaching at the senior secondary level (Grades 10 to 12) must hold either a bachelor’s degree in education or a bachelor’s degree in a school subject plus a PGDE.

Bachelor’s degrees in education are generally available as Bachelor of Education (BEd), Bachelor of Arts (BA) in Education, Bachelor of Science (BSc) in Education or Bachelor of Technology (BTech) in Education. Entry is based on possession of the Senior School Certificate or equivalent, with five credit-level passes and the UTME. Candidates with advanced level credentials such as the NCE may gain direct entry to the second year of the program.

The University of Nigeria, Nsukka, first introduced bachelor’s degrees in education in 1960. Traditionally, only university faculties of education had such programs. In recent years some colleges of education began offering degree programs in affiliation with universities.

A four-year bachelor’s degree in education typically involves a minimum of 120 credits of coursework, including required courses in education and pedagogy, a major teaching subject and a minor teaching subject. Examples of program specializations include:

• BEd Early Childhood Education

• BEd Educational Management

• BEd Guidance and Counselling

• BA (Ed) Arabic

• BA (Ed) English

• BA (Ed) Geography

• BA (Ed) History

• BA (Ed) Islamic Studies

• BSc (Ed) Mathematics

• BTech (Ed) Mathematics

• BSc (Ed) Physics

• BTech (Ed) Physics

• BSc (Ed) Chemistry

• BTech (Ed) Chemistry

• BSc (Ed) Biology

• BTech (Ed) Biology

The Postgraduate Diploma in Education involves one year of full-time study, with entry based on possession of a bachelor’s degree. The PGDE allows an individual with a non-teaching bachelor’s degree to teach up to the senior secondary level.

A number of universities offer master’s degrees and PhDs in education. The master’s degree in education is available as a Master of Education (MEd), a Master of Science in Education and a Master of Arts in Education. Program length ranges from one to two years, with entry based on possession of a bachelor’s degree in education or a non-education bachelor’s degree plus a PGDE. Some programs also require candidates to have a period of teaching experience.

See Appendix C16 for a sample Bachelor of Education program structure.

Technical and Vocational EducationTo teach technical and vocational subjects such as introductory technology, business studies and agricultural science at junior secondary schools, an NCE (Technical) is required. The program is available from the departments of technical and vocational education at colleges of education, several colleges of education (technical) and the schools of education at a number of polytechnics.

To teach technical and vocational subjects at senior secondary schools, technical colleges, polytechnics and business institutes, a Technical Teachers Certificate is required. The TTC program involves one year of full-time study, with entry based on possession of a recognized technical or business certificate plus at least two years of industrial or teaching experience.

Undergraduate programs for the training of technical and vocational teachers are available from a few universities, such as the University of Nigeria, Nsukka; Ahmadu Bello University, Zaria; and Benue State University, Makurdi. The University of Nigeria also offers master’s and PhD programs in technical education.


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The Department of Vocational and Technical Education at Benue State University offers the Bachelor of Science Education (Technology) in six specialization areas:

• Auto mechanics technology

• Building technology

• Electrical installation technology

• Electronics technology

• Metalwork technology

• Woodwork technology

Entry is based on possession of the Senior School Certificate or equivalent, with five credit-level passes plus the UTME administered by jAMB. Candidates holding the NCE (Technical) with at least one credit-level pass or a National Diploma or Higher National Diploma with an upper credit pass may be granted direct entry into the second year of the program. Candidates with a National Technical Certificate or Federal Craft Certificate must pass the UTME and complete some remedial courses.


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Grading Scales

Senior Secondary EducationThe Nigerian system is low marking and minimum pass marks generally range between 30 and 35 per cent. The West African Examinations Council and the National Examinations Council use the same grading scale for the Senior School Certificate examinations.

Table 17. WAEC AND NECO GRADING SCALE AND IQAS EQUIVALENCY

grade Score (%) deScripTor iQaS (%)

a1 75–100 excellent 95

b2 70–74.9 Very good 85

b3 65–69.9 good 75

c4 60–64.9 credit 70

c5 55–59.9 65

c6 50–54.9 61

d7 40–49.9 pass 57

e8 35–39.9 52

F9 0–34.9 Fail F

Higher EducationA combination of percentage marks, letter grades and grade points are used. The Nigeria system is low marking. Typically, 40 per cent is the minimum pass mark and 70 per cent the minimum mark for entering the top segment (A, First Class and so on).

The following table shows a common grading scale and the IQAS conversion. The division or classification of bachelor’s degrees is based on a weighted grade point average for all levels of courses completed for the program. Graduate degrees and some professional bachelor’s degrees such as the Bachelor of Medicine and Bachelor of Surgery are usually not classified.

Table 18. GENERIC GRADING SCALE, HIGHER EDUCATION

perceNTage (%) marKS grade deScripTor diViSioN iQaS (%)

70–100 a excellent First class 90

60–69 b Very good Second class upper division 80

50–59 c good Second class lower division 70

40–49 d Satisfactory Third class 60

below 40 F Failure Fail F

Grading scales may vary by institution, the level and field of the program, and time period. The marks sheets issued by the universities usually provide grading information.

Table 19. GRADING SCALE AND DEGREE CLASSIFICATIONS, BABCOCK UNIVERSITY


grade grade poiNTS deScripTor

80–100 a 5 Superior

60–79 b 4 above average

50–59 c 3 average

45–49 d 2 below average

0–44 F 0 Failure

degree claSSiFicaTioN cgpa

First class 4.50–5.00

Second class upper 3.50–4.49

Second class lower 2.50–3.49

Third class 2.00–2.49

Table 20. GRADING SCALE AND DEGREE CLASSIFICATIONS, BOWEN UNIVERSITY

perceNTage (%) marKS grade grade poiNT

70–100 a 5

60–69 b 4

50–59 c 3

45–49 d 2

40–44 e 1

0–39 F 0

degree claSSiFicaTioN cgpa


Second class (upper division) 3.50–4.49

Second class (lower division) 2.40–3.49


pass 1.00–1.49


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Table 21. GRADING SCALE AND DEGREE CLASSIFICATIONS, UNIVERSITY OF IBADAN


grade grade poiNT

70–100 a 7

65–69 a- 6

60–64 b+ 5

55–59 b 4

50–54 b- 3

45–49 c+ 2

40–44 c 1

0–39 d 0

degree claSSiFicaTioN (beFore 2000) gpa





pass 1.0–1.6

degree claSSiFicaTioN (2000–) cgpa





pass 1.0–1.5

Technical and Vocational EducationThe following classification applies to various certificates and diplomas in technical and vocational education, including the National Technical or Business Certificate, Advanced National Technical or Business Certificate, National Diploma and Higher National Diploma.

Table 22. CLASSIFICATIONS IN TECHNICAL AND VOCATIONAL EDUCATION

claSSiFicaTioN cgpa

distinction 3.50–4.00

upper credit 3.00–3.49

lower credit 2.50–2.99

pass 2.00–2.49

Fail below 2.00


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Documentation

Secondary EducationTable 23. MAjOR TYPES OF SECONDARY CREDENTIALS

credeNTial iSSuiNg bodY YearS oF STudY

general certificate of education ordinary level (gce o level)

West african examinations council (phased out)

11university of cambridge local examinations Syndicate

university of london local examinations Syndicate

interim Joint matriculation board

general certificate of education advanced level (gce a level)

West african examinations council (phased out)

13university of cambridge local examinations Syndicate

university of london local examinations Syndicate

interim Joint matriculation board

West african School certificate West african examinations council (phased out) 11

West african Higher School certificate West african examinations council (phased out) 13

Senior School certificate West african examinations council12

National examinations council

Before 1982 Nigeria followed the British pattern of school education (6+5+2), with the academic stream consisting of six years of primary school, five years of secondary school (forms 1 to 5), and two years of Sixth Form school. After completing secondary school (11 years), students must pass at least six subjects chosen from several course groups in order to receive the West African School Certificate. The GCE O Level, on the other hand, was issued for any number of individual subjects. For some years the School Certificate and GCE O Level examinations were combined, so that students who did not qualify for the School Certificate would receive GCE O Levels for the passed subjects only.

Those who had received the West African School Certificate or its GCE O Level equivalent could enrol in a Sixth Form program (two years). Upon graduation they had to pass at least six subjects chosen from several course groups in order to receive the West African Higher School Certificate. The GCE A Level, on the other hand, was issued for any number of individual subjects. For some years the Higher School Certificate and GCE A Level examinations were combined, so that students who did not qualify for the Higher School Certificate would receive GCE A Levels for the passed subjects only.

After 1982 Nigeria switched to an American-style school system (6+3+3), with the academic stream consisting of six years of primary school, three years of junior secondary school and three years of senior secondary school. After completing senior secondary school (12 years), students must pass seven to nine subjects (including six core subjects) to receive the Senior School Certificate from the West African Examinations Council.

WAEC phased out its GCE O and A Levels in 1989. However, some private schools continue to prepare students for GCE O and A Level examinations, which are conducted by the University of Cambridge Local Examinations Syndicate, the University of London Local Examinations Syndicate and the Interim joint Matriculation Board.

The National Examinations Council (NECO) was established in 1999 and began conducting Senior School Certificate examinations in 2000. Senior secondary graduates sit for eight or nine subjects (including six core subjects) and must achieve credit-level passes in at least five subjects in order to receive the Senior School Certificate.


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Document formatDocument format varies by issuing body and time period (see Appendix D for samples). Documents are issued in English. They should bear the insignia of the issuing body and the signature of the official in charge, such as the chairman and registrar of the council.

The certificate includes some or all of the following information:

• name of the certificate

• issuing body, for example, WAEC or NECO

• time of the examination, for example, june or December

• name of the candidate

• name of the school attended

• subjects passed and grades obtained

• overall achievement, for example, second division

Official documents are issued by one of the national or international examining bodies such as WAEC or NECO.

Examination results issued by the school are not acceptable for assessment purposes.

WAEC and NECO send original copies of examination results to the schools. Upon request and payment of fees, WAEC and NECO will send confirmation of the examination results to higher education institutions, credential evaluation agencies and employers.

Official results of the WAEC Senior School Certificate Examination since 1991 can be viewed online at www.waecdirect.org. To use this service, one needs to purchase a scratch card, which gives online access to the same examination results up to five times.

Official results of the NECO Senior School Certificate Examination since 2000 can be viewed online at www.mynecoresults.com or www.neconigeria.org. To use this service, one needs to purchase a scratch card, which gives online access to the same examination results up to five times.

