WORLD EDUCAnON SERlE$ Amencan Assoc•auon ol Co~laqr;:uo Aeqt:;lrarn and Admtsstons Olltcers

Alan M. Margolis

AMERICAN ASSOCIATION OF COLLEGIATE REGISTRARS AND ADMISSIONS OFFICERS

Officers of the Association 1977·78

President-Stan Berry, Director of Admissions, Washington State University, Pullman, WA 99163.

President-Elect-Albert L. Clary, Director of Academic Services, Louisiana State University-Baton Rouge, Baton Rouge, LA 70803.

Past President-Naomi M. Mc:Cracken, Registrar, Colorodo Women's CoUege, Denver, co 80220.

Vice President for Admissions and Finnncial Aids-Elbert W. Ockennan, Dean of Admissions and Registrar, University of Kentucky, Le~:ington, KY 40506.

Vice President for Data Management and Research-Elmer Wagner, Dean of Records and lnstitutionaJ Research, University of the Pacific, Stockton, CA 95211.

Vice President for International Ed.ucation-Oiff Sjogren, Director of Admissions, University of Michigan-Ann Arbor, Ann Arbor, MI 48109.

Vice President for Records and Registration-Robert N. Melott, Vice President, Computer Services and Data Systems, Tulsa Junior College, Tulsa, OK 74119.

Vice President for Regional Associations--Eugene A. Savage. Director of Admissions, University of New Hampshire, Durham, NH 03824.

Secretary· Treasurer-Kenneth H. Bogard, Registrar, Miami University-Oxford, Ox· ford, OH 45056.

Executive Secretary-}. Douglas Conner, One Dupont Circle. Washington, DC 20036. Assistant Executive Secretary-Hazel E. Benn. Administrative Assistant-Ann Prosser Decker.

AACRAO INTERNATIONAL ACTIVmES

Vice President for International Educntion-Oiff Sjogren (title and address above). World Education Series Committee-Rebecca R. Dixon (Otairperson), Assistant Dean,

The Graduate School, University of Southern Ollifomia, Los Angeles, CA 90007; Richard N. Elkins. Director of Admissions, Kansas St.lte University, Manhattan, KS 66506; James S. Frey. Executive Director, World Education Services, Inc., P.O. Box 8643, Billtimore/Washington lntemationill Aiiport, MD 21240; David ). Harbeck, Director of Admissions, The University of Nebraska, Omaha, NE 68101; Alan M. Margolis, Associate Registrar, Queens CoUege, CUNY, Flushing, NY 11367; M. 0. Phelps, Director a! Admissions, University of Georgia, Athens. GA 30602; Folke E. Swenson, Associate Director of Admissions, Wayne State Univer5ity, Detroit, M1 48202; ex officio-Oiff Sjogren (title and address listed above); J. Douglas Conner (title and add.re9s listed above); Charles C. Hauch, Chief, Comparative Educntion Section, International Services and Research Branch, U.S. Office of Education, Wash­ington, DC 20202.

Managing Editor, WES, Lucy McDennott; Assistant Editor, Judy Nellum.

Committee Chairpersons:

AACRAO/AID Project-Robert J. Hefling, Assistant Dean. Graduate and lntemational Student Admissions, University of Colorado, Boulder, CO 80302.

Admissions, Evaluation and Placement-Inez H. Sepmeyer, Administrative Services Officer, Office of Admissions, University of California, Los Angeles, CA 90024.

International Student Research-Maria M. Magnabosco, Assistant Director of Admissions, Iowa State University, Ames, [A 50011.

Study Abroad by United St.ates StudentS-charles Nelson, Registrar, Pacific Lutheran University, Tacoma, WA 98447.

Nigeria

A Study of the Educational System of Nigeria and A Guide to the Academic Placement of Students in Educational Institutions of the United States

Alan M. Margolis

Associate Registrar Queens College

City University of New York RECE" ·--

AUG R 1Ci77

Ul'vii<C I.J~' -l

1977

A Service of the International Education Activities Group of the American Association of

Collegiate Registrars and Admissions Officers

Placement Recommendations Approved by the National Council on the

Evaluation of Foreign Educational Credentials

I Publication of the World Education Series Is assisted by grants from the Bureau of Educational and Cultural Affairs, United States: Department of State.

Table of Contents

Acknowledgements

Map

Chapter L Preface

ChapWr II. Historical Perspective

Chapter m. Primary Education

Cbapler IV. Secondary Education Modern Schools Postprimary Teacher Training Grurnmar Sehools English Language Training

Chapter V. External Examinations Background Eligibility Grading Systems ~ription of Examjnations

English Language English Literature

Ordinary Level Advanced Level

Mathematics General Science/ Additional General Science Alternative Science Syllabuses

W AEC Syllabuses Pass Rates Foraeries Placement Recommendations-Secondary School

Cbapler VI. Teacher Training Discontinued Programs

Grade III Teachers Certificate Grade I Teachers Certificate

Grade Il Teacher Training Program Nigerian Certificate of Education-Academic .. Nigerian Certificate of Education-Technical Nigerian Cenificate of Education-Commercial Technical Teachers Certificate University P.rograms in Education

University of Lagos Programs in Education ....... .

iii

ix

X

3

7

9 ........ 9

!0 . . . . . . . . 11

14

I7 17 18 22 26 26 28 28 29 30 31 32 33 34 36 38

39 40 40 40 41 43 45 46 46 46 47

•

Chapter VD. Technicai/Vocationai Education Postprimary Technical Education

Trade Centers ... Commercial/Vocational Schools

Postsecondary Technical Educ<J.tion Polytechnics/Colleges of Technology

List of Postsecondary Technical Instirutions Programs nt Kwara State College of Technology

Agricultural Education Examples of Specialized Technical Programs ........ .

Diploma in Medical Laboratory Technology Laboratory Assistant Certificate Certificate in Radiology Ordinary Technicians Diplomas in Land Surveying and

Town Planning Diploma in Forestry Diploma in Animal Health nnd Husbandry

Chnpter VID. Nursing Education General Information

Syllabus-Areas Covered B.Sc. in Nursing at the University of lfe

Assessment and Certification List of Approved Schools of Nursing

Cbnpter IX. Higher Education Background Admissions Plan of Srudy Grading Aegrotat Degrees Placement Recommendations for Univcrsity-B:~.sed Programs University Descriptions

Ahmadu Bello University ....... . University of Benin University of lbadan University of lfe University of Lagos University of Nigeria

Chapter X. Placement Recommendations Primary Education Secondary Modern School Secondary Grnmmar School Teacher Training Technical Education ........... . Seminaries and Theological Colleges .......... .

iv

49 49 49 51 52 52 54 54 ss ss 57 57 57

58 58 58

59 59 61 62 62 63

65 65 67 68 72 75 75 76 76 81 83 87 91 94

99 99 99 99

102 103 lOS

Nursing Education University Degree Programs University-Based Diploma nod Certificate Programs

105 LOS 106

Appendix: Linear Dingrams of the Nigerian Educational System ..... 108

List of Tables

Table I. GCE Subjects Available for West African School Cenificate Exams, 1976 ....... .

Table 2. Grade Distribution on the School Cenilicate Examination with GCE Equivalents

Table 3. WASC/GCE Ordinary Level Results-November/December

20

22

Exam, 1974-AII Grades/Selected Subjects 34

Table 4. WASC/GCE Ordinary Level Results-November/December Exam, 1974-AII Subjec!S/Percentage Passed (Grades 1-6) .. 35

Table 5. Access Into and Length of Grade II Teacher Tr<~ining Progr<~ms 42

Table 6. Minimum Hours of Lectures-General Nursing 61

T<~ble 7. Comparison of Honours Degree and General Degree Programs, University of Ife 69

Table 8. Detailed Syllabus for B.A. (Hons.) in Economics, University of Ife 70

Table 9. Detailed Syllabus, B.Sc. (Hons.) in Chemistry, Ahmadu Bello University

Table I 0. Comparison of Single-Subject and Combined-Degree

...... 71

Programs . . . . . . . . . . . . . . . 72

Table II. Bachelor's Degree Program Grade Distribution 74

v

List of Sample Documents

Document No. I. Primary School Leaving Certificate

Document No. 2. Secondary Modem Sehool Leaving Certificate

Document No. 3. Secondary Sehool Leaving Certificate

Document No. 4. Unofficial School Report of the Results of the West African School Certifi~tc Examination

Document No. 5. Officially Certified West African Sehool Certificate.

Document No. 6. Official General Certificate of Education, Ordinary Level

Document No. 7. Official General Certificote of Education, Advanced Level

Document No. 8. West African Examinations <I:ouncil Verification

6

10

13

23

23

2S

25

of Results 37

Document No. 9. Grade III Teachers Certificate 40

I Document No. 10. Grade II Teachers Certilicat,e 42

Document No. 11. Nigerian Certificate in Educption 44

Document No. 12. Yearly Grade Rcport/Nigerian Certificate in Education 44

I Document No. 13. Certificate in Fine Artsllnst~tute of Management

& Technology, Enugu .... 1

.. 53

Document No. 14. Certificate for a Short-Term Nonacademic Program. 53

Document No. 15. Medical Laboratory Technology Program/Report of Partial Results 56

I

Document No. 16. Medical Laboratory Technology Program/Complete Examination Results 56

vi

Document No. 17. Official Results of Preliminary Year Program/ Ahmadu Bello University's School of Basic Studies .. 68

Document No. J 8. Official Transcript of Complete Univer.aity Program/ Traditional Transcript and Grading System 72

Document No. 19. University of Nigeria Official Transcript!U.S.-Style Transcript and Grading System ........ 73

Document No. 20. Bachclor"s Degree Diploma/ University of lbadan 74

vii

Acknowledgements

My trip to Nigeria to research this volume, seemingly so well planned in advance, was seriously complicated by the attempted coup d'etat and the tragic assassination of President Muhammed, which occurred while I was in Lagos. Much of the value of this work can be credited to a number of Niger­ian ()fficials and educators who assisted me during this sad and unsettling period. Valuable services were provided by Mrs. T.O.A. Sodeinde, of the United States Information Service in Lagos; Mr. Frank Longe, Deputy Registrar of lhe West African Examinations Council; and Mrs. Adetoun Bailey, of the Nursing Council of Nigeria. Special thanks must go to Mrs. Clara Osinulu, Director of the African·American Institute's Llgos office. Her support, both logistical and moral, and her knowledge of the educational systems of both the United States and Nigeria made my task much easier.

1 am also grateful to Cynthia Fish, WES monitor, for her careful readings of the manuscript and her numerous cogent comments. My deep appreciation goes to the WES editors, Lucy McDermott and her assistant Judy Nellum, for their imaginative assistance.

ix

Alan Margolis Flusbing, New York June, 1977

Map of Nigeria showing the 19 states

Chapter One

Preface

The purpose of this volume is to provide admissions officers with sufficient information about the Nigerian educational system to make rational judg­ments concerning the admission and placement of Nigerian students at American institutions of higher education. The approach will be both descrip­tive and analytical, with placement recommendations integrated into the text and summarized in Chapter Ten.

Any placement re<:ommendation is merely that, a recommendation. Its applicability to a panicular situation must be filtered through the policies, practices, and needs of the institution for which the evaluation is made. Certainly, a public institution operating under an open admissions policy will wish to review foreign educational documents in a manner different from a highly selective private institution. It is hoped that the text will substantiate the placement recommendations so that together they will provide the tools for decision making r<ather than providing hard and fas1 rules.

It is important to note that it is impossible to translate one educational system into another. One must learn. as one must do when trying to learn a foreign language, to think in terms of the foreign system itself. In recognizing that fitting a foreign student into the American system is not defining that student's place within his/her own system, admissions officers are better able to make intelligent judgments. For example, until recently the study of accounting has not been a part of the British system of university education. That practice has been assimilated as part of the basic structure of the Nigerian education::al system; accounting is usually learned through courses given by non-university examining bodies such as the Institute of Chartered Accountants. The fact that accounting learned in this manner lies outside the traditional realm of university education should in no way affect the evalua­tion of the credential received at the end of tbe program, although other factors might. On the other hand. in the United States, undergraduate collegiate avenues are available for the study of accounting. If it is assumed

2 PREFACE

that the ultimate goal of either approach is to produce fully qualified accountants, and that '"qualified" is fairly consistent between the two systems, the qualitative differences disappear. Therefore, in order to place a Nigerian student into the American education<~.l system, where the student fits in his/ her system must be determined.

The transference between systems, then. must first be dealt with in terms of the Nigerian educational system itself: what are the criteria for admission into a panicular level? what is studied and tow:~.rd what end? at what level of competency is a graduate expected to function? what further educational opportunities within the discipline are available? Once these questions are answered, the evaluation may proceed.

A great difference exists between nontraditional and traditional education in terms of how the two are viewed in Nigerian society, and perhaps more imponant, bow the two types of education are viewed in terms of placement within the U.S. educational system. Traditional education seems to "fit" more readily into the U.S. system, while nontraditional education often seems to hang suspended in space.