Higher Education and Technical and Vocational EducationTable 24. MAjOR TYPES OF TECHNICAL AND VOCATIONAL CREDENTIALS


Federal Trade Test certificate Federal ministry of labour and productivity 1–2

National Vocational certificate Vocational enterprise institutions up to 3

National innovation diploma innovation enterprise institutions up to 2

National Technical certificate National business and Technical examinations board 3

advanced National Technical certificate 1

National business certificate 3

advanced National business certificate 1

(ordinary) National diploma monotechnics, polytechnics, colleges of agriculture, and colleges of health technology and allied institutions

2

Higher National diploma 2

http://www.waecdirect.org/

http://www.waecdirect.org/

http://www.mynecoresults.com/

http://www.mynecoresults.com/



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Table 25. MAjOR TYPES OF HIGHER EDUCATION CREDENTIALS


Nigeria certificate in education colleges of education 3

associate diploma of medical laboratory Technology institute of medical laboratory Technology 4

Fellowship diploma of medical laboratory Technology 1

bachelor of arts, bachelor of Science universities 4

bachelor of education, bachelor of Science in education, bachelor of arts in education 4

bachelor of agriculture, bachelor of architecture, bachelor of engineering, bachelor of law(s), bachelor of medical laboratory Science, bachelor of Nursing

5

bachelor of medicine and bachelor of Surgery (mbbS), bachelor of dental Surgery, doctor of Veterinary medicine

6

master’s degrees 1–2

master of philosophy 1–2

doctor of philosophy ≥ 3

Administrative and issuing bodiesThe Federal Ministry of Education and the Federal Ministry of Labour and Productivity share overall responsibility for technical and vocational education in the country. The National Board for Technical Education handles all aspects of technical and vocational education outside of university education. NBTE approves and accredits technical and vocational institutions. Its website (www.nbte.gov.ng) provides lists of accredited institutions.

The National Universities Commission is responsible for the development of universities in the country. NUC advises the government on the creation of public universities and processes applications for the establishment of private universities. Its website (www.nuc.edu.ng) provides an updated list of 104 federal, state and private universities.

Educational programs in some specialized and professional areas are under the purview of relevant professional associations, which provide information about accredited institutions and programs. Examples include the Council for the Regulation of Engineering in Nigeria, Medical and Dental Council of Nigeria, Nursing and Midwifery Council of Nigeria, Pharmacists Council of Nigeria and Veterinary Council of Nigeria.

Document formatDocument format varies by issuing body and time period. Main types of documents include degrees, diplomas and academic transcripts (also known as transcript of academic

results, statement of results, and so on). They should bear the seal of the issuing body, such as a university, and the signatures of relevant officials, such as vice-chancellor, registrar and examination officer. In some cases, students may receive a “testimonial” or “statement of final examination results” upon graduation, with the official diploma or degree issued later.

A degree certificate typically indicates the name of the degree and specialization, such as Bachelor of Science (Biochemistry) and the classification, such as Second Class Honours (Upper Division). Only universities can issue degrees, though non-university institutions may operate degree programs in partnership with a university. For example, the Tai Solarin College of Education had an affiliation agreement with the University of Ibadan to offer the Bachelor of Education program before the former institution was upgraded to Tai Solarin University of Education in january 2005.

The transcript usually lists courses completed, units or credits of each course, marks obtained, GPA for each academic session and CGPA, along with grading information. Duration of study is shorter for students who entered a program by direct entry. For example, a holder of a Higher National Diploma may be able to complete a four-year bachelor’s degree program in the same field in two years.

http://www.nbte.gov.ng

http://www.nuc.edu.ng


.47

References

Print ResourcesMoja, T. (2000). Nigeria education sector analysis: An analytical synthesis of performance and main issues. Abuja: World Bank.

Nigeria Federal Ministry of Education. (2003). Education sector status report. Abuja: Author.

Nigeria Federal Ministry of Education. (2008). Development of education: National report of Nigeria. Abuja: Author.

Nigeria Federal Ministry of Education. (2009). Roadmap for the Nigerian education sector. Abuja: Author.

Okojie, j. A. (2008, Summer). Licensing, accreditation and quality assurance in Nigerian universities: Achievements and challenges. Paper presented at Council for Higher Education Accreditation 2008 Summer Workshop.

Saint, W., Hartnett, T. A., & Strassner, E. (2003). Higher education in Nigeria: A status report. Higher Education Policy, 16, 259–181.

Teferra, D., & Altbach, P. G. (Eds.). (2003). African higher education: An international reference handbook. Bloomington: Indiana University Press.


.48

Internet ResourcesNote: URLs referenced in this section were accurate and functional at the time of writing, but since websites and Internet content are subject to change, the ongoing status of URLs cannot be guaranteed.

International websitesAustralian Education International. (2009). Country education profile: Nigeria. Available from National Office of Overseas Skills Recognition (NOOSR) website, http://aei.dest.gov.au/AEI/QualificationsRecognition/default.htm (Membership required for access.)

Central Intelligence Agency. (2010). The world factbook: Nigeria. Retrieved from www.cia.gov/library/publications/the-world-factbook/geos/ni.html

Citizenship and Immigration Canada. (2007). Facts and figures: Immigration overview. Retrieved from www.cic.gc.ca/english/pdf/pub/facts2007.pdf

Library of Congress Federal Research Division. (2008). Country profile: Nigeria. Retrieved from http://memory.loc.gov/frd/cs/profiles/Nigeria.pdf

National Qualifications Authority of Ireland, Qualifications Recognition. Education and training system in Nigeria. Retrieved from www.qualificationsrecognition.ie/recognition/int_qual_databse/lithuania/documents/NigeriaCountryprofile.doc

National Recognition Information Centre for the United Kingdom (UK–NARIC). International comparisons: Nigeria. Available from www.naric.org.uk (Membership required for access.)

UNESCO International Bureau of Education. World data on education: Nigeria. Retrieved from www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/ 2006/SUB-SAHARAN_AFRICA/Nigeria/Nigeria.htm

United Nations Cartographic Section (www.un.org/Depts/Cartographic/english)

United Nations Statistics Division (http://unstats.un.org)

West African Examinations Council. An Address by the Head of Nigeria National Office of the West African Examinations Council, Dr Iyi Uwadiae. Retrieved from www.waecnigeria.org/newsrelease.htm

World Education News & Reviews. Education in Nigeria. Retrieved from www.wes.org/ewenr/04Sept/Practical.htm

Nigerian university websitesAhmadu Bello University, Zaria (www.abu.edu.ng)

Babcock University (www.babcockuni.edu.ng)

Bowen University (www.bowenuniversity-edu.org)

Federal University of Technology, Yola (www.futy.edu.ng)

Obafemi Awolowo University (www.oauife.edu.ng)

Tai Solarin University of Education (www.tasuedu.org)

University of Benin (www.uniben.edu)

University of Ibadan (www.uiartsfaculty.net)

http://aei.dest.gov.au/AEI/QualificationsRecognition/default.htm

http://www.cia.gov/library/publications/the-world-factbook/geos/ni.html

http://www.cia.gov/library/publications/the-world-factbook/geos/ni.html

http://www.cic.gc.ca/english/pdf/pub/facts2007.pdf

http://www.cic.gc.ca/english/pdf/pub/facts2007.pdf

http://memory.loc.gov/frd/cs/profiles/Nigeria.pdf

http://memory.loc.gov/frd/cs/profiles/Nigeria.pdf

http://www.qualificationsrecognition.ie/recognition/int_qual_databse/lithuania/documents/NigeriaCountryprofile.doc

http://www.naric.org.uk

http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/ 2006/SUB-SAHARAN_AFRICA/Nigeria/Nigeria.htm

http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/ 2006/SUB-SAHARAN_AFRICA/Nigeria/Nigeria.htm

http://www.un.org/Depts/Cartographic/english

http://unstats.un.org

http://www.waecnigeria.org/newsrelease.htm

http://www.wes.org/ewenr/04Sept/Practical.htm

http://(www.abu.edu.ng)

http://(www.babcockuni.edu.ng)

http://(www.bowenuniversity-edu.org)

http://(www.futy.edu.ng)

http://(www.oauife.edu.ng)

http://(www.tasuedu.org)

http://(www.uniben.edu)

http://(www.uiartsfaculty.net)


.49

University of Ilorin (www.unilorin.edu.ng)

University of Lagos (www.unilag.edu.ng)

University of Nigeria, Nsukka (www.unn.edu.ng)

Usmanu Danfodiyo University (www.udusok.edu.ng)

Nigerian websitesCouncil for the Regulation of Engineering in Nigeria (www.corenng.org)

Government of Nigeria, Federal Ministry of Education (www.fme.gov.ng)

Government of Nigeria, Federal Ministry of Health (www.fmh.gov.ng)

Institute of Chartered Accountants of Nigeria (www.ican-ngr.org)

Interim joint Matriculation Board (http://ijmb.org)

Medical and Dental Council of Nigeria (www.mdcnigeria.org)

National Board for Technical Education (www.nbte.gov.ng)

National Business and Technical Examinations Board (www.nabtebnigeria.org)

National Commission for Colleges of Education (www.ncceonline.org)

National Examinations Council (www.neconigeria.org)

National Teachers Institute (www.ntinigeria.org)

National Universities Commission (www.nuc.edu.ng)

Nursing and Midwifery Council of Nigeria (www.nmcnigeria.org)

Pharmacists Council of Nigeria (www.pcnng.org)

Teachers Registration Council of Nigeria (www.trcn.gov.ng)

Veterinary Council of Nigeria (www.vcng.org)

West African Examinations Council (www.waecnigeria.org)

http://(www.unilorin.edu.ng)

http://(www.unilag.edu.ng)

http://(www.unn.edu.ng)

http://(www.udusok.edu.ng)

http://www.corenng.org/

http://www.fme.gov.ng/

http://www.fmh.gov.ng/

http://www.ican-ngr.org/

http://ijmb.org

http://www.mdcnigeria.org/

http://www.nbte.gov.ng/

http://www.nabtebnigeria.org/

http://www.ncceonline.org/

http://www.neconigeria.org/

http://www.ntinigeria.org/

http://www.nuc.edu.ng/

http://www.nmcnigeria.org/

http://www.pcnng.org/

http://www.trcn.gov.ng/

http://www.vcng.org/

http://www.waecnigeria.org/


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Appendices

Appendix A—Placement RecommendationsPlacement recommendations provide guidelines for comparing international and Canadian educational credentials and standards. These recommendations are advisory in nature and indicate the general level of a credential in Canadian terms.

Placement recommendations represent benchmark assessments and do not cover all credentials. However, the fact that a credential is not mentioned in the placement recommendations does not mean it cannot be assessed by IQAS. International credentials not specifically covered should be referred to IQAS for individual evaluation.

Given the different educational philosophies, objectives and program structures in educational systems around the

world, evaluation in terms of direct equivalence to specific Canadian credentials is not possible. For this reason IQAS placement recommendations are made in terms of “generally compares to” and not “equivalent to.”

When evaluating international credentials IQAS considers the following:

• the education system of the country concerned

• the recognition of the awarding institution

• the level, length and structure of the program

When appropriate, IQAS may:

• consider that comparison to a different level ofeducation may more accurately reflect the level of theinternational credential in Canadian terms

• combine two or more credentials

credeNTial Name iQaS recommeNdaTioNS

Senior School certificate Generally compares to the completion of a high school diploma.

National diploma generally compares to the completion of a post-secondary diploma.

Higher National diploma generally compares to the completion of a three-year post-secondary diploma.

bachelor’s degree (Honours) generally compares to the completion of a four-year bachelor’s degree.

Nigeria certificate in education generally compares to the completion of a post-secondary diploma.

bachelor of education generally compares to the completion of a four-year bachelor of education degree.

bachelor of law(s) (llb) generally compares to the completion of a first professional university degree in law.

First degrees - medicine, dentistry and Veterinary medicine

bachelor of medicine and bachelor of Surgery (mbbS): generally compares to the completion of a first professional university degree in medicine.

bachelor of dental Surgery (bdS): generally compares to the completion of a first professional university degree in dentistry.

doctor of Veterinary medicine (dVm): generally compares to the completion of a first professional university degree in veterinary medicine.

postgraduate diploma generally compares to the completion of a graduate certificate.

master’s degree generally compares to the completion of a master’s degree.

master of philosophy generally compares to the completion of a master’s degree.

doctor of philosophy generally compares to the completion of a doctor of philosophy (phd) degree.


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Appendix B—Nigerian UniversitiesName Year FouNded

Federal uNiVerSiTieS

abubakar Tafawa balewa university, bauchi 1988

ahmadu bello university, Zaria 1962

bayero university, Kano 1975

Federal university of petroleum resources, effurun 2007

Federal university of Technology, akure 1981

Federal university of Technology, minna 1982

Federal university of Technology, owerri 1980

Federal university of Technology, Yola 1988

michael okpara university of agriculture, umudike 1992

National open university of Nigeria, lagos 2002

Nigerian defence academy, Kaduna 1985

Nnamdi azikiwe university, awka 1992

obafemi awolowo university, ile-ife 1962

university of abuja, gwagwalada 1988

university of agriculture, abeokuta 1988

university of agriculture, makurdi 1988

university of benin 1970

university of calabar 1975

university of ibadan 1948

university of ilorin 1975

university of Jos 1975

university of lagos 1962

university of maiduguri 1975

university of Nigeria, Nsukka 1960

university of port Harcourt 1975

university of uyo 1991

usuman danfodiyo university 1975

STaTe uNiVerSiTieS

abia State university, uturu 1980

adamawa State university mubi 2002

adekunle ajasin university, akungba 1999

afe babalola university, ado-ekiti, ekiti State 2009

akwa ibom State university of Technology, uyo 2004

ambrose alli university, ekpoma 1980

anambra State university of Science and Technology, uli 2000


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Name Year FouNded

benue State university, makurdi 1992

bukar abba ibrahim university, damaturu 2006

cross river State university of Science and Technology, calabar 2004

delta State university, abraka 1992

ebonyi State university, abakaliki 2000

ekiti State university of Science and Technology, ifaki 2009

enugu State university of Science and Technology, enugu 1981

godfrey okoye university, ugwuomu-Nike, enugu State 2009

gombe State university, gombe 2004

ibrahim badamasi babangida university, lapai 2005

imo State university, owerri 1992

Kaduna State university, Kaduna 2004

Kano university of Science and Technology, Wudil 2000

Katsina State university, Katsina 2006

Kebbi State university, Kebbi 2006

Kogi State university, anyigba 1999

Kwara State university, ilorin 2009

ladoke akintola university of Technology, ogbomoso 1990

lagos State university, ojo 1983

Nasarawa State university, Keffi 2002

Niger delta university, Yenagoa 2000

Nigerian Turkish Nile university, abuja 2009

olabisi onabanjo university, ago-iwoye 1982

ondo State university of Science and Technology, okitipupa 2008

osun State university, oshogbo 2006

plateau State university, bokkos 2005

rivers State university of Science and Technology, port Harcourt 1979

Sokoto State university, Sokoto 2009

Tai Solarin university of education, ijebu-ode 2005

Taraba State university, Jalingo 2008

university of ado-ekiti 1988

university of education, ikere ekiti 2008

priVaTe uNiVerSiTieS

abti-american university, Yola 2003

achievers university, owo 2007

african university of Science and Technology, abuja 2007

ajayi crowther university, ibadan 2005

al-Hikmah university, ilorin 2005

babcock university, ilishan-remo 1999


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Name Year FouNded

bells university of Technology, otta 2005

benson idahosa university, benin city 2002

bingham university, New Karu 2005

bowen university, iwo 2001

caleb university, lagos 2007

caritas university, enugu 2005

ceTep city university, ibadan 2005

covenant university ota 2002

crawford university igbesa 2005

crescent university 2005

Fountain university, oshogbo 2007

igbinedion university okada 1999

Joseph ayo babalola university, ikeji-arakeji 2006

Katsina university, Katsina 2005

lead city university, ibadan 2005

madonna university, okija 1999

Novena university, ogume 2005

obong university, obong Ntak 2007

oduduwa university, ipetumodu, osun State 2009

pan african university, lagos 2002

paul university, awka, anambra State 2009

redeemer’s university, mowe 2005

renaissance university, enugu 2005

rhema university, obeama-asa, rivers State 2009

Salem university, lokoja 2007

Tansian university, umunya 2007

university of mkar, mkar 2005

Veritas university 2007

Wellspring university, evbuobanosa, edo State 2009

Wesley university of Science and Technology, ondo 2007

Western delta university, oghara 2007

Wukari Jubilee university 2005

Source: Nuc, 2010.


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Appendix C—Sample Program Structures

Appendix C1. Bachelor of ScienceTable 26. BACHELOR OF SCIENCE (BIOCHEMISTRY), OBAFEMI AWOLOWO UNIVERSITY

entry requirements

ume: english, math, physics, chemistry and biology for Senior School certificate and english, physics, chemistry, and math or biology for ume

direct entry: gce a level chemistry and physics, math, or biology may be considered for course exemption

code courSe l* T p u code courSe l* T p u

part i

Harmattan Semester rain Semester

cHm 101 introductory chemistry 3 1 3 5 cHm 102 introductory chemistry ii 3 1 3 5

mTH 101elementary mathematics

4 1 0 5 mTH 102elementary mathematics ii

4 1 0 5

pHY 101 general physics i 3 0 0 3 pHY 102 general physics ii 3 0 0 3

pHY 107experimental physics 1a

0 0 4 1 pHY 108 experimental physics 1b 0 0 4 1

Zoo 103 experimental Zoology 0 0 3 1

Zoo 101 introductory Zoology i 2 0 3 3 Zoo 102 introductory Zoology ii 2 0 3 3

Se Special elective 2 0 0 2 Se Special elective 2 0 0 2

SubToTal 20 SubToTal 19

part ii


boT 101Form and Function in plants

3 0 3 4 bcH 202cell and molecular biology

2 0 0 2

cHm 201basic inorganic chemistry

3 1 0 4

cHm 203basic physical chemistry

3 1 0 4 cHm 202 basic organic chemistry 3 1 0 4

cHm 205experimental physical/inorganic chemistry

0 0 4 1 cHm 206experimental organic chemistry i

0 0 4 1

mTH 201mathematical methods i

3 1 0 4 mTH 202 mathematical methods ii 3 1 0 4

mcb 201 general microbiology i 2 0 3 4 pHY 204introductory modern physics

3 0 0 3

pHY 208 experimental physics iib 0 0 3 1

Se Special elective 4 0 0 4


part iii


bcH 301 general biochemistry i 2 0 4 3 bcH 302 general biochemistry ii 2 1 0 3

cHm 302 chemical Kinetics 1 1 0 2 bcH 306 Functional biochemistry 2 0 3 3

Note: l, T, p and u stand for lecture, tutorial, practical and units.


.55

code courSe l* T p u code courSe l* T p u

cHm 307application of Spectroscopic methods

2 1 0 3 bcH 308 bioenergetics 1 1 0 2

cHm 309experimental physical chemistry

0 0 6 2 bcH 310protein Structure and Function

2 1 0 3

cSc 201computer programming i

2 0 3 3 bcH 322Student industrial Work experience

0 0 0 3

boT 203 introductory genetics 3 0 3 4 cHm 304 Thermodynamics 2 1 1 3

Se Special elective 2 0 0 2 cHm 312experimental organic chemistry ii

0 0 0 2

choose at least one from three electives: Se Special elective 2 0 0 2

FST 305mcb 301mcb 303

introductory Food microbiologymicrobial genetics and molecular biologyimmunology and immunochemistry

3


part iV


bcH 401 enzymology 2 1 0 3 bcH 402 advanced cell biology and genetic engineering

2 1 0 3

bcH 403 lipids 2 1 0 3

bcH 405physico-chemical methods in biochemistry

2 1 0 3 bcH 404regulation of metabolic processes

2 1 0 3

bcH 407Nucleic acids and protein Synthesis

2 1 0 3 bcH 410 Seminar 0 1 0 1

bcH 411experimental biochemistry i

0 0 9 3 bcH 412experimental biochemistry ii

0 0 9 3

bcH 413 research project i 0 0 9 3 bcH 414 research project ii 0 0 9 3

bcH 415biochemical reaction mechanisms

2 0 0 2 choose at least one from following electives:

bcH 406bcH 408bcH 416cHm 306cHm 314

cSc 208

metabolism of drugs and other Foreign compoundsindustrial biochemistrymicrobial and plant biochemistryaromatic and Heterocyclic chemistryalicyclic, bifunctional aliphatic and Terpenoid compoundscomputer applications

2-3

SubToTal 20 SubToTal 15-16

ToTal 157-158


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Appendix C2. Master of Science and Master of TechnologyTable 27. MASTER OF SCIENCE (BIOCHEMISTRY), OBAFEMI AWOLOWO UNIVERSITY

entry requirements: bachelor’s degree (at least second class lower) in biochemistry or related field such as chemistry, pharmacy, medicine, agriculture, food science or biology. candidates with non-biochemistry major may be required to take remedial courses.

duration of study: a minimum of 12 months

courSe code courSe uNiTS

compulsory courses

bcH 600 advanced laboratory courses 3

bcH 601 advanced intermediary metabolism 2

bcH 602 Seminar and independent studies 3

SubToTal 8

Selected courses—choose at least six units from the following and up to four units from other departments

bcH 603 advances in protein chemistry 2

bcH 604 advances in enzymology 2

bcH 605 industrial biochemistry 2

bcH 606 advanced molecular biology 2

bcH 607 biochemical Toxicology 2

bcH 608 biological membranes 2

bcH 609 current Topics in cellular regulation 2

bcH 610 immunochemistry 2

bcH 611 Neurochemistry 1

bcH 612 biochemical basis of clinical chemistry 1

SubToTal 10

bcH 613 Thesis 6

ToTal 24


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Table 28. MASTER OF TECHNOLOGY (BIOCHEMISTRY), FEDERAL UNIVERSITY OF TECHNOLOGY, YOLA

entry requirements: bSc or bTech in biochemistry (at least second class lower division or equivalent cgpa). candidates with first degree in other fields such as agriculture, biology, botany, human medicine, microbiology, veterinary medicine or zoology may be required to take remedial courses.