It is nontraditional-technical/commercial/vocational-education that is most difficult to evaluate. The aim of most nontraditional education is to develop a specific expertise and/or skill. In the United States these specialized programs are taught at the college level, most frequently in the junior colleges; in Nigeria they are usually taught through specialized institutions. For this reason admission requirements into these special programs may not reflect the stringent entry criteria required by more traditional education: yet the expectations of the programs may, within their limited scope. be as rigorous as any traditional program-either Nigerian or American. The sorting out of nontraditional educational programs will be a major thrust of this volume.

When dealing with traditional education-the linear British·type system from primary school through university-the evaluation process is not difficult. Once the documents which certify that a particular level has been reached are identified, the decision making is relatively straightforward aod depends only upon the acceptance of U.S. institutional definitions. For example, if 3 secondary school Ieaver provides proof that five :J.cademic sub­jects were passed nt "credit" level on the West African School Certificate examinations (the external exam taken at the completion of the academic secondary school) and five academic passes have been defined as meeting admissions criteria. the decision is easy. Similar decisions concerning work taken at a higher level depend upon what are accepted as admissions criteria. The problem of acceptable criteria will be examined in the course of this volume.

The Nigerian educational system does not lend itself readily to the tradi­tional educ:Ltional ladder since alternate routes are available for entry into many Nigerian subsystems or programs. Linear diagrams of the number of years in school, plus the order in which the programs are taken (and the certificates, diplomas, or degrees which may he obtained enroute) for each type or level of education. are shown in the Appendix.

Chapter Two

Historical Perspective

Nigeria's progress from coloninl property to independent nation has been rife with false stans ::md regressions, as well as spurts of great energy nod forward surges. Nowhere is this more visible than in the field of education, which has played an integral role in the modernizing process both ns a train­ing center f()r needed skills and as a propnganda b:lse for the dissemination of attitudes leading to a social atmosphere receptive to change. In essence, education has served to help break down existing ::J.ttitudes which are counter to those required for positive social action. (To cite an ex:~mplc, the educa­tional system has been auempting to break down the fragmenting tribal enmity which has existed for centuries among Nigerians.)

From tht last qunrter of the 19th century, when Britain sotidified its control ovet the area now known as Nigeria, until the 1930s. the need for trained (i.e., clerically skilled) indigenous personnel was met by introducing European education. This ltd to the development of government training centers which produced semi-educated Nigerians to serve in subordinate positions as clerks, artisans, low level technical assistants. etc .• under close British supervision.

The Depression of the 1930s and, Inter, World War II (when funds and manpower for colonial administration were limited) led to an increasing need for educated Nigerians to assist in administering the colony. Educa­tional opportunities expanded rupidly. For Nigerians, success became iden­tified with formal education. which was viewed as an avenue to white collar jobs. Pressure arose for the introduction of trnditional British educational programs so that more Nigerians could assume increasingly responsible positions. From the late 1940s until 1960, self-government, and theo inde­pendence, caused further expansion of b:JSic educational programs (providing

3

4 HISTORICAL PERSPECTlVE

such skills as rending. wntmg, and simple bookkeeping) and created a demand for the development of even greater opportunities at more ::advanced levels.

With the gains of independence came problems such as pressure for educational growth and development that had to be measured against a decrease in trained teachers as British expatriates fled the country in large numbers. Stopgap measures taken to meet the problem included emergency short-term teacher education programs, which provided the bare minimum of qualifications, and the use of U.S. Peace Corps personnel.

In the years since independence, Nigeria bas developed a sophisticated educational system with thirteen universities, seven of which were founded in 1975. (There was only one prior to 1960, University College, Ibadan. which became the University of Ibadan in 1962.) In addition, there are hundreds of secondary and technical schools; yet, because of its immense population (approximately 65 million) and ethnic diversity, and the con­tinuing pressure for more and better institutions~ the educational system needs to grow in order to hasten national development.

Historically, Nigeria has been plagued with urteven educational growth which. coupled with its concomitants, uneven social and economic develop­ment. was a major factor in the civil war in the late 1960s. The originnl political division into three regions dominated by tribal groups-the Hausa­Fulani in the nonh. the Ibo in the southeast, and the Yoruba in the south­west-gave way to twelve states in 1967 during the civil war. and to nine­teen in 1976. The political form of government,· originally a rather loose federation of three regions, has become since the war a more centrally con­trolled republic.

And what of the future? The government Of the I3tc Chief-of-State Muhammed, who came into power through a bloodless coup on July 10, 1975, [Muhammed was assassinated in an abortive coup nttempt in February 1976 while the author was in Nigeria] made honesty ill government and official responsiveness to the populntion its foremost goals. The new Chief-of-Stnte, Lt. General Obasanjo, has pledged to continue the policies and programs begun by General Muhammed.

The quality of Nigerian life is changing, primarily because of the influx of petrodollars. In order to avoid the mistakes of other "get rich quick" societies, the government has strictly ordered priorities. Aware that change requires trained personnel for implementation, the authorities have placed even greater value on education than had previous ad~inistrations. The federal government is now launched on a program designed to make education relevant to national development and more accessible to local populations. One aspect of the program has been the expansion of the university subsystem (shonly afler the increase in the number of states from 12 to 19) from 6 to 13 institutions. The purpose in increasing the number of universities was to bring higher education closer to the people. In making education more "local," the government hopes to implement educational planning based on national need, rather than tribal and political exigencies.

HISTORICAL })ERSPECTIVE 5

Other plans call for a more flexible system of education :::tvailable to more people. In order to carry out these plans, the government has agreed to establish Universal Prim:::try Education as a means of eradicating illiteracy. More than $500 million will be spent over the next five years to implement this program und to assist the states in expanding the secondary school system to accommodate the expected increase in secondary students. Details of the plan are stiff being worked out.

Within the next few years, the Higher School Certificate will be phased out, allowing students to sit for the single subject GCE Advanced level exams. The reason for this change is that there are not enough trained teachers, especially in the sciences, in any one school to prepare students for a General Paper and three subject exams-the requirements for the HSC. Students will be able to concentrate on two Advanced level subjects of their choice (the number usually required for university direct entry).

It is not unreasonable to assume that the West African School Certificate will also disappear in the near future, leaving the GCE Ordinary level exams, and thus eliminating the restrictions inherent in the School Certificate. 1 Many Nigerian educators feel that the requirement that subjects be selected from four groups is not relevant to student needs because this distribution is not a universily admis.o;ions requirement. Implementation of this change may take the form of a three-year basic cycle, which would be broadly based, and a two-year upper cycle, which would allow the student to study only those subjects for which he/ she intends to sit the examinations.

At both the primary and lower secondary levels, the government is trying to move away from the single examination assessment system and into a system of continuous assessment. In practical terms, it means that, should this system be adopted, there will be no primary school leaving exam nor will there be an external exam at the end of the lower secondary program. Promo­tion between levels will be based upon the quality of performance throughout the student's tenure at on institution.

The government also plans eventually to make all primary and lower secondary sc::hools free and compulsory. Government control and eventual ownel1llhip of all secondary schools also is planned.

Increasin&ly, university programs are being stated in terms of four years­based on Ordinary level results as the admission criterion-with the exemp· tion of one year if the applicant has the requisite number of Advanced level passes. This, of course, maximizes opportunity for admission.

There is talk that in the not too distant future the entire system may change, coming to resemble the American system. What is being proposed is a 6·3·3-4 s~tem: six years of primary school: three years of junior secondary school; three years of senior secondary school; and four years of university. No external leaving examination would follow the primary and junior secondary programs, but a matriculation exam would serve in lieu of the GCE at the termination of senior secondary school. Teacher training and

1 See Chapter Five.

6 HtSTOR.lCAL PERSPECTIVE

technical education, aJthough not mentioned in these plans, cannot fail to be affected if they are carried out.

The structure may change but it is unlikely that the quality will. It can be ;lSSUmed that more relevant education does not mean weaker education. A secondary school graduate will be prepared for a university education whether it is the GCE or a matriculation exam that has been passed.

Document No. 1

Primnry School Leaving Certificate

PRIMARY SCHOOl, LEAVING CERTUlCATE WESTEI\N II~:GIUN

NIGF.RIA

This lB to certify tltut

HAS SATlSPIF.D Till! MtNI!ITHY oF Euuc.o.TroN, WP.:rrmlN RP.c.ro:-.o IN TIIB PnrM,\RY Sruorn, J .F.AVDIG O;nTIVICATP. Jo;M:O.HNATION

HF.Ul IN TIJR YRAII J957 SUBJI~L'1'S Of TI·IH EXAMINATION

ENGLISH ARmiMETIC GENERAL KNOWLEDGE

THIS CANJJlDATR o\LSO PASSIID IN

-~=====:_ _ _:RELIGIOUS KNOWLEDGE

Thir CmjiuJU is ammtkd on beluUf of tho Minimy of Educatitm. Weslnll R<gion, by the Primary

Sdtool -··&lard ~~:;, I],., day •1_J..ft..N U...~9 Sl?

(M ~-~

Chapter Three

Primary Education'

Primary education is free in only a few states and is not compulsory. In 1976 the federal military government announced a policy of "universal primary education." Although students are being registered for this program through­out the country, long range implementation of the program has yet to be worked out. At present there is no plan to alter the existing structure.

This level of education lasts for six years with pupils entering, ideally, at age 6 and completing the program at age 12. With very few exceptions, the local language is used for instruction for the first five years. English, which is taught as a principal subject during this period, is used as the language of instruction only for the sixth and final year. At the completion of the sixth year program, students are granted a Primary School Leaving Certificate (PSLC).

The course of study consists of the vernacular-local language-English, arithmetic, social studies (stressing African history and geography), music (mostly group singing), crafts, Bible studies, hygiene, and science (usually nature studies and agriculture). A good pan of the last year is spent in preparation for the secondary school entrance examination, which is n requirement for admission to higher levels of education but not for the receipt of the PSLC. The results of this English-medium test determine which stream of postprimary education the student will enter. This rigid system may very well decide the student's permanent place in society.

The majority of Nigerian states use as their secondary school entrance test the National Common Entrance Examination (NCEE) which is con­structed and administered by the West African Exantinations Council (see Chapter Five for a detailed study of the Council). A few private secondary schools and several government secondary schools prefer to use their own

1 See the Appendix showing linear diagr.un5 of the Nigerian educational system at olllevcls. including primary.

7

8 PRIMARY EDUCATION

tests. In December 1974. 181.477 primary school leavers took the NCEE. This was an increase of 44% over the number of students who sat for this standard test in March 1973. This change is due. partially, to the increased use of the exam by postprimary institutions, any one of which may require it.

The entrance examinations deal with basic academic skills, testing English graromar and usage as well as arithmetic. They may include "general knowledge" gleaned from the remainder of the primary school curriculum. The entrance examination system is an attempt by secondary schools, whether they are among the large group utilizing the standard West African Examina­tions Council test or the few using their own tests, to select the best students for the relatively few scats available. This elaborate e:<.amination system is necessitated by the extremely uneven quality of prim.ry education.

Tlte students who perform best on the entrance exams are able to attend secondary grammar schools (academic high schools). Those who score less. well have the option of attending secondary level teacher training institutions, commercial/vocational schools, or secondary modern schools (prevocational instiftltions). Those who perform least well may attend a secondary modem school if seats are available.

As English is the language of the entrance exam and is only used as the language of instruction during the last year of th~ elementary school cycle, the effect of the tests is to reward those whose English is most viable. Since the use of English in the home environment is limited, to a great extent, to the educated urban dweller. the impact of the current practice is to perpetuate an elitism based upon rather specious grounds-the ability to function in English. This o{[en penalizes those with greater intellectual ability who, for environmental reasons, were not exposed to English outside the school. The prognostication for improvement in primary school English proficiency is not good, as the rapid expansion of the prim::uy schools is resulting in emergency teacher training programs which may lower the level of proficiency nmong teachers.

The quality of primary education vnries widely. In village and tnwn schools the staff may be composed of those who are Grade 11, if not Grade III tenchers (see Chapter Six for an explanation of teacher training progrnms). who in essence have only a modest secondary school education themselves. The missionary-run schools. which are located in larger urban centers, and schools in the major cities have both native and expatriate university grad­uates on their staffs. In sum, entrance into secondary school depend~ as much upon the home environment, the sophistication of the region, and the quality of the primary school available to the student as upon the student's inteUi­gence.

Chapter Four

Secondary Education

As discussed in the previous chapter, access to secondary school is based upon the results of a secondary school entrance examination. Placement in one of the four basic alternative types of postprimary education-grammar school (academic program). teacher training college (mixed academic and teacher preparation program), secondary modem school (prevocational/ commer­cial programs). and terminal commercial and vocationa1 schools--is deter· mined by the entrance exam. Students with the highest scores are eligible for grammar school, those in the next level may enter the teacher training coJlege, and those who perform least well are relegated to the commercial/vocntionnl or the secondary modern schools. The commercial/vocational schools, how­ever, often draw their students from those who have been out of school for a number of years.