duration of study: one year full-time


First Semester

bl 701 research methodology and experimental design in biological Sciences

3

bc 701 instrumentation methods in biochemistry 4

bc 703 molecular genetics 2

bc 705 introductory biotechnology 2

bc 707 advanced Nutritional biochemistry 2

bc 795 Seminar 2

choose one of the following electives

bc 709 biophysics of the cell and its components 2

bc 711 applied physiology 2

SubToTal 17

Second Semester

bc 702 advanced intermediary metabolism and metabolic control

4

bc 704 biochemical Toxicology 2

bc 798 project 6

choose one of the following electives

bc 706 applied biochemistry 2

bc 708 applied lipid biochemistry 2

SubToTal 14

ToTal 31


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Appendix C3. Master of PhilosophyTable 29. MASTER OF PHILOSOPHY IN CROP SCIENCE, USMANU DANFODIYO UNIVERSITY

entry requirements: master’s degree in the same field with a gpa of less than 4 on a 5-point scale or master’s degree in a related field (“cognate discipline”) with a gpa of 4 or above

program duration: a minimum of 18 months full-time. Students must complete at least 20 units of coursework plus 16 units of dissertation.

code courSe uNiTS

cro 801 Statistical methods and experimental design 3

cro 802 advanced research methods in crop Science 3

cro 803 advanced crop physiology 3

cro 898 Seminar 2

cro 899 dissertation 16

electives

cro 804 advanced Field crop production i: cereals, legumes and oilseeds 2

cro 805 advanced Field crop production ii: roots, Tubers and Fibre crops 2

cro 806 advanced Seed production Technology 3

cro 807 advanced Horticultural crop production i: Fruits and Vegetables 2

cro 808 advanced Horticultural crop production ii: ornamentals and landscaping 2

cro 809 advanced irrigated crop production 3

cro 810 plant genetics and breeding 3

cro 811 integrated Weed management 3

cro 812 Herbicide interactions 3

cro 813 Systematics and biology of insects 3

cro 814 advanced pest management 3

cro 815 physiology of insects and related arthropods 3

cro 816 physiology of Host-pathogen interactions 3

cro 817 diseases of Tropical crops 3

cro 818 Taxonomy, Systematics, principles and methods in Nematology 3


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Appendix C4. Bachelor of AgricultureTable 30. BACHELOR OF AGRICULTURE IN ANIMAL SCIENCE, UNIVERSITY OF NIGERIA, NSUKKA

courSe Number courSe Name crediTS

program duration: 5 years for ume mode of entry, 4 years for direct entry with National diploma or National certificate in education, or 3 years for direct entry with Higher National diploma. The practical year of 12 months duration is compulsory for all students except those admitted by direct entry with HNd.

First Year, First Semester

required ancillary courses

chm 101 basic principles of chemistry i 2

ag 101 biomathematics 2

mth 111 elementary mathematics 3

bio 151 general biology i 3

chm 171 basic practical chemistry 2

general courses

gS 101 use of english i 2

gS 103 Social Science i 2

SubToTal 16

First Year, Second Semester


ag 102 agric. physics 4

chm 112 basic principles of physical chemistry 2

chm 122 basic principles of organic chemistry 2

bio 152 general biology ii 3

bio 153 general biology (practical) 2

general courses

gS 102 use of english ii 2

gS 104 Social Science ii 2

SubToTal 17

Second Year, First Semester


ag 201 general agriculture 3

HSN 201 introduction to Home Science, Nutrition and dietetics 2

cSc 211 principle of Forestry 2

SSc 211 principles of Soil Science 2

cSc 221 crop anatomy, Taxonomy and physiology 2

aNS 241 Nutrition anatomy and physiology of Farm animals 2

cS 101 introduction to computer 2

general course gS 207 Humanities i 2

SubToTal 17


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Second Year, Second Semester


FST 102 introduction to Food Science and Technology 2

aec 204 principles of agricultural economics 4

aec 212 entrepreneurship i 2

cSc 222 principles of crop production 2

aNS 222 introduction to agricultural biochemistry 2

SSc 242 climatology and biogeography 2

aNS 272 Fisheries and Wild life management 2

aNS 274 principles of animal production 2

general course gS 208 Humanities ii 2

SubToTal 20

Third Year, First Semester

major courses aeX 311 introduction to agricultural extension and rural Sociology 2

aeX 313 psychology for extensionists 2

aeX 315 agrarian laws and reforms 2


aec 301 basic Farm management and production economics 3

cSc 321 arable crop production 2

SSc 321 pedology 2

cSc 331 principles of crop protection 2

aNS 371 Non-ruminant animal production 2

general course cS 201 computer programming i 2

SubToTal 19

Third Year, Second Semester

major course aeX 312 extension Teaching methods 2


ag 301 agricultural biochemistry and methods 2

abe 306 introduction to agricultural engineering 2

aec 312 entrepreneurship ii 2

cSc 22 crop genetics and breeding 2

aNS 322 agricultural biochemistry and methods 2

aNS 332 animal genetics and breeding 2

cSc 342 permanent crop production 2

SSc 362 Soil chemistry and microbiology 2

aNS 372 ruminant animal production 2

SubToTal 20


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Fourth Year, First Semester


cSc 421 crop production Techniques (permanent, arable, Horticultural, etc.) 4

SSc 431 Farm design, Survey and land use planning 2

aNS 471 animal Husbandry Techniques (cattle, Sheep, goats, poultry, pig and rabbit) 3

agr 401 agricultural products Storage 2

cSc 431 crop protection and pest control 2

SSc 441 irrigation and drainage 2

SubToTal 15

Fourth Year, Second Semester

major course aeX 412 agriculture extension practice 2


aec 420 Farm management and accounting practice 2

abe 402 agricultural engineering practical 2

SSc 462 Soil Fertility, Soil and Water management 2

Vmp 433 animal Health and management 2

ag 402 Farm Work project and report Writing 5

SubToTal 15

ToTal 139

Fifth Year: practical Year


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Appendix C5. Bachelor of Science (Architecture)Table 31. BACHELOR OF SCIENCE (HONOURS) ARCHITECTURE, OBAFEMI AWOLOWO UNIVERSITY


entry requirements

ume: Senior School certificate or equivalent with credit-level passes in english, math, physics, and two subjects from fine arts or technical drawing, economics, geography, chemistry, biology and agricultural science, plus ume in math, english and two subjects from physics, chemistry, economics and fine arts.

direct entry to part ii: gce a level passes in math, physics and another subject; Nd or HNd in architecture with upper credit. candidates must also satisfy the general requirements with respect to Senior School certificate or equivalent.

part i. Harmattan Semester

mTH 101 elementary mathematics i 5

pHY 101 general physics i 4

pHY 107 experimental physics ia 1

arc 101 introduction to architecture i 2

arc 103 graphic communication 2

arc 105 Freehand drawing i 2

restricted elective (choose one)

SSc 101 man and His Social environment 3

SSc 111 introduction to psychology 3

pHl 101 introduction to principles of philosophy i 2

SubToTal 18–19

part i. rain Semester

mTH 102 elementary mathematics ii 5

pHY 102 general physics 4

pHY 108 experimental physics ib 1

arc 102 introduction to architecture ii 2

arc 104 introduction to architectural graphics 2

arc 106 Freehand drawing ii 2

urp 104 basic element of planning 2


pHl 102 introduction to principles of philosophy ii 3

SSc 102 economic principles and Theory 3

SubToTal 21

part ii. Harmattan Semester

arc 201 architectural design Studio i 4

arc 203 components and methods i 2

arc 205 History of architecture i 2

arc 207 architectural graphics 2

arc 211 / bld 203

architectural i / Structural mechanics i

3

arc 209 modeling Workshop 1


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eSm 203 land Surveying i 2

cSc 201 introduction to computing 3

Special elective 2

SubToTal 21

part ii. rain Semester

arc 202 architectural design Studio ii 4

arc 204 components and methods ii 2

arc 206 History of architecture ii 2

arc 208 building Services 2

arc 212 / bld 204

architectural Structures ii / Structural mechanics ii

3

eSm 204 land Surveying ii 2

cSc 208 computer Technology 2

Special elective 2

SubToTal 19

part iii. Harmattan Semester

arc 301 architectural design Studio iii 4

arc 303 components and methods iii 2

arc 305 History of architecture iii 2

arc 307 architecture and climate i 2

arc 311/ bld 311

architectural Structures iii / Structural Theory and design i 3

arc 309 introduction to urban design 2

Special elective 2


arc 313 environmental psychology i 2

Soc 201 introduction to Sociology i 3

SubToTal 19–20

part iii. rain Semester

arc 302 architectural design Studio iV 4

arc 304 components and methods iV 2

arc 306 History of architecture iV 2

arc 308 architecture and climate ii 2

arc 310 building Services ii 2

arc 312 / bld 314

architectural Structures iV / Structural Theory and design ii

3

Special elective 2


arc 314 environmental psychology ii 2

Soc 202 introduction to Sociology ii 3

SubToTal 19–20


.64


part iV. Harmattan Semester

arc 401 architectural design Studio V 5

arc 403 components and methods V 2

arc 405 History of architecture V 2

arc 407 landscape architecture 2

arc 409 / bld 421

architectural Structures V / design of concrete Structures

3

QTS 301 building economics i 3


arc 411 Housing and urban renewal 2

arc 413 Facilities maintenance 2

SubToTal 19

part iV. rain Semester

arc 402 architectural design Studio iV 5

arc 404 components and methods iV 2

arc 406 project dissertation 3

arc 408 interior design 2

arc 410 / bld 422

architectural Structures Vi / analysis and design of Steel Structures

3

QTS 306 building economics ii 3


arc 412 Housing and urban renewal ii 2

arc 414 Facilities maintenance ii 2

SubToTal 20

ToTal 156–159


.65

Appendix C6. Postgraduate DiplomaTable 32. POSTGRADUATE DIPLOMA IN ARCHITECTURAL CONSERVATION, OBAFEMI AWOLOWO UNIVERSITY

entry requirements: Honours bachelor’s degree in architecture, or honours bachelor’s degree in history, archaeology, sociology or anthropology plus two years work experience in a museum or related institution.