The number of seats available determines the number of students who enter all types of institutions. as there are always many more applicants than places. Partially because of the expense of education, and also because all primary school leavers cannot be accommodated, secondary school education is neither free nor compulsory.

Modem Schools'

The secondary modern school is a three-year postprimary program which offers a minimum of academic work-English, arithmetic, and social studies combined with prevocational education. The level of expectation in academic subjects is considerably lower than in the grammar school. Graduates of the modern schools are not admitted into a gro.mmar school regardless of the quality of their performance, although various levels of technical education are open to them. Students who receive a Secondary Modern School Leaving

1 See pp. 108, 110 for linear diagrams.

9

10 SECONDARY EDUCATION

Document No. 2

S..,ondnry Modern School Leaving Certificate

SECONDARY MODERN SCHOOL LEAVING CERTIFICATE

~TI'!ftN_l!EC!ON NIGERIA

This is to certify that

.. '· ·,.

liAs SATrSFl£0 1'RE MoosTaT 01' EDtrcAnDN, WBST'I!:RN REi::J.o'N : ~ · · :

IN 1'HB SBt,QmADY MODERN Sai:OOL l.BAW'IC Cl!:lmJrb:ATE ~~noN'.

lUlU> IN :IIIII YBAB. 1958

HAVING PASSEl) IN mB ~ ~ BtiBJ"E[:ft . :~

ENGLisH . ·ARmiME'I1C BISJ'ORY GEOGIIAPHY

avial. ' AND 1'BI POU.OWINC OPTlON~ 81JBJEC'IB

, .. . : _·-·.

Certificate ore not bigb school graduates in either the Nigerian or Americnn sense. They have reached a level approximately equal to the completion of U.S. junior high school (grade 9) with n major curricular emphasis on nonacademic, vocational subjects. Other types of secondary vocational educa­tioo-trnde centers and vocational/ commercial schools-ore discussed in Chapter Seven.

Postprimary Teacher Training

Postprimary teacher training education will be discussed in detail in Chapter Six wbich deals with nil levels of teacher training. At this point, it is enough

SECONDARY EDUCATION 11

to note that for primary school lenvers, the program lasts for five years. The syllabus combines academic work with teacher preparation courses including supervised practice teaching. At the successful completion of this program students are awarded the Grade II Teachers Cenificate which qualifies them to teach in the primary schools.

Grammar Schools'

For U.S. admissions officers. the most important type of postprimary educa~ tion is that offered at the grammar school. This is the academic secondary school which offers university preparation programs. The ultimate aim of grammar school programs is the preparation of students for the successful completion of the external examinations set by the West African Examina­tions Council (sec Chapter Five for a detailed description of the WAEC). These external tests are given in a variety of subjects. Successful completion certifies that the students have reached an acceptable standard of performance as defined by the WAEC. which represeniS all Anglophone West African countries.

Although the examinations administered by the W AEC are discussed in detail in Chapter Five, it is necessary here to note that the exams are at two academic levels with two testing arrangements at each level. At the first level. the two test$ arc the West African School Certificate (WASC-whicb requires that a certain number of subjects be taken and that a subjecr distribution be adhered to) and the single subject General Cenificate of Education Ordi­nary level (or ··o·· level). both taken at the completion of five years of secondary grammar school.

At the second level, the two tcsiS are the Higher School Cenificate (which like the WASC require.< that a set number of subjects be taken) and the single subject GCE Advanced level (or "'A'" level). both of which require two years of additional preparation called Lower Form VI and Upper Form VI. In addition. there ilre students who sit for single subject GCE exams. UWillly at 0 level, Without having completed the requisite schooling, having prepared privately for the exams.

The preparation for the first level of these exams hegins in the First Form. The syllabus established throughout West Africa is uniform and is directed toward m~ting the requiremenls for the exams to be taken five years hence. All sccond:ary grammar schools offer a basic core of subjects: English Lan­guage ilnd Literature. History (both European ilnd African), Geography. Bible Knowledge. Vernacular (at present only lgbo, Efik. Yoruba, and Hausa are offered on the WAEC exams), Mathemiltics, General Science (no laboratory work required), and Health Science or Hygiene. Depending upon the avililability of trained tcilchers and/ or adequate lilboratory facilities, one or more of the following subjects may be offered: Biology, Physics. Chem­istry, Additional General Science. Foreign Language (usually limited to Latin and/or French). Commerce, and Economics.

Students within this system are severely handicapped in choice of subjects

~See pp. 108·111 for linear diagrnms.

12 SECONDARY EDUCA jiON

and are limited to those being offered at the school they have been selected to attend. Thus, a student interested in science who indicates ability in that area while in primary school may have no opportunity to study science because the facilities may not be available. Many secondary schools are located outside the major urban areas, and running water and/or electricity, both of which are essential to laboratory work, may not be available. Good science teachers often will not accept employment at an institution without a good lab, and there is little justification for spending money for a lab without a good teacher. Similarly. a student who begins Form I with a French teacher qualified to teach only the lower forms may find after three years of study that there is no teacher qualified to teach the upper Forms, IV and V, and prepare students adequately for the W ASC exam in French.

Such vagaries, then, frequently preordain students' futures. Further educa­tion depends upon previous studies in a way unknown in the United States. Students who cannot take science subjects in the !first five Forms will not be able to take the WASC exam in those subjects: access to GCE Advanced level work or to university programs, which requires that lower levels of proficiency be established through the Ordinary level examinations, is eliminated. Because of limited choice, students may not have the opportunity to pursue their interests. Thus, when viewing results of the WASC, the absence of a subject (such as Biology, Chemistry, or Physics) may be the result of unavailability as much as of lack of interest or ability.

The assessment of the quality of secondary education is complicated by staffing patterns. The teaching staff, although theoretically composed of trained teachers, often consists primarily of academic secondary school leavers who have little schooling beyond Ordinary level passes in the subjects they are teaching, with little or no teacher training preparation. However, the states' Ministries of Educntion do monitor the ratio of teachers with university degrees to students.

In theory, university graduates teach Forms IV, V, and Vl, preparing students directly for the Ordinary and Advanced 1 level examinations, while the lower forms are staffed with teachers whose credentials range from merely Ordinary level work to university degrees, depending on circumstances at the local school. ln practice, the line between who teaches what at which level is not sharp.

Promotion of secondary school students from one year to the next is based on final examinations and an overall evaluation of the student's work. The exams are completely internal. Whether the tests are based on the set syllabus or on what was actually taught (where these differ, and they do frequently) depends on school policy and, often, upon the ability of the principal to supervise the performance of the teachers. Grading for yearly performance is not controlled beyond the conscience of the teacher, for grading standards are rarely imposed even within each institution.

Of what use, then, are yearly grade reports and is there any value to a secondary school leaving certificute (a statement of attendance issued by individual schools available to any student who completes Form V, but usually requested only by those who do not pass the W ASC)? The fact that

SECONDARY E.OUC.\.TION

Document No.3

Secondary Scbool Leoviog Certificate

il li u ,, h

Wlt~·,•r;1:1l l:r!GIOi:J NIGElUA

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51:•:uudary Schuul Lc:t\'iu; Cct·tifii"Ollc

D~id or Tow"r ~-

Provma (_~"-""------

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13

the quality of instruction is variable should not be a determining factor. What is imponant is that the yearly reports do not indicate what material has been covered. Nor can it be assumed that the completion of Form V, while it is the step lending directly to the Ordinary level exams, means that the total syllabus has been completed. Although it is likely that all topics will be touched upon by the completion of Form V, the progress through the syllabus may be uneven. Often, half or all of the preceding Form's work needs to be covered as new material in Form V which, in large part, is used for reviewing the material to be covered on the Ordinary level examinations. Thus, the variablt!s inherent in both internal grading and the material covered make evaluation of secondary school work very difficult. For this reason it is recommended that where the quality of a secondary school record is an important factor or where high school units are a factor in the admissions process, five academic subjects passed at GCE Ordinary level should be required. Depending on institutional policy concerning the distribution of high school units, quasi-academic or nonacademic subjects" may be substituted for academic subjects on a one-for-one basis. It is suggested that students

:~.See also pp. 33-34.

14 SECONDARY EDUCATION

applying to U.S. institutions witb less than a complete Nigerian secondary school education (less than the completion of Form V), be placed in secondary school through on examination process. In addition, it is recom­mended that the Secondary School Leaving Certificate, received upon the completion of Form V, may be equated to the receipt of a U.S. high school diploma where neither quality nor subject distribution is known. In institu· tions where neither the quality of the applicant's record nor high school units is a factor in admission, this cenificate should be sufficient for acceptance. Students admitted in this fashion should be tested in English and mathematics prior to registration; some remediation may be necessary for them.

English Language Training

As mentioned earlier, proficiency in English is one of the prime factors in secondary school entrance exams, yet it is one of the ironies of Nigerian education that the quality of English, especially in the lower forms, is less than adequate in secondary schools. Until quite recently all language tests were British; the subject matter was wholly inappropriate for Africans and was taught as a first rather than as a second language.

Students who have been using English as their language of instruction for only one year, and that in a rather tentative manner during the last year of primary school, are thrust into a situation where their very academic existence depends upon a rapid increase in proficiency-reading, writing and compre­hension. Throughout the country, there are very few teachers trained in the techniques of teaching English as a second language (TESL). The rules of grammar are taught by rotc and exercises; whether in composition or in the preparation of a summary. the pattern is the one used in Britain where English is the first language. School libraries are limited in size and frequently exist more for the Ministry of Education inspectors than for the students. Frequently, student access to library books is limited to one or two hours a week and open shelves, except in large, rich boarding schools, arc rare.

There has been a shift in required reading, away from the exclusive use of those works which have been the cornerstone of British literature, toward works with which Africans can identify. Although the likes of Shakespeare, Emily Bronte, Charles Dickens and Wilkie Collins have not been replaced and, indeed, form the core of the material covered in the English Literature Ordinary level examination, African authors such as Camara Laye, Chinua Achcbe, Amos Tutuola, and Wole Soyinka have been introduced. Although originally introduced beco.usc they were expected to provide o.n impetus toward the development of nn enjoyment of reading, the works of these authors are now being offered on the Ordinary level examinations. This inclusion helps mitigate the stifling effect of reading authors who represent and write about cultures totally alien to African students.

In the lower Forms of secondary school the range of ability to function in English can be enormous. It is often difficult to find an accepto.ble mean level at which to gear instruction. Perhaps the single greatest factor in the failure of students to be promoted is the inability of the English teachers to meet the needs of all students. Because many teachers feel the necessity to cover the

SECONDARY EDUCATION IS

entire year's syllabus, regardless of the ability of the students to cope. those with less facility fall by the wayside. In each succeeding year, English proficiency becomes more homogeneous, yet there is still a significant gap between those who sit for the English Language W ASC and those who pass it. Indeed, the pass percentage for English Language on the W ASC was 28% in 1974.'

4 Sec Chapter Five: for dct:ails on WASC c:xam success rates.

Chapter Five

External Examinations

Background

As noted in the previous chapter, the practical aim of secondary grammar school education is the preparation of the student for one of the examinations administered by tbe West African Examinations Council (WAEC). The examinations are given at two academic levels with three types of certificates offered at each level. The lower level certificntes nre tbe West African School Certificate (hencefortb referred to as eitber tbe W ASC or tbe School Cenifi­cate), tbe Genernl Certificate of Education (GCE) Ordinary level (GCE-0), and the Statement of Results. The latter is given to those who do not success­fully complete the School Certificnte. At this level tbe Statement of Results is new and was presented for the first time with the results of the examinations ofiune 1976.

At tbe higher level. tbe certificntes are known as tbe Higher School Certificate (HSC), tbe Genernl Certificate of Educntion Advanced level ( GCE-A), and the Statement of Results. The Statement of Results has been offered at the Advanced level for several years. Beginning in 1976, however, tbe format is a formnl certificate ratber than a slip of white paper used until tbat time. The differences between certificates at tbe same level will be discussed later in this chapter.

TheW AEC is tbe governing body for tbese examinations (ns well as many others) and has its headquarters in Accra, Ghana. with national offices in Ghana, Nigeria, Sierra Leone, The Gambia, Liberia, and in the United King­dom. The Council consists of a Chairman; two members representing the Universities of Cambridge and London; and national representatives---25 from Nigeria, 12 from Ghana, 7 from Sierra Leone, and 3 from The Gambia. As Liberia became a full member in 1976, its representation is presently undeterntined. Altbough English speaking, Liberia has an American ratber tban a British educational heritage, Its full membership in tbe W AEC may

17

18 EXTERNAL EXAMINATIONS

mean a shifting. at the secondary level at lenst, to a more British-type orientation.

The chief administrative officer of the Council is known as the Registrar. Represented on the Council are delegates from government Ministries and the various universities, with at least one delegate from each university in Ghana, Nigeria (including the seven new ones), Sierra Leone, and The Gambia, and representatives of the secondary schools from the member countries.

Each of these countries has a National Committee, and Nigeria has 19 State Committees which act as advisers to the Nigerian National Committee. The National Committee bas powers delegated to it by the WAEC, while several of its delegates sit as members of the W AEC.