Harmattan Semester

arc 631 general concepts of conservation 3

arc 633 History of the Nigerian built environment 3

arc 635 Survey and analysis of Historic areas 3

arc 637 earth construction Technology and design 3

arc 639 Field Studies 4

SubToTal 16

rain Semester

arc 632 Facilities maintenance 3

arc 634 documentation, preservation and re-use of Traditional buildings 3

arc 636 contemporary architecture in Nigeria 3

arc 638 Traditional building materials 3

arc 640 project or report 4

SubToTal 16

ToTal 32


.66

Appendix C7. Bachelor of EngineeringTable 33. BACHELOR OF ENGINEERING (CHEMICAL ENGINEERING), UNIVERSITY OF BENIN

code courSe crediTS

entry requirements

ume: Senior School certificate or equivalent with five credit-level passes including english, math, physics, chemistry, plus same subjects in ume

direct entry to four-year program: gce a level passes in math, physics and chemistry; credit-level pass in university of benin diploma in chemical engineering or diploma in computer engineering; upper credit pass in ordinary National diploma in engineering or Technology or lower credit pass in Higher National diploma in engineering or Technology

100 level, First Semester

cHm 111 general chemistry i 3

cHm 113 organic chemistry i 3

mTH 111 algebra and Trigonometry 3

mTH 112 calculus and real analysis 3

pHY 109 practical physics 1

pHY 111 mechanics, Thermal physics and properties of matter 3

pHY 113 Vibrations, Waves and optics 3

gST 111 use of english i 2

gST 112 philosophy and logic 2

SubToTal 23

100 level, Second Semester

cHm 122 general chemistry ii 3

cHm 124 organic chemistry ii 3

mTH 122 Vectors, geometry and Statistics 3

mTH 123 differential equations and dynamics 3


pHY 124 electromagnetism and modern physics 4

gST 121 use of english ii 2

gST 122 Nigerian peoples and culture 2

gST 123 History and philosophy of Science 2

SubToTal 23


ecp 281 engineering computer programming 2

ema 281 engineering mathematics i 2

mee 211 engineering mechanics i 3

mee 221 engineering drawing i 3

eee 211 electrical engineering i 3

cVe 211 Strength of materials 3

pre 211 manufacturing Technology i 2

cHe 211 chemistry for engineers i 2

eNS 211 engineering in Society 2

ela 201 laboratory/Workshop practice i 2

SubToTal 24


.67

code courSe crediTS


ema 282 engineering mathematics ii 4

mee 211 engineering mechanics ii 3

mee 222 engineering drawing ii 3

eee 212 electrical engineering ii 3

cHe 222 material Science 3

cHe 212 chemistry for engineers ii 2

pre 212 manufacturing Technology ii 2

ela 202 laboratory/Workshop practice ii 2

SubToTal 22


cHe 311 chemical engineering Thermodynamics i 3

cHe 321 biochemical engineering i 3

cHe 331 Technical report Writing and communication 2

cHe 341 industrial process calculations 3

cHe 351 polymer engineering i 3

cHe 361 Fluid Flow for chemical engineering 3

ema 381 engineering mathematics iii 3

cHe 301 chemical engineering laboratory i 2

SubToTal 22


cHe 312 computer applications in chemical engineering i 2

cHe 322 process instrumentation and control 3

cHe 332 chemical reaction engineering i 3

cHe 352 Heat Transfer 3

cHe 362 mass Transfer 3

cHe 372 particle Technology 3

ema 382 engineering mathematics iV 4

cHe 302 chemical engineering laboratory ii 2

SubToTal 23


cHe 411 chemical engineering Thermodynamics ii 2

cHe 421 chemical engineering analysis i 3

cHe 431 process design i 3

cHe 441 petroleum refinery processes 3

cHe 451 Separation processes i 3

cHe 461 Separation processes ii 3

cHe 471 chemical reaction engineering ii 2


.68

code courSe crediTS

cHe 481 computer applications in chemical engineering ii 2

cHe 401 chemical engineering laboratory iii 2

SubToTal 23


university of benin industrial Training Scheme—Six months industrial Training


cHe 511 process dynamics, optimization and control i 2

cHe 521 chemical engineering analysis ii 2

cHe 531 process design ii 3

cHe 541 Separation processes iii 2

cHe 561 chemical reaction engineering iii 2

cHe 571 biochemical engineering ii 3

cHe 581 industrial process Technology 3

cHe 591 polymer engineering ii 3

cHe 500 project 3

pre 571 engineering economics and administration 3

SubToTal 26


cHe 512 process dynamics, optimization and control ii 2

cHe 522 loss prevention and industrial law 2

cHe 532 process design iii 3

cHe 542 corrosion engineering 3

cHe 552 reservoir engineering 2

cHe 562 chemical reaction engineering iV 2

cHe 500 project 3

pre 572 engineering management 3

SubToTal 20

ToTal 206


.69

Appendix C8. Bachelor of Laws (LLB)Table 34. BACHELOR OF LAWS, UNIVERSITY OF NIGERIA, NSUKKA

courSe group code courSe code courSe

entry requirements

ume: Senior School certificate or equivalent with credit level passes in english and english literature, and ume with passes in english, english literature and two arts or social science subjects excluding local language and fine arts. Students complete 195 credits over five years.

direct entry: gce a level, Higher School certificate, bachelor’s degree, three-year university diploma, Nce, HNd. Students complete 159 credits over four years.

First Year First Semester Second Semester

compulsory courses laW 131 legal methods i laW 132 legal methods ii

laW 273 Nigerian legal System i laW 274 Nigerian legal System ii

required ancillary courses pHil 131 logic and philosophic Thought i pHil 132 logic and philosophic Thought ii

pSY 101 principles of psychology i pSY 102 principles of psychology ii

eNgl 104 introduction to Nigeria literature i

eNgl 105 introduction to Nigeria literature ii

general Study courses gS 105 Natural Science i gS 106 Natural Science ii

gS 101 use of english i gS 102 use of english ii

Non-law electives acc 101 elements of accounting i acc 102 elements of accounting ii

pHil 101 introduction to philosophy i pHil 102 introduction to philosophy ii

maN 141 elements of business economics i

maN 142 elements of business economics ii

Second Year First Semester Second Semester

compulsory courses laW 211 law of contract i laW 212 law of contract ii

laW 271 constitutional law i laW 272 constitutional law ii

laW 373 law of Torts i laW 374 law of Torts ii

law electives laW 551 children, Women, illiterates and the law i

laW 552 children, Women, illiterates and the law ii

laW 517 law of consumer protection i laW 518 law of consumer protection ii

Non-law electives maN 301 elements of management acc 251 Fundamentals of government accounting

mKT 323 principles of public relations maN 261 introduction to business

Third Year First Semester Second Semester

compulsory courses laW 311 commercial law i laW 312 commercial law ii

laW 371 criminal law i laW 372 criminal law ii

laW 471 law of evidence and procedure i laW 472 law of evidence and procedure ii

required ancillary courses cS 101 introduction to computer Science cS 314 application of computer Science to legal Studies

gS 207 Humanities i gS 208 Humanities ii

law elective (choose one) laW 571 administrative law i laW 572 administrative law ii

laW 511 banking and insurance law i laW 512 banking and insurance law ii

laW 555 industrial law i laW 556 industrial law ii


.70

courSe group code courSe code courSe

Fourth Year First Semester Second Semester

compulsory courses laW 461 equity and Trusts i laW 462 equity and Trusts ii

laW 463 land law i laW 464 land law ii

law electives (choose two) laW 533 criminology i laW 534 criminology ii

laW 553 Family law i laW 554 Family law ii

laW 565 law of Succession and administration of estate i

laW 566 law of Succession and administration of estate ii

laW 515 law of energy and Natural resources i laW 516 law of energy and Natural resources ii

laW 513 arbitration i laW 514 arbitration ii

Non-law elective (choose one) acc 331 Taxation i acc 332 Taxation ii

bF 314 banking methods and process i bF 315 banking methods and process ii

Fifth Year First Semester Second Semester

compulsory courses laW 521 company and partnership law i laW 522 company and partnership law ii

laW 531 Jurisprudence and legal Theory i laW 532 Jurisprudence and legal Theory ii

laW 590 project (long essay)

law elective (choose one) laW 523 law of Taxation i laW 524 law of Taxation ii

laW 543 conflict of laws i laW 544 conflict of laws ii

laW 545 public international law i laW 546 public international law ii

laW 561 conveyancing law i laW 562 conveyancing law ii

laW 563 law of industrial and intellectual property i

laW 564 law of industrial and intellectual property ii

laW 557 planning and environmental law i laW 558 planning and environmental law ii

Non-law elective (choose one) acc 331 Taxation i acc 332 Taxation ii

bF 314 banking methods and process i bF 315 banking methods and process ii


.71

Appendix C9. Bachelor of Medicine and Bachelor of SurgeryTable 35. BACHELOR OF MEDICINE AND BACHELOR OF SURGERY, UNIVERSITY OF LAGOS

courSe group courSe HourS

Normal Human body, mind and Society (first and second semester)

psychology 18

medical Sociology 20

anatomy (including radiological anatomy and History) 494

biochemistry 380

physiology 494

unallocated 114

SubToTal 1520

abnormal Human body, mind and Society (third and fourth semester)

morbid anatomy 264

clinical pathology/Hematology and blood Transfusion 176

microbiology 284

pharmacology 292

clinical psychology 80

epidemiology, environment Health and occupational Health 180

Statistics 64

unallocated 100

SubToTal 1440

clinical courses (fifth semester to beginning of eighth semester)

basic clinical and Therapeutic Skills (2 months) 320

medicine (5 months) 800

psychiatry (1 month) 160

Surgery (5 months) 800

obstetrics and gynecology (3.5 months) 560

clinical pediatrics (3 months) 480

anesthesia (1.5 months) 240

Special clinical Skills 160

SubToTal 3520

primary Health care (mid-eighth semester to tenth semester)

maternal/child/Family Health care 440

principle and practice of primary Health care 360

Health management, Health education, medical ethics and Jurisprudence 320

SubToTal 1120

ToTal 7600


.72

Appendix C10. Doctor of Veterinary MedicineTable 36. DOCTOR OF VETERINARY MEDICINE, AHMADU BELLO UNIVERSITY

code courSe HourS crediTS

lecTure pracTical


biol 111 plant Systematics 30 2

biol 113 invertebrates and Vertebrates 30 2

cHem 111 introductory general chemistry 30 2

cHem 121 introductory inorganic chemistry 30 2

cHem 191 introductory chemistry practical 45 1

pHYS 131 Heat and properties of matter 30 2

pHYS 161 general physics practical 45 1

VmpH 101 Veterinary ethics 15 1

geNS 101 Nationalism 1

geNS 103 english and communication Skills 2

geNS 107 History and philosophy of Science 1

electives

maTH 101 elementary Set Theory 15 1

STaT 101 introductory Statistics 15 1

coSc 101 programming in baSic 30 2


cHem 112 introductory physical chemistry 30 2

cHem 132 introductory organic chemistry 30 2

cHem 192 introductory chemistry practical ii 45 1

biol 112 ecology 30 2

biol 114 introductory evolution and genetics 15 45 2

VmSm 102 animal Handling 15 45 1

geNS 102 environmental Health 1

electives

STaT 100 introductory Statistics 30 2

pHYS 122 electric magnetism and modern physics 30 2

pHYS 134 geometric and Wave optics 15 1

pHYS 162 general physics practical 45 1


VmaN 201 embryology 30 45 3

VmaN 203 gross anatomy of ruminants 60 90 6

Vmpp 201 cell biology 15 45 2

VmSm 201 animal Handling 45 1

bcHm 261 chemistry of macromolecules 30 2

bcHm 247 introductory biochemistry lab 45 1


.73


lecTure pracTical

SgrS 201 moral philosophy 15 1

geNS 101 Nationalism 1

geNS 103 english and communication Skills 2

geNS 107 History and philosophy of Science 1

geNS 201 moral philosophy 1


VmaN 204 basic Histology 30 45 3

VmaN 202 comparative gross anatomy 30 90 4

VmaN 206 avian anatomy 45 1

Vmpp 202 radiation biology 15 45 2

aerS 212 rural Society and crop botany 30 2

bcHm 262 general metabolism 30 2

bcHm 248 introductory biochemistry lab 45 1

SgrS 202 environmental Health 15 1

geNS 102 environmental Health 1

electives

VmaN 206 light microscopy 45 1

coSc 102 programming in baSic 30 2


VmaN 301 Systemic Histology 30 45 3

Vmpp 301 Veterinary physiology i 60 45 5

Vmpe 301 introductory entomology 15 45 2

Vmpm 303 principles of microbiology 30 45 3

Vmpe 303 Veterinary protozoology 15 45 2

bcHem 361 general metabolism ii 30 2

bcHm 367 basic biochemistry lab 45 1

aNSc 301 Feeds and Feeding 15 45 2

elective

Vmpp 303 general mammalian physiology 30 2


Vmpm 302 general pathology 30 45 3

Vmpp 302 Veterinary physiology ii 45 45 4

Vmpe 302 Veterinary Helminthology 30 45 3

Vmpm 304 pathogenic bacteriology 45 90 5

bcHm 362 general metabolism in ruminants 30 2

VmpH 300 computer in Veterinary epidemiology 45 1

elective

Vmpe 306 principles of parasitology diagnosis 45 1


.74


lecTure pracTical


Vmpm 401 clinical pathology 30 45 3

Vmpm 403 Systemic pathology 45 45 4

Vmpm 405 Virology 15 45 2

VmSm 403 principles of Surgery 15 45 2

Vmpp 401 introductory pharmacology 30 45 3

aNSc 441 animal Nutrition 30 45 2

aNSc 446 pasture production 15 2

Vmpe 403 Veterinary applied entomology 15 45 2

elective

VmaN 401 experimental chromosomology and cytology 45 45 2


Vmpm 402 pathology of infectious diseases 45 45 4

Vmpp 402 Therapeutics 30 2

Vmpm 404 immunology 15 45 2

Vmpp 404 Veterinary Toxicology 30 45 3

VmSm 402 livestock and economics 30 2

VmSm 406 principles of medicine 45 45 4

VmSm 404 Veterinary anesthesiology 15 1

VmaN 402 applied anatomy 15 1

elective

Vmpp 406 ethnoveterinary medicine 15 1


VmSm 501 bacterial diseases 45 3

VmSm 503 parasitic diseases 30 2

VmSm 505 Nutritional and metabolism diseases 15 1

VmSm 507 Theriogenology i 30 45 3

VmSm 509 large animal Surgery 45 45 4

VmSm 511 Small animal medicine 30 2

VmSm 513 Small animal Soft Tissue Surgery 30 2

VmpH 501 biostatistics 30 2

Vmpm 503 epidemiology 30 2

elective

Vmpm 501 Teratology 30 2


VmSm 502 Viral diseases 45 3

VmSm 504 Theriogenology ii 30 3

VmSm 506 Small animal orthopedic Surgery 30 45 3


.75


lecTure pracTical

VmSm 508 Veterinary radiology 15 45 2

VmSm 510 Small animal medicine ii 30 45 2

VmpH 502 preventive medicine 30 2

VmpH 504 Food Hygiene 45 3

Vmpm 502 avian diseases and production 30 45 3

electives

VmpH 506 animal disease Surveillance 30 2

Vmpm 504 microbiology in Health and disease 30 2


VmpH 601 Zoonoses 45 3

Vmpm 601 laboratory animal diseases 15 1

Vmpp 601 applied pharmacology 30 2

VmSm 601 diseases of Wildlife and Fisheries 15 1

VmSm 605 large animal practice 180 4

VmSm 607 Small animal practice 135 3

VmSm 609 clinical conference 15 1

Vmpm 603 Necropsy and avian clinics 45 1

VmpH 605 public Health clinics 45 1

Vmpe 601 laboratory medicine clinics 45 1

Vmpp 600 research project 90 4

electives

VmSm 603 Technology in artificial insemination 45 1

VmpH 603 livestock insurance 15 1

VmaN 601 clinical Neurology 15 1


VmpH 602 State medicine and Jurisprudence 15 1

VmSm 606 large animal practice 225 5

VmSm 608 Small animal practice 180 4

VmSm 610 clinical conference 15 1

Vmpm 604 Necropsy and avian clinics 45 1

VmpH 604 public Health clinics 45 1

Vmpe 602 laboratory medicine clinics 45 1

Vmpp 600 research project 90 4

VmSm 602 large animal lameness 15 45 2

VmSm 604 Veterinary practice management 30 2

elective

VmSm 612 introduction to Herd Health management 15 1


.76

Appendix C11. Bachelor of Medical Laboratory ScienceTable 37. BACHELOR OF MEDICAL LABORATORY SCIENCE, BABCOCK UNIVERSITY

code courSe SemeSTer

1ST 2Nd

entry requirements

regular entry: Senior School certificate or equivalent with credit level passes in english, math, physics, chemistry and biology at no more than two sittings plus the university’s screening test

direct entry: gce a level in physics, chemistry and biology, second class honours degree in related disciplines, and so on

program duration is five years (regular entry) or four years (direct entry).

100-level courses

general education courses

gedS 001 citizenship orientation course s/u* –

gedS 011–012 chapel Seminar ia, ib s/u s/u

gedS 101 philosophy of christian education 2 –

gedS 102 use of library 1 –

gedS 111 computers in modern Society 2 –

gedS 121 god in modern Society 2 –

gedS 122 life and Teachings of christ – 2

gedS 131–132 communication in english i, ii 2 2

gedS 134 Nigerian people in a global culture – 2

cognate courses

pHY 105–106 general physics i, ii 3 3

cHem 101–102 general chemistry i, ii 3 3

bio 101–102 general biology i, ii 3 3

maTH 101–102 general mathematics i, ii 3 3

pHSc physiology i – 3

SubToTal (42 crediTS) 21 21

200-level courses


gedS 021–022 chapel Seminar iia, iib s/u s/u

gedS 202 Family life education – 1

gedS 210 entrepreneurship 1 –

gedS 211–212 French i, ii 2 2

gedS 221 introduction to agriculture 1 –

gedS 220 History and philosophy of Science – 2

gedS 225 citizens and elements of government 2 –

core courses

aNaT 201–202 gross anatomy i, ii 2 2

mbio 201–202 general microbiology i, ii 3 3

mlSc 202 general principles of physiology – 3

bcHm 201–202 Foundations of biochemistry i, ii 3 3

Note: “s/u” represents non-credit courses that are graded “satisfactory” or “unsatisfactory.”


.77


1ST 2Nd

mlSc 204 Humanities – 2

mlSc 201 introduction to medical laboratory Science 3 –


300-level courses


gedS 031–032 chapel Seminar iiia, iiib s/u s/u

gedS 301 introduction to christian beliefs 2 –

gedS 311 introduction to psychology 2 –

gedS 312 introduction to religious ethics – 2

core courses

mlSc 301 clinical chemistry 2 –

mlSc 303 Hematology 2 –

mlSc 305 medical microbiology 2 –

mlSc 307 Histopathology 2 –

mlSc 309 immunology i 2 –

mlSc 302 laboratory posting i – 2

mlSc 304 practical exercise i – 4

mlSc 306 Fundamentals of blood group Serology – 2

mlSc 311 endocrinology and reproductive physiology 2 –

agri 215 biostatistics – 2

mlSc 310 basic pharmacology and Toxicology – 2

mlSc 312 law (medical) – 2


400-level courses


gedS 041–042 chapel Seminar iVa, iVb s/u s/u

core courses

mlSc 401 laboratory management and Function 2 –

mlSc 403 Hematology ii 3 –

mlSc 405 Histopathology i 3 –

mlSc 407 microbiology i 2 –

mlSc 409 laboratory instrumentation and Techniques 4 –

mlSc 402 research methodology – 2

mlSc 404 medical entomology – 1

mlSc 406 laboratory posting ii – 2

mlSc 408 biomedical engineering – 3

mlSc 410 clinical chemistry – 3

mlSc 412 blood group Serology – 3


.78


1ST 2Nd

mlSc 414 Special Topics in biochemistry – 2

mlSc 413 professional ethics in medical laboratory Science 2 –

mlSc 415 introduction to Theory and practice of entrepreneurship 2 –


500-level courses

core courses

mlSc 501 general laboratory practice 3 –

mlSc 503 laboratory posting iii 3 –

mlSc 502 practical exercise ii – 3

mlSc 590 project (in major option) – 6

mlSc 505–506 Seminar i, ii 2 2

choose two of the following major and minor specialty options

option i

mlSc 511 clinical chemistry ii 4 –

mlSc 512 clinical chemistry iii – 4

option ii

mlSc 521 Hematology ii 2 –

mlSc 523 blood group Serology 2 –

mlSc 522 Hematology iii – 2

mlSc 524 cytogenetics – 2

option iii

mlSc 531 medical microbiology and parasitology i 4 –

mlSc 532 medical microbiology and parasitology ii – 4

option iV

mlSc 541 Histopathology ii 4 –

mlSc 542 Histopathology iii – 4

option V

mlSc 551 immunology ii 4 –

mlSc 552 immunology iii – 4


ToTal 178


.79

Appendix C12. Bachelor of Nursing ScienceTable 38. BACHELOR OF NURSING SCIENCE (BNSC), BABCOCK UNIVERSITY


1ST 2Nd

100-level courses

general education requirements

gedS 001 citizenship orientation course s/u* –

gedS 011, 012 chapel seminar ia, ib s/u s/u

gedS 101 philosophy of christian education 2 –

gedS 141 use of library 1 –

gedS 111 god in modern Society 1 –

gedS 121 computers in modern Society 2 –

gedS 122 life and Teachings of christ – 2

gedS 131, 132 communication in english i, ii 2 2

gedS 134 Nigerian people in a global culture – 2

core course

NrSg 102 introduction to professional Nursing – 2

cognate courses

cHem 101, 102 general chemistry i, ii 2 2

biol 101, 102 general biology i, ii 2 2

maTHS 121 introductory mathematics 2 –

pHYS 105 general physics for Health Science 2 –

NrSg 103 anatomy i, ii 3 3

NrSg 106 anatomy lab – 1

NrSg 108 Histology and Histochemistry – 2


pre-200 level course (Summer)

NrSg 100 clinical Nursing practice i 8 weeks (2 units)

200-level courses


gedS 021, 022 chapel Seminar iia, iib s/u s/u

gedS 211, 212 French i, ii 2 2

gedS 202 Family life education – 1

gedS 221 introduction to agriculture 1 –

gedS 225 citizenship and elements of government 2 –

gedS 232 philosophy and logic – 2

gedS 210 entrepreneurship 1 1

gedS 222 History and philosophy of Science – 2

Note: “s/u” represents non-credit courses that are graded “satisfactory” or “unsatisfactory”.