The West African Examinations Council has a School Examinations Committee which has the responsibility of advising the W AEC on examina­tion policy, as well as receiving reports from the various subject-area panels and from the Chief Examiners. The Subject Panels, which consist of Council members and international academicians knowledgeable about the teaching of their fields, serve an advisory function with respect to all matters con­cercing their subject syllabuses. These Subject Panels each are adVised by National Working Parties which are subject-oriented national groups. Among their responsibilities are the revision of syllabuses and consideration of criticisms and suggestions from schools, universities, candidates. and other interested parties.

The Council is extremely powerful and sets all rules pertaining to the e.~amination process including who may sit for the exams, the conduct of candidates in the examination hall, the responsibility of the supervisor and proctor, and the issuance of results and the award of cenificates. In addition, it sets the standard for grading and establishes the grading system.

Eligibility

The School Certificate and the Higher School Certificate exams are given twice a year, May-June and November-December. Under normal circum­stances, candidates may sit for the May-June examinations only if they are recommended by a secondary school recognized by the WAEC at the appropriate level (i.e., School Cenificatc or Higher School Certificate). This recognition is difficult to obtain, and a school must apply by June 30, two years before the exam for which it wishQ recognition. Candidates taking the exams under the auspices of such a school are called School Candidates.

Those not affiliated with a school may sit for the exams ns Private Candi­dates, but only in November-December. This distinction is quite important since only School Candidates may earn a School Certificate. Private Candi­dates receive a GCE certificate (not a West African School Certificate or a Higher School Certificate) showing subjects passed either at Ordinary level or nt Advanced or Subsidiary levels. (The Subsidiary level pass may be a minimal passing grade on the Advanced level examinations or a pass on an exam set at a level between the Ordinary and Advanced level examinations.)

EXTERNAL EXAMINAnONS 19

Only students who satisfy all the conditions for the award of the full School Certificate or Higher School Certificate will be issued one. Prior to 1976, students who took the entire b:~.ttery of tests required for the School Cenific:~.te nod did not succeed in enough subjects (six) to warrant the full certificate were awarded a GCE-0 level certificate as long as one subject bad been p:~.ssed with a .. credit." Effective 1976, such students will not receive a GCE-0 certificate but will be given an official Statement of Results indicating their performance.

Only students who have completed Form V at a recognized school less than one year before the date of the exams may sit for the battery of tests leading to the full West African School Cenificate. Those who do not meet this requirement may sit for one or a combination of subjects as Private Candidates and receive the GCE-0 cenific:~.te for the subjects passed~ as long as one subject is passed :~.t Ordinary level. In order to sit for the exnms, candidates must file an appropriate application. with the designated fee, by a deadline which is adhered to strictly.

Only students who are School Candidates. who have gained a School Cenificate or its GCE-0 equivalent and have completed a Sixth Form course in a recognized school (for Higher School work). may sit for the Higher School Certific:::ue. The examinations for School Caodid:~.tes are given in M:~.y-Junc only. Students wishing to sit for single subjects at the higher level may do so as Private Candidates and receive a GCE-A level certificate noting cncb subject passed at Advanced or Subsidiary level. Applicants sitting for the HSC may opt to take modified exams in Agricultural Science. Chemistry, English Language and History. A pass on these exams. regardless of the quality of the work. will be noted as :1. Subsidiary pass. Therefore, it cannot always be assumed that a Subsidiary pass in these subjects indicates a lower grade on an A-level test.

The GCE Advanced level cenificate will be awarded only to candidates who pass at least one subject at Advanced or Subsidiary level. Students sitting for the WAEC's Higher School Cenificate battery of tests and who do not qualify for a full cenificate will be issued, in lieu of a modified certificate, a Statement of Results. NoTE: The examinations are the same for Private and School candidates; the certificate which is granted is the variable.

The range of subjects offered is quite large and covers academic, technical, and commercial subject areas. See Table 1 for the list of subjects offered on both 0 level and A level.

For the School Cenificatc examinations, open only to School Candidates, the subjects are placed within groups as follows:

I. Languages: African Languages. Arabic. English. French. German. Greek, ltaliao, Latin, Oral English.

2. General Subjects: Bible Knowledge, Economics, English Literature, Geography. Government, History, Islamic Religious Knowledge.

3. Mathematical Subjects: Additional Mathematics, Additional Modem Mathematics, Mathem:~.tics, Modern Mathematics, Statistics.

4. Science Subjects: Additional General Science, Agricultural Science,

20 EXTERNAL EXAMINATIONS

Biology, Chemistry, General Science, Health Science, Physics. Alternative syllabuses for Biology, Chemistry, and Physics are also offered. 5. Ans and Crafts: Art, Clothing & Textiles (formerly Dressmaking & Needlework), Food & Nutrition (formerly Cookery), Home Management, Music. 6. Technical Subjects: Applied Electricity, Auto Mechanics, Basic Elec­tronics, Geometrical & Building Drawing, Geometricnl & Mechanical Dmw­ing, Met:::tlwork, Woodworking. 7. Commercial and Secretarial Subjects: Business Methods, Commerce, Principles of Accounts, Shorthand, Typewriting.

Table 1

GCE Subjects Available tor West African School Certificate Exams, 1976

Subject Agricultural Science Applied Electricity Arabic (Classical) Art Auto Mechanics Basic Electronics Bible Knowledge Biology Biology (Alternative Syllabus)"' Business Methods Chemistry Chemistry (Alternative Syllabus) 0

Clothing & Textiles (formerly Dressmaking & Needlework)

Commerce Economics Economic History English Language English Literature Foods & Nutrition (formerly Cookery) French General Paper (General Studies) General Science:t: General Science (Additional):t: Geography Geometrical & Building Drawing Geometrical & Mechanical Drawing Gennan Ghanaian Languages Government Greek Health Science History Home Management Islamic Religious Knowledge Italian Latin

Ordinary Level

Yes Yes Yes ves Yes Yes Yes Yes Yes Yes Yes Yes

ves Yes ves ves ves ves Yes Yes No ves ves ves ves ves Yes Yes ve. Xes Yes Yes Yes Yes Yes Yes

Mathematics, including options in Commercial, Gen. and Tech. Math. U Yes

Yes Mathematics (Additional)tf

Adva need Level Vest No No No No No No Yes No No Yost No

No No Yes Yes No Vest No Yes Yes No No Yes No No No No Yes No No Yost No No No No

Yes No

EXTERNAL EXAMINATIONS

Table 1 (continued)

Subject Ordinary Level

Mathematics (Modern)1f Yes Mathematics (Modern, Additional)1f Yes Metalwork Yes Music Yes Nigerian Languages (Efik, lgbo, Hausa,

Yoruba) Yes Oral English Yes Physics Yes Physics (Alternative Syllabus)• Yes Physics-with-Mathematics No Principles of Accounts Yes Religious Studies No Shorthand Yes Statistics Yes Typewriting Yes West African Languages (Nigerian Languages,

Hausa. Yoruba) No Woodworking Yes

• See p. 32 for a dis.cusslon of alternative syllabuses.

21

Advanced level

No No No Yes

No No Yes No Yes No Yes No No No

Yes No

t Examinations at Subsidiary level available in addition to the Advanced level exams. i See pp. 31·32 for a discussion of General Science curriculums. 'I See pp. 30-31 for a discussion of mathematics syllabuses. NOTE: Other subjects available through tho British GCE Examinations are not available for the WASC. However. all GCE subjeets aro acceptable for university admissions.

In order to be awarded the full cenificate, a candidate must sit for a mini­mum of six and a maximum of nine subjects taken from any four groups, with English Language being compulsory. Tbose wbo are unable to meet the requirements of at least one subject from four groups may sit for up to nine subjects (but not for the School Certificate) and will he granted a GCE Ordinary level certificate showing all subjects passed nt Ordinary level.

Although generally there are no restrictions on the subjects which may be taken, the following exceptions exist:

• Candidates offering General Science may not offer Biology, Physics, Chemistry, or Health Science, but may offer Agricultural Science in addition.

• Candidates offering Agricultural Science will be required to offer, in addition, General Science or Biology and Chemistry.

• Candidates offering Health Science may not enter for Biology or General Science.

• Candidates offering Government may not offer History of West Africa.

Certain subjects are available only to School Candidates. These are Applied Electricity, Auto Mechanics, Basic Electronics, Clothing & Textiles (formerly Dressmaking & Needlework), Metalwork, and Oral English. Private Candi­dates, although able to sit for the following science subjects-Agricultural Science, Biology, Chemistry, General Science, General Science (Additional), Physics, Foods & Nutrition (formerly Cookery), and Home Management­must certify that they have studied for at least three years at a school recog-

22 Eri"ERNAL EXAMINATIONS

nized in that science and that they wi11 have adequate laboratory or practical facilities available at the examination. This cenification must come from the Headmaster of the school administering the exam. Private Candidates currently in educational institutions may be accepted for Clothing and Textiles (formerly Dressmaking & Needlework) upon petition.

In order to take the French. German, Italian. and Music examinations, Private Candidates must present certification showing that satisfactory ar­rangements for listening (in the case of Music) or for the oral ponion of the exams (in the case of languages) hilve been made. In recent years, Private Candidates have been accepted for commercial subjects-Commerce, Prin­ciples of Accounts. Business Methods, Shorthand, and Typewriting (Private Candidates must supply their own typewriters).

The type of certificate a student earns frequently tells as much about the quality of performance as the results themselves. This is true primarily for those who take the exams directly-within one year-after the completion of the appropriate level of secondary school (either Form V or Upper Form VI) and sit the exams as School Candidates. The receipt of a School Certificate (as distinct from GCE single subject results) requires that both a certain quality and quantity of work be completed. When coupled with the fact that the subjects taken must come from four of the seven groups outlined above-except for a Division Ill certificate which will he discussed below­the receipt of a School Certificate guarantees that a broad secondary educa­tion has been completed with a level of quality readily discernible.

Grading Systems

The grades on the School Certificate range from 1-9 with quality distribution as noted in Table 2. In order to be eligible for the School Certificate, a candidate must pass (minimum grade of 8) at least six subjects or pass in five subjects with at least two passes at credit level or p:JSS four subjects at credit level. Anyone who meets one of these standards is issued a certificate indicating one of four possible qualitative levels:

Table 2 Grade Distribution on the School Certificate

Examination with GCE Equivalents

Approximate U.S. Schnol Certif· GCE 0-Levet Grade Grade Equivalent icate Result Equivalent

1 A Excellent Pass 2 A Very Good Pass 3 B Good Pass 4 B' Credit Pass 5 B Credit Pass 6 c Credit Pass

7 C to D Pass Fail 8 D Pass Fail

9 F Fail Fail

EXTERNAL EXAMINATIONS

Document No. 4

Unofficial School Report of lhe Resnlls of lhe W ASC Exam

C..· ... ... '.'

Document No. 5

EDO IDY:'' HICH SCHOOL

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Officially Certified West Africnn Sehool Certificate

West Africm Ex:tmimuions Council

6rbool (.rrltflwlr

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23

24 EXTERNAL EXAMINATIONS

• Division I with Distinction is the highest possible level and requires a minimum of six subjects, taken from any four groups, including English Language and either a Mathematics or a Science subject. At least five subjects must be passed at credit level, and the aggregate total of numerical grades of the best six subjects cannot exceed 12. • Division I has the same requirements as noted above except that the aggregate of the best six subjects may not exceed 24. • Division II requires six subjects from any four groups (including English Language but not requiring Science or Mathematics), four of which must be passed at credit level, and the aggregate score of the best six subjects cannot exceed 36. • Division lll does not require a distribution among four groups, nor is English Language a requirement. Candidates are eligible to receive this type of certificate if they pass six subjects or pass five subjects including two credits or pass four subjects at credit level with the aggregate of the best six subjects not exceeding 48.

It should be underlined that English Language is a requirement for Division I with Distinction, Division I, and Division II. It is possible for a candidate to pass six subjects wth an aggregate total of 11 and only be eligible for a Division Ill Certificate becnuse English Language was not nmong those subjects passed. Similarly, a potential Division I Certificate can tum into a Division II if a Science or Mathematics subject is not included. It is recommended that while taking the Division of a certificate into account, admissions officers also remember that each institution's general admissions policies need to be considered. For example, if an institution is highly selective and would require a Division I Cenificate for admission, but does not require either high school Mathematics or Science units, then a Division II certificate with a low aggregate score would be as valid as a Division 1-the difference being one of subject distribution rather than quality of per~ formance.

It is recommended that the number of subjects passed and the grades received, rather than the type of certificate received, should be the basis of an admissions decision.

At the HSC level, the full certificate may be awarded to those who, "at the same examination pass the General Paper (a 3* hour test of general knowledge and current events with emphasis placed on writing skills and organization of material) and either obtain Full Passes in at least three subjects or two Full Passes and one Subsidiary Pass and reach a certain standard, as judged by the grode of his Full Pass."' NOTE: It is possible to earn an HSC if the General Paper is failed by a small margin if either three Full Passes or two Full Passes and two Subsicliary Pa.sses have been obtained.

Earlier it w:tS noted that grades at the HSC level are indicated as Passes, Subsidiary Passes, and Failure. The passing grades are A-E, with Subsidiary

1 West African Examinations Council, The West African Examinations Council Regulations and Syllabuses for the Joint ExamifiJltions for the School Certificate and General Certificate of Education (Ordinary Ul•el) and for the Higher School Certificate and General Certificate of Education (Advanced Level), (Lagos, Nigeria: 1976), p. 24.

EXTERNAL EXAMINATIONS

Document No. 6

Official Generul Certificate of Education, Ordinmy Level

Document No. 7

UNIVERSITY (lr LONJ>CJ:>.:

i ·.·

GENERAL CERTIFICATE OF EDUCATION EXAMINATION

JANUAR.Y 1910

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West African Examinations Council

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26 EXTERNAL EXAMlNt\TlONS

Passes noted as SUBS or Subsidiary, and Failure usually indicated by F. The W AEC regulations note that the issuance of a Subsidiary Pass differs from the system in the United Kingdom where it is equated to an Ordinary level pass. In placing the Subsidiary Pass between the GCE Advanced level and the GCE Ordinary level, the W AEC is recommending that this level of pass, for the purposes of satisfying university entrance requirements and for exemption from university preliminary year exams (see Chapter Nine). be considered as having met, panially at least, some of the requirements nor­mally fulfilled by FuJI Passes alone. The universities hove reacted to this in a generally unfnvorable manner except that the University of Lagos does give some added weight to Subsidiary Passes when making admissions decisions.

lt should be noted that a Failure cannot be equated to an Ordinary level pass and should be discounted totally.

Candidates interested in sitting for fewer subjects than are required for the HSC may opt to lake individual subjects at GCE Advanced level. The GCE Cenificate is gr:mted if at least one subject is passed at Advanced or Subsidiary level. Failure to qualify for an HSC will lead to the issuance of a Statement of Results whether the old or the new format is used. It is recom­mended that the Statement of Results, which is issued to students who do not pass either the W ASC or the HSC but who have passed at least one examina­tion, be considered as an official report of academic achievement.

Description of Examinations

The best way to understand the quality of secondary education, as well as the expectations of the system, is by reviewing selected syllabuses and examinations. The best example to use is the English Language examination, the single most important one, without which neither a Division I nor a Division II Cenificate is possible and which is compulsory for all School Candidates. (The successful completion of this exam may be equated to the completion of twelfth-year English in the United States.)

Eng6sb Language

The full examination takes 3Y.a hours and is divided into two papers. Paper I is divided into three sections and lasts for 21/.1 hours ( 45 minutes each). Section A tests letter writing proficiency and requires that ability in formal and informal letter writing be demonstrated. The assignment may be to write one long letter or two shan ones on specified topics, with an approxi­mate total length of 400 words. Section B also tests writing ability. The c.andidate chooses one question out of four. The types of writing which may be included are: argument. narrative (but not a short story). description, explanation of .an idea, explanation of a process, giving directions or instruc­tions. The normal length is approximately 400 words. The grading of this paper depends upon arrangement paragraphing, appropriate emphasis and sequence of ideas, appropriateness of language to the lopic (including vo­cabulary and sentence structure), punctuation and spelling. Section C con-

EXTERNAL EXAMINATIONS 27

sists of a prose paragraph to be summarized in a clear and coherent manner. In the secondary schools this process is known a.s prkis.

SAMPLE QUESTIONS

Paper I-A A number of articles and letters have appeared in your local newspaper dealing with the subject of bribery and corruption. Write a letter to the editor giving your views on the problem.

Paper I-B The government of your country has suggested that local industries should produce everything your country requires. Write out the text of a talk to be given to a school society discussing the implicutions of this suggestion.

Paper 1-C Summarize a prose paragraph.

Paper II takes llh hours and is an objective test of approximately 90 questions ( 40 lexical and 50 structurnl) as well ns a test of reading compre­hension. The lexical questions cover vocnbulary, idioms, and figurative usage and are constructed with an under.;tanding of the variety of forms of English currently used by educated African speaker.; and writers of English. The questions are geared to a level lhat will enable students to read with under· standing an article on a nontechnical theme of general interest in a suitable periodical. The structural portion of this paper tests grammar and usage. No use of grnmmatical terminology is made, and the stress is on the relationship of grammatical rules to proper usage.

SAMPLE QUESTIONS

Paper Ill (I )

Scientist:J are continually putting forward new 1 to try to explain the nature of the universe. At lhe same time they are devising new 2 to study the world around them many of which may lead to discoveries that will cause us to change our ' I. intentions 2. complications 3. informed

Paper Ill (2) Chief Felix Payne's ccrl<linly a gift of .. A. Magnanimity

views.

conceptions realizations prints theories techniques intrigues paths avenues undertaken probable accepted consented

gift of n new building to the Red Cross Society wns

B. Ingenuity C. Generosity D. Piety E. Wealth

Paper liT (3) She . her savings when she lost her job.

A. Broke into The English

B. Broke open C. Broke with Language exam attempts to test English

D. Broke out

as it is used by

28 EXTERNAL EXAMINATIONS

educated Africans, recogni2ing that national differences exist among West African countries. The test is quite rigorous and passing it at credit level i~dicates a relatively high standard of proficiency. Jn order to further strengtherl this examin::ation and make it truly a test of ability to function in English. tbe W AEC is contemplating including an oral English component and scrapping the Oral English Ordinary level test.

It is recommended that English Language passed at GCE Ordinary level (grades 1-6 on the W ASC) may be accepted in place of the TOEFL. How­ever. an acceptable TOEFL score should not be substituted for an absent or insufficient English Language GCE Ordinary level exnm score. If an institu­tion requires high school units in English, the TOEFL should not be accepted as a substitute for the Ordinary level English Language exam.

English Literature

Ordinary Level

English Literature is n separate subject on the exams. and language and literature are taught as separate subjects in the secondary schools. At School Certificate level, the exam consists of two papers, each last ins llh hours.

Paper l has two sections. Section A is on Shakespeare (1976 texts: Mac­Beth, The Merchant of Venice. and Henry V). Section Bison Drama and Prose (1976 texts: Ngugi's Weep Not Child, Innes' The Wreck of the Mary Deare, Oyono's The House Boy, Shaw's The Doctor'S Dilemma, Ngosi's The Rhythm of Violence, Soyinka's The Lion and the Jewel, and Bridie's Tobias and the Angel).

Paper JI is also divided into two sections. Section A deals with poetry. The poetry syllabus is divided into four parts: Chaucer :(translated into modem English); "longer poems" (including tbe works of Wordsworth, Arnold, and Keats); 20th century narrative poems (the 1976 syllabus included, among others, the works of Eliot, Hardy, de Ia Mare, Frost; West African poetry (the 1976 syllabus included, among others. the works of Okara, Clark, Soyinka). Section B deals with the "classical novel." The works used in 1976 were Persuasion by Jane Austen, A Christmas Carol by Charles Dickens, The Trumpet Major by Thomas Hardy, and Swift's Gulliver's Travels (Books 1 and 2). In addition to an essay question from each ~ection, the second paper requires that a compulsory context question on an unseen poetry or prose passage be answered.

SAMPLE QUI!.STlONS

Chaucer Give o straight-forward account of the (Nun's PriCst's) talc, gtv1ng in some detail two digressions which illustrate common reactions to dreams. especially in Chaucer's day.

Poetry Compare and contrast the views of life of the authors of "Elegy Written in a Country Churchyard" and "Ulysses." Support your answers with quotations and illu~trations from the two poems.

l!nERNAL EXAMINATIONS 29

Referring to a previously unseen poem:

1. Why nrc the words "guardian angel" nnd "love" italicized? 2. From the first stanza pick out three words (in verb form) which give 1m

interesting picture of relatives' behavior and attitudes. Say in your own words what impression is conveyed by each word.

3. Give an example of rhyme. if there is any, in the poem. 4. Quote one simile and one metaphor from the poem. Expl.ta.in each briefty.

Dickens's A Chris/mas Carol

Give an account of Scrooge's experience with one of the three spirits and say what impression he receives as a result of the experience.

Advanced Level

English Literature provides an excellent example of the difference in aca­demic rigor between the School Cenificatc level and the Advanced level (HSC). While the School Certificate examination lasts for three hours nnd covers four areas, the Advanced level (HSC) examinations require three papers. each lasting for three hours (for a total of nine hours), nnd each consisring of four quesrions.

Paper I is Drama which must include a set Shakespearean tragedy (the exam requires one textual question and one essay question). The other plays are subject to essay questions only. In 1976 the plays were Shakespeare's King Lear (compulsory text) and Much Ado About Nothing. Marlowe's Dr. Faustus, Miller's The Crucible, Goldsmith's She Stoops 10 Conquer, Synge's Playboy of the Western World, Rotimi's The Gods Are Nor ro Blame and Clnrk's Song of a Goat (the last two volumes are studied as one sub­ject for purposes of comparison), and Osborne's Luther.

Paper ll deals with prase. The works covered in !976 were Defoe's Moll Flanders, Johnson's Rasselas, Eliot's Adam Bede. Greene's The Heart of the Matter, Fitzgerald's The Great Gatsby. Nadine Gordimer's A World of Strangers, Serumaga's Return to the Shadows, and Oyono's The Old Man and the Medal. This paper consists of three essays and one question requiring candidates to show rheir understanding and critical appreciation of a pre­vious! y unseen passage or two short passages for comparison.

Paper Ill, dealing with poetry, covers the work of poets such as Chaucer (in Middle English, which is different from the modem translation used for the School Certificate), Milton, W. Owen, Dryden, Wordsworth, Coleridge, Browning. Okigbe. The format of this part parallels Paper II.

Clearly, the requirements of the Advanced level (HSC) examinations, both in quantity and quality of performance demanded, are far higher than those for the School Certificate. Using English Literature to promote n generaliza­tion about the differences between the two levels, it is recommended that passes at GCE Advanced level (or principal passes on the Higher School Cer­tificate) should be considered for advanced standing credit-with the excep­tion of the General Paper-at between 6 and 10 semester hours per pass depending on an institution's own credit value for introductory courses.

30 EXTERNAL EXAMINATIONS

Mathematics

As many American colleges require a certain level of Milthematics for admis­sion nnd as it is necessary to ascertain Mathematics attainment levels for counseling and placement. a review of the various Mathematics syllabuses at Ordinary level is essential. There are four different syllabuses:

General Mathematics Modern Mathematics

Additjonal Mathematics

Additional Modem Mathematics

The terrtl "modern mathematics" is equivalent to the term "new mathematics" in the Uoitcd States. "Additional" Mathematics reorders the syllabus priorities to include College Algebra and Introductory Calculus, as well as !he material covered in the General Mathematics syllabus. The successful completion of any of these Mathematics exams may be equated, at minimum, to the com­pletion of Intermediate Algebra and Trigonometry in the United States.

The General Mathematics examinacion consists of two papers-a compul­sory General Mathematics paper (I Yz hours) ond o choice of one of three papers (2lh hours) taken from General Mathem3:tics, Commercial Mathe­matics, ~md Technical Mathematics. Unless the student is querried. there is no way of knowing which option has been selected, _as the examination results appear only as '.'Malhematics." The syllabus for General Mathematics con­sists of the following topics: Numbers (including bases, indices, logarithms); Algebra (factoring, simple quadratic equations, and simple simultaneous equations); Statistics (mean, medi11n, mode); draphs, Variations, Func­tionality; Plane Geometry. and Trigonometry; Angles and Parallel lines; Triangles and Parallelograms; Circles; Mensuration; and Constructions. Both !he compulsory Paper I and the General Mathematics option cover this material; however, the optional paper contains maTe difficult problems. The Commercial option includes: Arithmetic (proportions--related to cost and profit-mensuration, costing and simple budgeting, percentages, buying and selling, profit and loss, discount, commission, depreciation, simple interest, installment payments, foreign exchange, etc.); Algebra (arithmetical and geometrical progressions--related to business u~s-joint variation, Venn diagrams); Graphs; Statistics. The Technical option includes mensuration (solids), area of irregular curves, quadrilateral~ and polygons; Algebra (quadratic and simultaneous equations with two "unknowns, progressions); Trigonometry. Geometry. Loci, Similarity, Vectors.

The Modern Mathematics examination contains two papers. Paper J lasts for IYz hours, and Paper II (divided into two sections) lasts for 2Yz hours. The basic thrust is numbers and space. The numbers pan of the syllabus deals with sets, operations (communicative. associative, distributive, proper­ties). re:~.soning, modular arithmetic, factors. multiples. primes. positive and negative integral powers, square roots, real numbers, approximations, statis-­tics, probability, evaluation of algebraic expressions, ratio, graphing, linear equations (one variable). simultaneous equations (two variables), quadratic

EXTERNAL EXAMINATIONS 31

equations. The space syllabus includes solids, mensuration, parallels, perpen­diculars, angles, rotation, enlargement (scale drawing), simple geometric construction, loci, two and three dimensional trigonometrical problems, plane Cartesian co-ordinates, transformation of the plane, and vectors in a plane.