.80


1ST 2Nd

core courses

NrSg 201, 202 Foundations of Nursing i, ii 3 3

NrSg 205, 206 physiology i, ii 3 3

NrSg 207 developmental psychology 2 –

bcHm 203, 204 biochemistry for Nursing i, ii 2 2

NrSg 209 introduction to medical informatics 1 –

NrSg 210 bio-Statistics – 2

NrSg 211 diet in Health and diseases 2 –

cognate courses

plSc 214 group dynamic/process – 1

pHSc 202 epidemiology – 3



NrSg 200 clinical Nursing practice ii 8 Weeks (2 units)

300-level courses


gedS 031 chapel Seminar iiia, iiib s/u s/u

gedS 301 bible doctrine 2 –

gedS 311 introduction to psychology 2 –

core courses

NrSg 301, 302 pharmacology and Therapeutics, i, ii 2 2

NrSg 303 Family Health and Human reproductive Health 2 –

NrSg 304, 305 medical–Surgical Nursing i, ii 5 5

NrSg 306 community Health Nursing i – 3

NrSg 307 research methods 3 –

NrSg 310 basic Hematology – 2

cognate courses

pHSc 305 environmental Health – 2

pHSc 312 Nutrition 2 –

pHSc 314 occupational Health – 2

pHSc 403 Health Sociology and anthropology 2 –

NrSg 308 biostatics – 2



NrSg 300 clinical Nursing practice iii 8 Weeks (2 units)

400-level courses


gedS 041, 042 chapel Seminar iVa, iVb s/u s/u


.81


1ST 2Nd

core courses

NrSg 401, 402 mental Health and psychiatric Nursing i, ii 3 3

NrSg 403, 404 maternal and child Health Nursing i, ii 5 5

NrSg 405, 406 medical Surgical Nursing iii, iV 5 5

NrSg 407 community Health Nursing ii 2 –

NrSg 408 management of Health and Nursing care Services – 2

NrSg 410 principles of Teaching and curriculum development – 2

NrSg 411 Seminar in clinical Nursing 1 –

NrSg 413 medical microbiology and parasitology 2 –



NrSg 400 clinical Nursing practice iV 8 Weeks (3 units)

500-level courses


gedS 051, 052 chapel Seminar Va, Vb s/u s/u

core courses

NrSg 501, 502 maternal and child Health Nursing iii, iV 3 3

NrSg 503, 504 community Health Nursing iii, iV 2 2

NrSg 505 contemporary issues in Nursing 1 –

NrSg 506 Seminar in clinical Nursing – 1

NrSg 507 research project i (Nursing) 3 –

NrSg 508 research project ii (midwifery) – 3

electives (one per semester)

NrSg 510, 511 pediatric Nursing i, ii

2 2

NrSg 512, 513 otorhinolaryngology i, ii

NrSg 514, 515 operating Theatre Nursing i, ii

NrSg 516, 517 intensive care Nursing

NrSg 518, 519 orthopedics Nursing i, ii

NrSg 520, 521 primary Health care Nursing i, ii

NrSg 522, 523 legal aspect of professional Nursing i, ii

NrSg 524, 525 dermatology Nursing i, ii

NrSg 526, 527 occupational Health Nursing i, ii

NrSg 528, 529 ophthalmic Nursing i, ii


ToTal 182


.82

Appendix C13. Bachelor of PharmacyTable 39. BACHELOR OF PHARMACY, UNIVERSITY OF NIGERIA, NSUKKA

courSe Number courSe Name uNiTS



mTH 111 general mathematics i (algebra and Trigonometry) 3

mTH 112 general mathematics ii (calculus) 3

pHY 101 general physics for life Sciences 2


cHem 101 basic principles of chemistry i 2

cHem 171 basic practical chemistry 2

bio 151 general biology i 3

general courses

gS 101 use of english i 2

gS 103 Social Science i 2

SubToTal 21



pHY 102 general physics for life Sciences ii 2

pHY 103 general physics for life Sciences iii 2

cHem 111 basic principles of chemistry ii 2

cHem 121 basic principles of chemistry iii 2

bio 152 general biology ii 3

bio 153 practical general biology 2

general courses

gS 102 use of english ii 2

gS 104 Social Science ii 2

SubToTal 17


major courses pHm 211 introduction to unit operations 2

pHm 213 practical unit operations 1

pHm 223 basic pharmaceutical microbiology 2

pHm 225 practical basic pharmaceutical microbiology 1

pHm 231 pharmaceutical chemistry i 3

pHm 233 practical pharmaceutical chemistry i 1

pHm 241 pharmacognosy ia 2

pHm 251 Human physiology ia 2

pHm 255 basic pharmaceutical biochemistry 2

pHm 257 practical basic pharmaceutical biochemistry 1

general course gS 207 Humanities i 2

SubToTal 19


.83



major courses pHm 202 pharmaceutical calculations 2

pHm 222 pharmaceutics i (dispensing) 3

pHm 224 practical pharmaceutics i 1

pHm 242 practical pharmacognosy ia 1

pHm 244 pharmacognosy ib 2

pHm 252 practical Human physiology 1

pHm 254 Human physiology ib 2

pHm 256 applied pharmaceutical biochemistry 3

pHm 282 introduction to pharmacy practice 1

pHm 284 anatomy and Histology 2

pHm 286 practical anatomy and Histology 1

general course gS 208 Humanities ii 2

SubToTal 21


major courses pHm 311 pharmaceutical Technology ii 3

pHm 313 practical pharmaceutical Technology 1

pHm 331 pharmaceutical chemistry iia 3

pHm 341 pharmacognosy ii 3

pHm 343 practical pharmacognosy ii 1

pHm 351 pharmacology iia 2

pHm 353 practical pharmacology iia 1

pHm 361 pharmacy administration (economics) 2


STa 202 Statistics for biological Sciences 2

cS 101 introduction to computer Science 2

SubToTal 20


major courses pHm 332 practical pharmaceutical chemistry ii 1

pHm 334 pharmaceutical chemistry iib 3

pHm 344 phytoevaluation 2

pHm 346 practical phytoevaluation 1

pHm 354 pharmacology iib 2

pHm 356 practical pharmacology iib 1

pHm 362 pharmacy administration (management) 3

pHm 382 biopharmaceutics 3


STa 205 Statistics for biological Sciences 2

cS 304 applications of computer to pharmacy 2

SubToTal 20


.84



major courses pHm 421 pharmaceutics iii 4

pHm 423 practical pharmaceutics iii 2

pHm 431 pharmaceutical chemistry iiia 2

pHm 435 pharmaceutical analysis 2

pHm 437 practical pharmaceutical analysis 1

pHm 441 phytomedicinal analysis 2

pHm 443 practical phytomedicinal analysis 1

pHm 451 pharmacology iiia 2

pHm 453 practical pharmacology iiia 1

pHm 481 pathology for pharmacy Students 3

SubToTal 20


major courses pHm 412 pharmaceutical Technology iii 3

pHm 414 practical pharmaceutical Technology iii 1

pHm 416 cosmetic Science and Technology 2

pHm 424 advanced practical dispensing 1

pHm 432 practical pharmaceutical chemistry iii 1

pHm 434 pharmaceutical chemistry iiib 2

pHm 454 pharmacology iiib 2

pHm 472 Forensic pharmacy 2

pHm 484 introduction to clinical pharmacy 2

pHm 486 clinical pharmacokinetics 2

SubToTal 18

Fifth Year, First Semester

major courses

pHm 521 pharmaceutics iV 3

pHm 531 pharmaceutical chemistry iV 3

pHm 533 pharmaceutical analysis ii 2

pHm 541 phytochemistry and environmental medicines 2

pHm 551 pharmacology iV 4

pHm 581 pharmacotherapeutics 4

SubToTal 18

Fifth Year, Second Semester

major courses pHm 512 industrial pharmacy and process Validation 4

pHm 582 clinical clerkship 5

pHm 584 literature evaluation and drug information 2

pHm 592 project 5

SubToTal 16

ToTal 190


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Appendix C14. National Technical Certificate and Advanced National Technical Certificate

Table 40. NATIONAL TECHNICAL CERTIFICATE (NTC) IN ELECTRICAL INSTALLATION AND MAINTENANCE WORK, NATIONAL BOARD FOR TECHNICAL EDUCATION

courSe Number

courSe Name Year 1 Year 2 Year 3 HourS

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

T p T p T p T p T p T p T p T p T p

entry requirement: completion of junior secondary education or equivalent, or Trade Test certificate

cam12–15 mathematics 2 2 2 2 2 2 2 2 2 216

ceN11–17 english 2 2 2 3 3 3 3 3 3 288

cpH10–12 physics 2 2 2 2 1 2 1 2 1 2 1 2 1 2 1 288

ccH10–12 chemistry 2 2 2 2 1 2 1 2 1 2 1 2 1 2 1 288

cec11–13 economics 2 2 2 2 2 2 2 2 2 216

cmb11 entrepreneurship 2 48

icT11–15 computer Studies 1 2 1 2 1 2 1 2 1 2 180

cTd11–13 drawings 3 3 3 3 3 3 4 264

cTd14 electrical/electronics drawing

1 2 1 4 96

cme11 general metal Work i 1 3 1 3 1 3 144

cei11 basic electricity 2 1 1 2 72

cei12 domestic installation

3 2 1 2 1 4 1 4 1 4 276

cei13 industrial installation 3 2 1 2 1 4 2 3 1 4 1 4 336

cei14 cable Jointing 1 1 2 2 3 1 4 4 216

cei15 battery charging 1 2 3 2 1 4 1 168

cei16 Winding of electrical machines

2 3 1 4 3 4 1 4 264

cei17 Solid State devices and circuits

3 2 3 2 3 2 3 2 180

ToTal 3540

* Note: T and p stand for theory and practical.


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Table 41. ADVANCED NATIONAL TECHNICAL CERTIFICATE (ANTC) IN ELECTRICAL INSTALLATION AND MAINTENANCE WORK, NATIONAL BOARD FOR TECHNICAL EDUCATION

entry requirement: National Technical certificate plus a minimum of two years of post-qualification cognate industrial experience

code SubJecT Term 1 Term 2 Term 3 HourS

T p T p T p

cma21–22 mathematics 3 3 2 96

ceN21–22 english 1 1 1 36

cec21–23 economics 2 2 2 72

cbm21 entrepreneurship 2 2 2 72

icT21–22 auto cad 1 and 2 1 2 1 2 72

cei2 advanced industrial installation 3 7 3 7 3 7 360

cei22 advanced Winding 1 5 1 5 1 5 216

ToTal 924

Source: NbTe, 2001.

* Note: T and p stand for theory and practical.


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Appendix C15. National Diploma and Higher National DiplomaTable 42. NATIONAL DIPLOMA IN CIVIL ENGINEERING TECHNOLOGY, NATIONAL BOARD FOR TECHNICAL EDUCATION

code courSe l T p crediT uNiTS

entry requirement: Senior School certificate or equivalent with credit level passes in math, physics, a science subject (such as chemistry, biology or agricultural science) and one other subject, and an ordinary pass in english.