The Additional Mathematics syllabus contains circular measure of angles. trigonometrical ratio of angles of any magnitude, derivatives (application to maxima and minima), integration. kinematics, binomial theorem, classifica­tion and tabulation of statistical data, indices, logarithms, surds, simultaneous and quadratic equations, statistics, and mechanics. The examination is in two parts, each taking two hours.

The fourth examination is Additional Modem Mathematics, and is in two pans, each lasting two hours. The syllabus includes binary operation on sets, functions, linenr functions and equations, quadratic functions and equations, statistics, polynomials, rational functions, logarithms and surds, sets and logic, elementary trigonometrical functions, differentiation, integration, probability, algorithms.

General Science/ Additional General Science

A number of subjects, which do not fit into a readily translatable pattern, are puzzling to Americ:ms. General Science is an example. There are two differ­ent syllabuses, General Science and Additional General Science. The exam for General Science covers Biology, Chemistry, and Physics and consists of three one-hour papers, one for each subject. but does not test laboratory skills.

Additional General Science consists of two papers. Paper I is a practical (laboratory) test of two hours--40 minutes for encb of the three subjects. Paper II is ::t 21h hour test consisting of sections on each of the three sciences. Two questions from each section must be answered.

These syllabuses stress the integration of the study of science with everyday life. The General Science syllabus, which is not a teaching syllabus but a framework for the teacher, covers a large number of topics, interrelating the sciences rather than dealing in depth with each science separately. The Addi­tional General Science syllabus, with its requirement for laboratory skills, covers a good deal of the syllabus of each science subject and is considered good preparation for Sixth Form work in Science. The lecture portion of the Additional General Science syllabus is similar. but not identical, to the General Science syllabus. The basic difference lies in the reliance on labora­tory work to prove theories.

SAMPLE QUESTIONS

General Science I. Give the principal function of the blood in a mammal and explain bow

these functions are carried out in a flowering plant. 2. a) Explain what is meant by the term catalyst.

b) State three reactions in which a catalyst is used, naming the cataJyst, the reactants, and the products, giving equations, and stating the conditions under which the reactants take place.

\

32 EXTERNAL EXAMINATIONS

c) Describe briefly how any one of the three reactions you mentioned in b) above (or any other catalytic reaction) could form the basis of no industrial manufacturing process.

3. State the Principle of Archimedes. Describe briefly how to apply this principle to determine the volume of a stone. A piece of stone weighs lOS gf in air, 90 gf when totally immersed in water and M7 gf when lotally immer:sed in a sodium chloride solution. Find the density of (i) the stone. (ii) the sodium chloride solution.

Additional General Science

I. Show how bacteria influence the lives of plants and animals including man. How would you demonstrate the presence of bacterial spores in the atmosphere?

2. a) Describe and explain what is seen to happen when sulphuric acid reacts with (i) iron, (ii) copper sulphate pentahydrate crystals, (iii) cnrbon, giving the relevant equations and indicating in each case the appropriate conditions of temperature and concentration of the acid.

b) Briefly describe how you would obtain from nitric acid (i) pure sodium nitrate crystals. (ii) pure nitric oxide.

c) Give one chemical test by which you would distinguish between dilute nitric acid and dilute hydrochloric acid.

3. Draw a diagram for each, and prepare a. list of similarities and differences in their construction 11nd actions of: a) the transformer b) the induction coil

From a review of the syllabuses and the intent of the courses as noted in the regulations. it is recommended that Additional General Science should be considered an academic subject for the purposes of ildmissions. General Science should not be considered an academic subject, but is an appropriate subject for meeting high school unit requirements.

Alternative Science SyUabuses

In viewing the range of science subjects it is important to note that, starting in 1976, there are alternative syllabuses for Biology, Chemistry, and Physics which differ from the traditional syllabuses in that they relate their subject more to the West African environment and the experience level of the students. This alternative approach is quite experimental and it has yet to be established whether following alternative syllabuses will prepare stu~ dents for the Advanced level exams equally as well as the more traditional approach. Until these syllabuses have been evaluated over a period of years, and their aniculation with Sixth Form work has been judged, it is recom~ mended that these alternative syllabuses not be considered as providing breadth and depth equal to the more traditional syllabuses, especially in respect to theory. The alternative syllabuses do consist of subjects appro­priate for meeting high school unit requirements but should not be con~

sidered as academic subjects. To underline the gap between the alternative syllabuses and the existing Advanced level examinations, the WAEC is plan­ning to introduce Advanced level syllabuses in the alternative science streams to articulate with the Ordinary level subjects.

EXTERNAL EXAMINAllONS 33

W AEC SyUaboses The syllabuses and examinations shown in this chapter have been selected to highlight certain problems or debatable contentions. It is advisable that each admissions offic:er obtain nn official copy of the Regulations and Sylla­buses from the West Africnn Examinations Council. This publication, cited previously, may be obtained by writing to:

The Senior Deputy Registrar The West African Examinations Council Private Mail Bag No. 1022 Yaba, Lngos, Nigeria.

The price quoted is 2 Naira (approximately $3.20). If this source document is not available, judgments must be made either experientially or through hearsay (frequently from persons with less than bal:1nced experiences). The syllabuses are especially helpful in ascertaining which subjects to consider "academic" for the purpose of counting the number of academic passes-a basic criterion in judging whether West Africnn students are admissable to individual U.S. institutions.

Rather than dividing subjects into academic and nonacademic, a third concept. quasi-academic. also must be considered. Thus, there are three categories: academit subjects would be those cle;;uly meeting the intellectual requirement of preparing students for further study through the building of theoretical and practical proficiency; quasi-academic subjects would be those dealing nontraditionally with traditional subject matter, providing either less practic:&l or less theoretical knowledge and more applicability to local cir­cumstances; finally, nonacademic subjects would be those which deal pri­marily with the application of principles rather than with the principles themselves or subject matter which historically has not been an academic subject in secular secondary schools. A list of subjects, classified for admis­sions purposes, is given below.

African Languages Arabic Biology Chemistry Economics English Language English Literature French General Science

(Additional) Geography German

Academic Subjects Government Greek History ItaJian Latin Matbemntics Mathematics

(Additional) Modern Mathematics Modem Mathemn.tics

(Additional) Physics

Quasi-Academic Subjects

Agricultural Science Biology (nltern. syll.) Chemistry (altern. syll.)

General Science Pbysics (altern. syll.) Statistics

(continued)

34 EXTERNAL EXAMINATIONS

Nonacademic Subjects

Applied Electricity Att Auto Mechanics Basic Electronics Bible Knowledge Business Methods Clothing & Textiles Commerce Foods & Nutrition Geometry & Building Drawing Geometry & Mech. Drawing

Health Science Home Management Tslam. Religious Knowledge Metalwork Music Ornl English Principles of Accounts Religious Knowledge Shon.hand Typewriting Woodworking

Although there are a few U.S. institutions which require one or two passes at Advanced level for freshman admission, the majority of institutions require only five academic subjects passed m GCE Ordinary level. As a general requirement this is quite fair. The requirement of Advanced level work at even the most competitive institutions seems insupponable because Advanced level work is clearly postsecondary in quality. Such a requirement would appear to be the same as if an institution required a semester of U.S. college work before considering students for freshman admission. NOTE: lnstitu­tions with competitive admissions should be more concerned with the quality of performance at Ordinary level.

Pass Rates

The WASC/GCE-0 exams discussed in this section are quite difficult and the Pass standards are very strict. Using the latest available figures (1974 and 1975), Table 3 shows the success rates for these examinations.

Table 3

WASC/GCE Ordinary Level Results--November /December Exam, 1974 All Grades/Selected Subjects

English Language Math (General) Economics

Grade Number Percent Number Percent Number Percent

I Ill • 54 • 114 • 2 217 1.0 186 1.2 149 1.0 3 316 1.4 493 3.2 963 6.4 4 821 3.6 333 2.1 350 2.3 5 1,110 4.9 432 2.8 690 4.6 6 3,736 16.5 1,540 10.0 2,152 14.3

Total 6,311 27.8 3,038 19.7 4.418 29.3

7 1,212 5.3 1,588 10.3 1,947 13.1 8 6,288 27.7 2.423 15.7 2,141 14.2

Total 7,500 33.0 4,011 26.0 4,088 27.3

9 8,898 39.2 8,349 54.3 6,542 43.4

Grand Total 22.709 15,398 15,048

EXTERNAL EXAMINATIONS JS

Table 3 (continued)

Biology Bible Knowledge Health Science

Grade Number Percent Number Percent Number Percent

1 33 • 12 • 2 117 1.1 3 • 72 1.2 3 448 4.2 106 • 242 3.8 4 352 3.3 145 1.1 163 2.6 5 537 5.1 292 2.3 197 3.4 6 610 4.8 1,426 11.2 515 8.3

Total 2.097 19.8 1,972 15.6 1.201 19.3

7 1,709 16.2 1,288 10.0 847 13.6 8 1,496 14.1 1,981 15.6 902 14.5

Total 3.205 30.3 3,269 25.6 1,749 28.1

9 5,298 49.9 7,464 58.8 3,284 52.6 Grand TotaJ lO:SOO 12,705 6.234 "Less than 1%.

Table 4

WASC/GCE Ordinary Level Results-November/December Exam, 1974 All Subjects/Percentage Passed (Grades 1-6)

No. No. Percentage Sitting Percentage Sitting

Subject Passed Exam Subject Passed Exam

Agric. Science 43 681 Geometrical/ 13 62 Building Drawing

Arabic 100 1 Geometrical/ 22 82 Mechanical Drawing

Art 10 615 Government 22 4,537 Bible Knowledge 17 14,179 Health Science 19 6,234 Biology 20 10,600 History 22 6,303 Business Methods 36 602 lgbo (Nigerian 22 1,072

Language) Chemistry 28 6,280 Latin 43 128 Commerce 12 3,787 Mathematics 20 17,915 Economics 29 15,068 Music 13 8 Efik (Nigerian 17 278 Physics 23 3,033

Language) English Language 28 22.709 Principles of 6 2,513

Accounts French 30 337 Statistics 16 !51 General Science 6 76 Typing 50 1,302 Geography 9 8.406 Yoruba (Nigerian 51 6,299

Language)

36 EXTERNAL EXAMINATIONS

The figures are indeed shocking. The chances of passing these examinations are one in four! Only Typing and Yoruba had as many passes as failures. Whether the expectations of the examiners are too high-and they are usually university professors with little or no secondary school teaching experience­or the level of instruction in the secoadary schools is inadequate, in any case the students are not doing well on the tests. A further handicap the students face is the increasing use of objective tests for the examinations. The majority of students have had no exposure to multiple choice tests and this too plays a role in the low grades.

On the Higher School Cenificate level, the situation is not much better. Of 4,357 who sat for the HSC in 1975, only 683, or 16%, received the full ccnificate (four subjects passed); 607, or 14%, passed three subjects; 915, or 21%, had two passes; .and 1,231, or 28%, passed one exam. This means that after passing five Ordinary level subjects-which only 25% accomplish -and after attending a two-yenr Sixth Form, 21% of those who took the HSC did not pass one subject at Advanced level. Jt is interesting to note that out of 14,696 who sat for single subject GCE Advanced level exams in 1974, only 8,086, or 55%, rec~ived a principal pass. This iridicates that, even when the student can concentrate on a single subject, the rate of success is still quite modest.

Certainly, these exams do not seem to do justice to the students. However, as there are no alternatives available for judging academic competency, the situation rnust be dealt with as presented. The acc9mplishment of passing five Ordinnry level subjects-all subjects, not just thoSe labeled "acndemic"­is monumental. When making admissions decisions, then, maximum flexibility must be e,c.ercised. (See p1acement recommendations for secondary school programs, p. 38.)

It should be noted that during the years 1969-71, 'some certificate records were lost because of the civil war. The WAEC is s~ill trying to reconstruct these records and should be contacted if clarification is needed.

Forgeries

In the past few years a number of School Cenificatc or GCE Ordinary level certificates presented by Nigerian students have been found to be forgeries. However, because this possibility does exist. not all Nigerian applicants are suspect. The forgeries take one of three forms: the applicant will add sub­jects to his/her own certific.ate; the applicant will substitute his/her name on someone else's certificate; or all information on a counterfeit blank certificate will be forged. Most forgeries can be spotted easily by "print" that does not match, inconsistent spacing, or inform:J.tion th.at is- not clearly stated. It is necessary that all cenificates be viewed carefully. Although students have only one original and, therefore may experience some hardship in supplying the actual certificate, admission should not be finalized or registration be allowed until the original document has been viewed.

Recently. the WAEC office in Nigeria has initiated methods for minimizing forgeries by tightening internal security and by making it easier for U.S.

EXTERNAL EXAMINATIONS

Document No. 8

West AfriC'311 Examinations Council Verification of Results

/•7"...., I ,~l.__:;::. __ ,., .!.,_

Ct*f"IIJ[f'fTIAL

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r•-..•• Ana RU:anl• orn~:~~r Nlr SENICJI CI(PUT¥ REG15TRAII

AUenttCII'I : G._~!!l!tD...!:!!!!•

A..ac1•t• Olnc:tor or .o.a-1•dCII'I•, IIICil.,.. Un1var•1ty, t"'lt- lo?lo01.U.~.A.

37

(and Nigerian) admissions officers to verify the authenticity of School Certificates and GCE Certificates. The W AEC has even considered retaining the original certificate (similar to the U.S. record card) and issuing certified transcripts. However, this is an expensive process and is not currently bud~ geted. The person to contact for verification is

The Senior Deputy Registrar West African Examinations Council Private Mail Bag I 022 Yaba, Lagos, Nigeria.

One type of forgery of educational credentials used in Nigeria is that of filling in counterfeit cenificates. Since all legal certificates are signed by persons officially designated to do so, admissions officers should look for the proper signature on each document. Persons who served as official signers of the W AEC/ GCE certificates between 1965 and 1976 are listed below, with the years during which each served.

Date Signatories 1965-69 Dr. Davidson Nichol 1969-71 Professor T.A. Lambo (Mr. Ike's signature appears on

1972-73 1974-present

some certificates issued toward the end of 1971.) Mr. V. Chukwuemeka Ike Mr. V. Chukwuemeka Ike and Mr. S. T. Mntturi

38 EXTERNAL EXAMINATIONS

Placement Recommendations--Secondary School

The following placement recommendations summarize those made earlier and present others which flow from the substantive material of this chapter.

SELECTIVE FRESHMAN ADMISSIONs--Where the quality of the applicant's record is an important factor or where high school units are a factor in the admissions process, five academic subjects passed at GCE Ordinary level should be required. Depending on institutiono.l policy concerning the distribu­tion of high school units, quasi·acadcmic or nonacademic subjects may be substituted for academic subjects on a one-for-one basis.

NONSELECTrvE FRESHMAN AnMISSION5--The Secondary School Leaving Certificate, received upon the completion of Form V, may be equated to the receipt of a U.S. high school diploma where neither quality nor subject distribution is known. In institutions where neither the quality of the appli­cant's record nor high school units is a factor in admissions this certificate should be sufficient for acceptance. Students admitted in this fashion should be tested in English and mathematics prior to registration. Some remediation may be necessary for these students.

ENGLISH PROFICIENCY-English Language passe.d at GCE Ordinary level (grades 1-6 on the WASC) may be accepted in place of the TOEFL. How­ever, an acceptable TOEFL score should not be substituted for an absent or insufficient English Lnnguage GCE Ordinary level "exam score. If an institu­tion requires high school units in English, the TOEFL should not be accepted as a substitute for the Ordinary level English Lnnguage examination.

NONACADEMIC SUBJECTS MEETING ADMISSIONS 'REQt.JIREMENTs--lbe use of nonacademic subjects taken on the W ASC may' be appropriate for admis­sion into two-year technical programs or for admission into nonselective programs, if these subjects relate to the student's major field of study and the overall standard of performance on the examinatiOns is good. In general it is not recommended that more than two or three. nonacademic subjects be utilized in this fashion. It should be noted that the concept of academic/ nonacademic subjects is unknown in Nigeria and needs to be reexamined in the United States in light of the fact that many high school systems have done away with unit requirements for graduation.

CREDIT FOR ADVANCED Li!VI!L WoRK-Passes a! GCE Advanced level (or principo.l passes on the Higher School Certifie<~te) should be considered for advanced standing credit-with the exception ~f the General Paper-at between 6 and I 0 semester hours per p3SS depending on an institution's own credit value for introductory courses. Advanced level subjects passed at Subsidiary level (or passes on exams set at Subsidiary level) represent work beyond Ordinary level and should be considered for advanced standing credit at a level half the vo.lue of the Advanced level for each exam passed at Subsidiary level.

Chapter Six

Teacher Training

[In order to fully understand this cbaptcr, Chapter Five on cxtc:mal cxamin.ations should fir>t be relld.l

As is true elsewhere in the developing world, teacher training in Nigeria con­stantly is undergoing revision. Requirements to teach at either the primary or the s~condary level become more or less stringent depending upon the fluctuating need for teachers. Changes in the teacher training system lag. of necessity, behind actual needs, and the system at any given point in time may not reftect true priorities.

Historically, the Nigerian teacher training system has been tied to its British educational heritage, where the training of teachers was not included in traditional university programs. The training of primary school teachers has been a function of the secondary level teacher training college. The traditional route to certification for teaching in a secondary grammar school has been the posi-Bachelor's Diploma in Education (popularly known as the "Dip. Ed."). Supplementing this basic approach have been some short-term measures which, having outlived their usefulness, are being or have been phased ()ut. The long range improvement of teaching skills, however, will depend upon the newer innovations: the various university-based bachelor's degree programs in Education and the post-secondary Nigerian Certificnte of Education (NCE).

Although admissions officers will still receive other documents-primarily the Grade I Teachers Certificate BDd the Grade ill Teachers Certificnte>­there are now four major programs which lead to the award of the following certificates:

I. Grade II Teachers Certificate;

2. Ni~rian Certificate of Education (NCE);

3. Bachelor's program in Education;

4. Post-Graduate Certificate in Education (PGCE) or the Diploma in Education (Dip. Ed.).

39

40 TBACHBR TRAINING

Discontinued Programs

Grade m Teacbers Certificate

Before discussing the four teacher training programs currently offered~ n short explanation of the two programs no longer offered is necessary.

The Grade Ill Teachers Certificate program was a three-year postprimary program which, at the time it was given, met the pressing needs of staffing the burgeoning number of primary schools. Qua.ntitatively, the completion of this program indicated the completion of nine years of school. Obviously, those who completed this program are not high school graduates and would have no claim to university admission or to advanced standing credit.

Grade I Teachers Certificate

The Grade I Teachers Cenificate is of more recent vintage than the Grade Ill program and although no courses are in operation currently-having been replaced, in a sense, by the Nigerian Certificate of Education--the

Document No. 9

G111de m Teachers Certificate

'.f.. ...

0 ,

J ''1. • ..:.,.._: J

WCIICal Nlccria ......,..,~.......,.

;---:--:-.....1 1'_:_

Tm.uto -rify}JuJt iii

~ =•'""'""'All do. .....,;;;;;y .:;,;;r,-.- ~......, T-a..' c-.,_.. c...,.. _ _.,'il.,y,.r ___ _ .w. ~ ,_ ,. 1-.-y 19&1 ........ --- IlL &·ljr·h

1:- ~----1- ·1 --- --

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TEACHER TllAINING 41

Grade I Certificate still can be obtained externally by fulfilling certain requirements. Basically, the Grade I program was established to up-grade Grade II teachers and School Certificate holders by strengthening the aca­demic training through the requirement that candidates obtain General Cer­tificate of Education Advanced level passes in two teaching subjects (see Chapter Five for a discussion of the General Certificate of Education) plus a pass in Practice Teac:hing. Both in the days when there was a Grade ] academic program offered at several teacher training institutes or now, when the certificate mny be obtained externally only, admission bas been open to holders of Grade ll certificates or to those with a minimum of four passes at General Certificate of Education Ordinary level and teaching experience. When reviewing a Grade I cenificate, a great deal of flexibility must be exercised with respect to admission or transfer credits.

[Author's Note: With respect to admission, it has been the author's experi­ence. having taught in a Nigerian secondary school alongside Grade I teach­ers, that they make superior teachers and are, at minimum, the intellectual equals of secondary grammar school grnduates.]

Even though most U.S. colleges require for freshman admission the com­pletion of the equivalent of five academic subjects passed at GCE Ordinary level, it is recommendt!d that consideration for freshman admission, even into competitive programs, be given to holders of Grade I tencbing certifi­cates.

When dealing with the problem of advanced standing credit, it should be noted that the education coursework is either a duplication of or a substitute for teacher training courses given for the Grade II certificate. As the aim of the academic portion of the program is to reach GCE Advanced level, it is recommended that credit should be awarded for advanced level passes.1

No credit should be gJ1>Jlted for any subject not verified by Advanced level passes.

Requirements for entry into both the Grade Ill and Grade 1 programs may have varied according to the needs of the country at different periods. Therefore, there may be records of students entering into a Grade Ill pro­gram after having obtained the West African School Certificate. Regardless of the order in which a student entered any teacher education program, it is the content of the pro~Jram which must determine either admission or ad­vanced standing credit.

Grade D Teachu Training Program'

The Grade II training program is the lowest of the teacher training programs currently being offered. It is open to students with n variety of academic backgrounds, and the length of time it takes to complete the program depends on the type of previous education (see Table 5).

'Seep. 29. 2 Sec pp. 108·109 for linear diagrams.

42 TEACHEI\ TRAINING

Table 5

Access Into and Length of Grade II Teacher Training Programs

Entry Status Duration of Program

Primary SChool Graduate Secondary Modern School Graduate Holder of Grade Ill Certificate Attempted but failed West African School Certificate

•Passed West African School Certificate

5 years 3 years 2 years 2 years

1-2 years

• A special Grade IIA Cortificata Is awarded to those who enter tho Grado II program attar having completed the School Cartlfleato. Such lrtudonb oro expected to concentrate on Methodology, Education, end academic subjects not passed at GCE On::llnary level but which are required for the award of the Cortlncata.

The Grade 11 programs are offered at more than I SO teacher trammg colleges located throughout the country. The progrnm consists of English language; Basic Mathematics/ Arithmetical Processes; Principles and Prac­tice of Education (including a minimum of 12 weeks of practice teaching); Physical and Health Education; and five other teaching subjects at primary level. In order to obtain the certificate, a candidate .must pass a minimum of seven subjects (including English Language, Mathematics, Education. and Physical and Health Education) plus practice teaching. Although it is one of

Document No. 10

Gnule D Tenebers Certificate

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TEACHER TRAINING 43

tbe aims of this program to bring candidates up to the level of the West African School Cenificate. there is no requirement that any subject be passed at GCE Ordinary level. There is external control over the quality of pro· ficiency required to complete the programs, but only in English, Arithmetic, ond Educotion (the WAEC sets the exams).

It is interesting to note that in 1974 the pass rates on the standard external leoving cxaminotion wos 75% in English (comporcd to 28% on the GCE Ordinary level test in English Languoge) ond 64% on the Arithmetic/ Basic Mathem:~.tics test (compared to 20% on the GCE Ordinary level tests in Mathem:~.tics). The success rate in teacher preparation subjects was 75%. No other subject:, are tested externally.

For this reascm. and because the expectations in the academic subjects arc not as stringent as the requirements for the Ordinary level examinations, it is recommended that. quantitatively, the completion of a Gra.de 11 Teachers Certificote progrom moy be equoted to the completion of U.S. high school. This certificate rnay be u:u:d in the same way as a U.S. high school djpJoma where neither quality nor subject distribution is known.

Nigerian Certificate of Education--Academic Progrmos'

The Nigerian Certificate of Education (academic) program lasts for three ye:~.rs. Entry requirements are either: 1) five passes at credit level on the West Africon School Cenificate (or the GCE Ordinory level equivolent) or 2) a grade rr TC!achers Certificate with five subjects pilssed at "merit" level. In both cases, English language must be one of the subjects, and two of the subjects passed must be in the academic areas to be studied for the NCE. The course of study deals with teacher education. practice teaching (n mini· mum of 12 weeks), .and intensive academic training in two related subjects.

In a sense. the Nigerian Certificate of Education progrilm is a Form VI program, expanded by one year. to accommodate the teacher training com­ponent. Those who complete the program are qualified to teach either at the primary school level or at the lower secondary level, Forms I. II. and III.

The advanced teachers colleges which offer the Nigerian Cenificate of Education, are listed (with the location of each) below. Note that each of these colleges is affili:~.ted with a university which supervises its programs and examinations.

Adeycmi College of Educotion, Ondo Advanced Teochers College. Ikorodu Advanced Teachers College, Kana Advonced Teochers College. Port Horcourt Advonced Teochers College. Sokoto Advonced Teochers College. Uyo Advonced Tcochers College, Zoria Alvan Ikoku College of Education, Owerri College of Education. Abraka

3 Seep. 109 fot lineilr diagmm.

(continued)

TF.ACH£R TRAINING

Pocumeut No. 11

i"'igerian Certificate in Educatiou

UNIVER..o:;fTY OF IDADAN

NIGERIAN Ct!RTIRCATI! IN J!DUCATION

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Federnl Advanced Teachers College. Okene Federal Advanced Teachers College, Pankshin Kwara State College of Technology, llorin

45

It is recommended that graduates of an Advanced Teachen College who have received a Nigerian Certificate of Education listing academic subjects should be considered for undergraduate admission with approximately 11/.z years of transfer credit: 6-10 semester hours for each of the two academic subjects and 30-36 semester hours in teacher education courses.