Year one, Semester one

Sug 101 basic principles in Surveying i 1 0 3 2

mec 101 Technical drawing 1 0 3 2

cec 101 Structural mechanics 1 1 0 2

cec 103 Workshop Technology i 0 0 4 1

cec 105 civil engineering construction i 2 0 2 3

mTH 112 algebra and elementary Trigonometry 2 0 0 2

cec 107 introduction to Fluid mechanics 1 0 2 2

STa 111 introduction to Statistics 2 0 0 2

gNS 101 use of english i 2 0 0 2

gNS 111 citizenship education i 2 0 0 2

gNS 221 physical and Health education 0 0 1 1

SubToTal 14 1 15 21

Year one, Semester Two

Sug 102 basic principles in Surveying ii 1 0 3 2

mec 102 descriptive geometry 1 0 2 2

cec 102 introductory Hydrology 1 0 2 2

cec 104 Science and properties of materials 2 0 3 3

cec 106 Strength of materials 2 1 1 3

cec 108 engineering geology and basic Soil mechanics 2 0 3 3

cec 110 civil engineering construction ii 2 0 2 3

mTH 211 calculus 2 0 0 2

gNS 201 use of english ii 2 0 0 2

SdV 210 entrepreneurship development i 2 0 1 2

SubToTal 17 1 17 24

Supervised industrial Work experience Scheme (SiWeS): 4 months

Year Two, Semester one

Sug 208 engineering Survey i 2 0 3 3

cec 201 Hydraulics and Hydrology 2 0 3 3

cec 203 Workshop Technology ii 0 0 4 1

cec 205 Theory of Structures i 2 1 0 3

cec 207 Hydrogeology 1 0 1 1

cec 209 civil engineering drawing i 1 0 3 2

cec 211 civil engineering construction iii 2 0 2 3

mTH 122 Trigonometry and analytical geometry 2 0 0 2

*Note: l, T and p stand for lecture, tutorial and practical.


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SdV 211 entrepreneurship development ii 1 0 2 2

icT 201 introduction to computing 2 0 2 3

SubToTal 15 1 20 23

Year Two, Semester Two

cec 202 Water Supply and Sanitary engineering 2 0 3 3

cec 204 introduction to Highway engineering 2 0 1 2

cec 206 introduction to Structural design 2 0 0 2

cec 208 Soil Science and irrigation engineering 1 0 3 2

cec 210 civil engineering drawing ii 1 0 3 2

cec 212 Soil mechanics i 2 0 3 3

cec 214 engineering measurement and evaluation 2 0 0 2

giT 201 elements of geo-informatics 1 0 3 2

icT 102 introduction to programming using Q-basic 2 0 2 3

cec 216 Technical report Writing 1 0 1 1

cec 242 construction management 2 0 0 2

SubToTal 18 0 19 24

ToTal 64 3 71 92

Table 43. HIGHER NATIONAL DIPLOMA IN CIVIL ENGINEERING TECHNOLOGY, NATIONAL BOARD FOR TECHNICAL EDUCATION


entry requirement: National diploma in civil engineering Technology with at least lower credit pass and one year of post-Nd cognate work experience in civil engineering including three months of certified computer training

Year one, Semester one

Sug 306 engineering Survey ii 1 0 3 2

cec 301 Hydraulics 1 0 3 2

cec 303 concrete Technology 1 0 3 2

cec 305 Theory of Structures ii 2 1 0 3

cec 307 Soil mechanics ii 1 1 3 3

cec 309 construction Technology 2 0 0 2

cec 311 civil engineering Quantities and Specifications 2 0 0 2

mTH 311 advanced algebra 2 0 0 2

cec 313 engineer in Society 2 0 0 2

cec 315 computer aided design drafting in civil engineering 0 0 3 1

SubToTal 14 2 15 21

Year one, Semester Two

cec 302 Hydrology and Hydrogeology 1 0 2 2

cec 304 Water and Waste Water engineering i 2 0 3 3

*Note: l, T and p stand for lecture, tutorial and practical.


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cec 306 design of Structural elements 1 1 2 3

cec 308 Foundation engineering 1 1 3 3

cec 310 advanced construction Technology 2 0 0 2

cec 312 computer aided design and drafting 0 0 3 1

cec 314 Transportation engineering 2 0 2 3

gNS 413 industrial management 2 0 0 2

giT 203 database creating and usage in geo-informatics 1 0 3 2

SubToTal 12 2 18 21

Year Two, Semester one

cec 401 project and research methods 1 0 5 2

cec 403 Statistical methods in engineering 2 1 0 3

cec 405 advanced reinforced and pre-stressed concrete design 1 0 3 2

cec 407 Foundation design 2 1 1 3

cec 409 design in Structural Steel and Timber 1 0 3 2

cec 411 Traffic engineering 2 0 0 2

cec 413 Highway engineering 2 0 2 3

cec 417 environmental engineering and pollution control 2 0 3 3

cec 421 Hydraulics Structures 2 1 0 3

SubToTal 15 3 17 23

Year Two, Semester Two

cec 402 project 0 2 6 4

cec 428 engineering management 2 0 0 2

cec 412 alternative Transportation System 2 1 0 3

cec 414 infrastructure planning and management 2 0 0 2

cec 424 irrigation and drainage 2 0 2 3

cec 426 Water and Waste Water engineering ii 2 0 0 2

electives (choose one)

cec 406 matrix and energy methods in Structures 2 0 1 2

cec 410 geotechnical engineering 2 0 1 2

cec 422 Water resources management 2 0 1 2

cec 416 Transportation planning 2 0 1 2

SubToTal 12 3 9 18

ToTal 53 10 59 83

Source: NbTe, 2001.


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Appendix C16. Bachelor of EducationTable 44. BACHELOR OF EDUCATION (EARLY CHILDHOOD EDUCATION), TAI SOLARIN UNIVERSITY OF EDUCATION

code courSe uNiTS

entry requirements

ume: Five o level credits at one sitting or six o level credits at two sittings; subjects must include english language

direct entry: two a level passes or Nce with credits in primary education and a teaching subject


edu 111 Historical Foundation of education 3

gNS 111 introduction to logic and philosophy 3

VoS 11X Select from a list of 100-level vocational subjects 1

ced 111 methods of Teaching physical and Health education 3

ced 114 methods of Teaching language, reading and Writing Skills for children 3

3 teaching subjects of 3 units each 9

SubToTal 22


edu 121 Sociological and philosophical Foundations of education 3

gNS 121 History and philosophy of Science 3

eNT 121 general management and Human resources 3

ced 122 introduction to pre-Science and Teaching methods 3

ced 123 pre-primary mathematics and methods 3


SubToTal 24


edu 211 psychological Foundation of education 3

gNS 212 use of english 3

gNS 213 Nigerian culture and citizenship education 3


ced 211 Facilitating creativity in children 3

ced 212 Social Studies methodology 3


SubToTal 28


edu 221 principles of curriculum Studies: development and implementation 3

edu 222 Test and measurement 3

gNS 221 introduction to computer and application 3

gNS 222 land use and general agriculture 3

eNT 221 entrepreneurship and business management 3

ced 222 religious / moral education for pre-primary pupils 3

ced 223 primary agricultural Sciences 3


SubToTal 30


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code courSe uNiTS



ced 311 introduction to the philosophy of childhood education 3

ced 312 origin and development of childhood education 3

ced 313 early childhood Teaching methods (pre-School learning Styles) 3


Student industrial Work experience (if applicable) 6

SubToTal 28–34


edu 321 educational Technology and micro-Teaching 3

edu 322 Special education 3

edu 323 principles and Techniques of Teaching and the Teaching profession 3

eNT 321 accounting for business management 3

ced 321 early childhood and childhood psychology 3

ced 322 pre-primary and primary education curriculum and development 3

ced 323 classroom observation 3

ced 324 research method in childhood education 3

edu 321 educational Technology and micro-Teaching 3

edu 322 Special education 3


SubToTal 36


edu 418 Teaching practice 6

edu 429 project 6

SubToTal 12


edu 421 School administration and management 3

edu 422 elements of guidance and counselling 3

eNT 411 investment marketing and purchasing management 3


ced 421 early childhood education projects in Nigeria and other countries 3

ced 422 Teaching methods i 3

ced 423 planning, organization and Financing of childhood education program 3

2 courses in teaching subjects at 3 units each 6

SubToTal 25

ToTal 205 –211


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Table 45. POSTGRADUATE DIPLOMA IN EDUCATION, OBAFEMI AWOLOWO UNIVERSITY

code courSe crediTS

entry requirement: bachelor’s degree

Harmattan Semester

edu 601 educational psychology, learning and information processes 3

edu 603 principle and practice of education 3

edu 605 measurement and evaluation in education 3

edu 607 History of Nigerian education 3

edu 609 educational Technology 3

edu 611 methods courses 2

edu 613 introduction to educational management 3

SubToTal 20

rain Semester

edu 602 philosophy of education 2

edu 604 introduction to guidance and counseling 2

edu 606 Sociology of education 2

edu 608 introduction to educational research 3

edu 610 introduction to computer education 2

edu 612 Teaching practicum 3

edu 614 Supervised long essay 4

SubToTal 18

ToTal 38


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Appendix D—Sample Documents

Appendix D1. West African School Certificate


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Appendix D2. West African GCE O and A LevelsWEST AFRICAN GCE O LEVELS


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WEST AFRICAN GCE A LEVELS


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Appendix D3. West African Senior School Certificate


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Appendix D4. NECO Senior School Certificate


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Appendix D5. Nursing Registration and TranscriptNURSING REGISTRATION


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NURSING TRANSCRIPT


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Appendix D6. Midwifery Certificate and TranscriptMIDWIFERY CERTIFICATE


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MIDWIFERY TRANSCRIPT


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Appendix D7. National Diploma and Higher National Diploma and Transcripts

NATIONAL DIPLOMA


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HIGHER NATIONAL DIPLOMA


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NATIONAL DIPLOMA AND HIGHER NATIONAL DIPLOMA TRANSCRIPT


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Appendix D8. Bachelor of Science Degree Certificate and Transcript

BACHELOR OF SCIENCE DEGREE


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BACHELOR OF SCIENCE TRANSCRIPT


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Appendix D9. Postgraduate Diploma, Examination Result and Transcript

POSTGRADUATE DIPLOMA


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POSTGRADUATE ExAMINATION RESULT


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POSTGRADUATE DIPLOMA TRANSCRIPT


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Appendix D10. Master of Science Degree Certificate and TranscriptMASTER OF SCIENCE DEGREE CERTIFICATE


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MASTER OF SCIENCE TRANSCRIPT


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PRINTED IN CANADA • APRIL 2011 Revised - December 2016

© 2011 the Crown in right of the Province of AlbertaGovernment of Alberta, International Qualifications Assessment Service (IQAS)ISBN 978-0-7785-5892-7

International Education Guide - Federal Republic of Nigeria

Documents

Transcript of International Education Guide - Federal Republic of Nigeria