Nigerian Certificate of Education--Technic.al Programs'

Until 1973 the Technical NCE was offered only at the National Technicnl Training College in Lagos. Since then it has been offered at a number of Polytechnics and Colleges of Technology. This trend will continue as more trnined teachers become necessary. The purpose is to train teachers to in­struct at the secondary level and at Trade School Centers. The programs last for three years for those who enter with a School Certificate with at least four subjects passed at credit level including English Language, Mathematics, and relevant science (e.g., Physics, Chemistry).

Students who do not complete secondary gtilmmar school, but who have completed at least three full years, and who attend a technical college or a trade center and complete the course leading to the City & Guilds of London Institute's Craft or Technical Cenificates,r. may be admitted to an NCE (technical) program. For these students, the program is extended by one year. This first year is a preliminary one designed to supply liberal arts courses lacking in students' education because of their shorter secondary school attendance. The 5tress is on English language .:md literature, oral and written communication, mathematics, and social studies. Although the stated intent is to reach GCE Ordinary level standards, these exams are not taken and a review of the syllabus does not support any equivalency.

The NCE (technical) syllabus deals with courses in education-including a minimum of 12 weeks of practice teaching-plus one major technical subject (e.g., Woodworking, Metalwork, Technical Drawing). A candidate must pass in education, practice teaching. and the one technical subject in order to obtain the certificate. An integral pan of this program is a six-week industrial experience at the end of the first year and again at the end of the second year. For a recommendation on placement of NCE (technical) hold­ers, see the following section on theNCE (commercial).

·1 Seep. 109 for linear diagram. 5 Additional information on the City & Guilds of London Institute may be

found in Chapter Seven. It is not within the scope of -this volume to deal with the extensive British system of specin.l programs· and certificates that are not related to traditional educational programs. Anyone interested in obtaining detailed information about CGLI awards, National Diploma schemes, and other certificn1es mentioned in this ,volume should consult both British Qualifications, compiled by Barbara Priestley (London: Kogan Page, 6th ed.), and the WES volume, The United Kingdom of Great Britain and Northern Ireland, by Stephen H. Fisher (Washington, D.C.: AACRAO, 1976).

46 TEACHER TRAINING

Nigerian Certificate of Education--Commercial Programs"

This program parallels the Technical NCE in most respects except that com­mercial subjects (e.g., Commerce, Accounts, Shorthand, Typing) are sub­stituted for the technical subjects, and there is no ahcmative route to admis­sion. The WASC/ GCE Ordinary level with a pass in English Language and one commercial subject is required.

As it true with the Academic NCE. holders of the Technical or Commercial NCE have proceeded beyond the secondary school level and it is recom­mended that holders of the Nigerian Cenificate of Education listing technical or commercial subjects should be considered for undergraduate admission with approximately one year of transfer credit ( 30-36 semester hours in teacher education courses). Credit may be granted for technical or commer­c:ial subjects but institutions may wish to certify competency on the basis of examination or other form of recertification.

Technical Teachers Certificate'

Individuals who wish to teach in Trade Centers must obtain a Technical Teachers Certificate. For this reason, a one-year intensive course in teacher training is offered which contains coursework in education :md methodology (including a minimum of 12 weeks of practice teaching). To be admitted into the program all candidates, regardless of entry qualifications, mus1 have :1ppropriate technical or commercial academic backgrounds as well as a minimum of two years post-qualification professional, industrial, or teaching experience. Among the academic qualifications which are acceptable are: university degree; Higher National Diploma; Higher Diploma of the College of Technology; Advanced or Full Technological Certificates of the City & Guilds of London Institute, Associate of the Chartered Institute of Secre­taries; a School Certificate (or the equivalent) with a credil grade in English ;~nd appropriate technical subjects.

It is recommended that admissions decisions not be based on this certificate 3lone. If the student qualifies for admission on the basis of prior qualifica­tions, approximately 15 semester hours of credit in teacher education courses may be granted.

It has been recommended by a panel of experts in Nigeria that these advanced teacher programs articulate with (lead into) university degree programs in education. Although there is no articulation at present, the plan is to admit holders or the NCE into the second year of the three-year univer­sity degree program.

University Programs in Education

At the university level. programs in education, whether bachelor's, posl­graduate, or additional (the Diploma and Certificate in Education pro­grams), train teachers ror secondary school te:aching or teacher training

o Seep. 109 for linear diagram. ';'Seep. 110 ror linear diagram.

TEACHER TRAINING 47

work (either at the secondary or postsecondary level). As an example, the range of programs at the University of Lagos is shown below.

Universiry of Lagos Progrtu7U· in Education

A. Degrees/Diplomas Offered

B. Admissions Requirements B.A. Honours (Education) and B.Sc. Honours (Educntion)

Diplomn in Educntion Nigerian Certificate of Education

M.Ed.

Ph.D.

C. General Study Plan B.A. Honours (Education) :md B.Sc. Honours (Education)

Diploma in EduCation

B.A. Honours (Education); B.Sc. Honours (Education); Post-Grnd­uate Diploma in Education; Nigerian Certificate of Education; s M.Ed., Ph.D.

3 Ordinary level passes and 2 Ad­vnnced level passes (in subjects different from the Ordinary level passes)

or I Ordinary level pass and 3 Ad­vanced level passes (in subjects dif­ferent from the Ordinary level pll!S)

or A university degree (one year of the program is waived). Bachelor's degree. As discussed previously in this chapter. B.A. Honours (Education); B.Sc. Honours (Education); B.Ed., B.A., or B.Sc. with a Diploma in Edu­cation. M.Ed. or its equivalent.

1st year-Education, two academic subjects, African Studies. 2nd year-Education, one academic subject ns a. major a.nd one as n minor (both from the first year's subjects). 3rd year-Education, major subject, practice teaching. One-year program consisting of Philosophy of Education, Educa. tiona! Psychology, Health EdUQtion, History of African Education, Meth­ods of Teaching, Prnctice Teaching (8 weeks), two of the following: Sociology of Education, Compara­tive Education, Curriculum Struc­ture, Advanced Henlth Education.

11 The Nigerian Ceniiicate of Education typically is not offered at universities but at Advanced Training Colleges which are supervised by universities. The situ.ation at the Univenilty of Lagos is unique.

48

Nigerian Certificate of Education

M;lSter in Education Doctor of Philosophy

TEACHER TRAINING

Three-year program consisting of pre-set combination of two academic subjects (e.g., English and French, Mathematics and Physics, Physics and Chemistry, English and His­tory); courses in Education (in­cluding practice teaching). Research program with thesis. Research program with dissertation.

Bachelor's degrees from Nigerian universities are comparable to U.S. Bachelor's degrees, and completion of one qualifies for admission to graduate study. A bachelor's degree in education would lead to admission into a master's program in education or into a master's program in the chosen major field. For example. a graduate of the University of Lagos with a B.A. Honours (Education) in French would be eligible for a master's program in either the Teaching of French in secondary schools or for a Master of Arts in French. In addition, the B.Ed. program, which usually trains "teacher trainers'' would qualify graduates for admission into a Master of Education program.

NOTE: The one-year Diploma in Education, although it does come after the bachelor's degree. is not a graduate program in the American sense. It is merely :~.dditional work at the undergraduate level. It is :::ts if an American student with a degree in English returned to school to take the necessary undergr~du:::tte education courses in order to be certified to teach. Holders of a Post-Graduate Diploma (Certificate} in Educ:::ttion have completed ad­vanced 1.mdergr:::tduate work in teacher education courses. It is recommended that they may be granted undergraduate transfer credit on a course-by-course basis. Graduate credit should never be granted.

Chapter Seven

Technical/Vocational Education

(In order to fully understand this chapter, the reader should review Chapter Five.!

Of all the cduc::ational subsystems in Nigeria, technical/vocational is the most diffic:ult to translate into American tenns because it may be very hard to convert the program into academic equivalencies. This is true because the intent of this training is to meet the ever-shifting manpower needs in Nigeria.

Basically, there are two levels of technical education. Both levels have the goal of preparing students for cenificates showing that they have met external qualifications. A good example would be the qualifications certified by the City & Guilds of London Institute (CGLI).

Postprimary Technical Education

Trade Centers '

The first level is called postprimary and is available at Trade Centers located throughout the coumry and at vocational and commercial secondary schools. The students who enter this level may come from a variety of backgrounds, frequently having been out of school for a number of years. Diagram No. 9 in the Appendix shows the minimal requirements for admission into Trade Centers and also the most common feeder plans.

The onJy admission requirement for entry into the first phase of the Trade Center programs is that students have completed a minimum of two to three years of some form of secondary school and have some background in science and arithmetic. Most frequently, the students are Modem School graduates or Grammar School students who have not passed the School Cenificate or those who have been forced to abandon their studies.

Postprimary Trade Center programs typically follow a three-year schedule

1 Seep. 110 for linear diagram.

49

50 TECHNICAL/VOCATIONAL EDUCATION

which includes alternating academic training and work ph:J.ses (sandwich courses). A program may begin with 26 weeks of class work, followed by 20 weeks of job training and then alternating sevcn~week periods of study and work. At the end of the program. students sit for the City and Guilds of London Institute's Craft or Technical Certificate single subject examina­tions (Part I or Intermediate Certificates).

After a gnp of two years, during which time the student must he employed in the field, he/ she mny re-enter to complete a year's course leading to a CGLI Advanced Craft or Technicol Cenificote in the area in which the previous certificate was obtained. Certain programs may offer only the firsl level of training. and others may have a Part II cenific:lte program-which is between Pan I and Advanced in academic level-as either a terminal point or as an interim level. The subjects offered are in no way academic but purely technical.

It is interesting w note that the lower level CGLI exams are set and administered by the West African Examinations Council (W AEC) and hove been adapted to Nigerion needs (e.g., Tropical Plumbing). The Advonced certificates, however. are the traditional British ones. The WAEC will. of course, offer the British craft examinations. as well ru; the Nigerian ones, although the demand is quite small because the British technical programs are not always applicable in tropical Africa.

The CGLI progr:~ms cover a wide variety of technical and commerci:J.I subject matter. M:my types of programs exist, and students entering with higher qualifications in science, technology, or mathematics than are indi­cated in the educational diagrams in th.e Appendix:: may complete cour.;es in shoner periods of time. For example. a student taking the Telecommunica­tions course must complete four mathematics courses. He/ she will be ex­empted from the first mathematics course. which is Practical Mathematics. if Mathematics at Ordinary level on the WASC or GCE exams has been passed. The second course will be waived if Mathematics has been passed at GCE Advanced level. Exemptions are available for the third and founh cour.;es in mathematics and in other required subject areas based upon prior qu::alifications. For this reason. the length of time spent in a program should be a secondary consideration: the imponant factor is the certificate earned at the conclusion of the program.

A statement in the syllabus for the Telecommunications course highlights the intent of these programs. "The teaching of theory in isolation is to be avoided. Pr::actical work should be closely related to work in the classroom so that the student exercises his theoretical knowledge and obtains experience in the use of laboratory equipment. Formal lectures in the classroom can frequently be combined with appropriate exercises. . . . "3

Jn some programs the aw::ard of a certificate depends upon attendance in a program and the completion of nil examinations. In others, as long as

'See pp. 110-111. 3 The West African Examinations Council, in collaboration with the City &

Guilds of London Institute, Regulations and Syllabusu /or Craft and Technicians Certificate Courses in Tclccommunicalions, 1972.

TECHNICAL/VOCATION t\L EDUCATION 51

subject certilic3rcs are earned-based on actual attendance in class--and/or exemption qualifications are met in accordance with program requirements, the certificate may be obtained.

It is recommended that students holding either the Craft or Advanced Craft City & Guilds of London Institute's single-subject cenificates (offered at the Trade Centers) should not be considered for admission to U.S. colleges solely on the basis of these documents, as these programs do not demonstrate an adequate bilckground in fundamental academic skills. If eligible on the basis of other qualifications, holders of Pan II and Advanced Craft Cenificates may be considered for limited advanced standing credit. It is recommended that a syllabus be reviewed before assigning credit.

Commereini/Voc:ationnl Schools'

The commercial and vocational schools arc both postprimary in level. Stu­dents in these five year full-time progrilms hilve ilS their ultimate goal the passing of bilsic commercial ilnd vocational examinations such as those under the jurisdiction of the Royill Society of Arts which, like the basic level CGLI cxa.min:nions. :::arc set and administered by the WAEC. The chief difference between the Trade Centers and the commercial/vocational secondary sc:hools is th<~t the Trade Centers integrate courses with job training and appeal to persons already employed in fields in which this training will serve to ad\l'ancc them. while the commerciill and vocational schools offer training for those without prior work: experience in their area of study. The lower admi~ions requirement for the commercial/vocational schools-the Primary School Leaving Certificate as opposed to some prior secondary school experience for the Tr<~de Centers-indicates the modest academic level of these institutions.

Comprehensive secondary schools. which will offer many of the subjects taught in these commercial and vocational schools along with the traditional academic subjects. arc replacing these narrow-focused schools at an increas­ing rate. Note in Chapter Five how many vocational and technical subjects are now bcihg offered at the General Certificate of Education Ordinary level. If this plan is implemented fully. the commercial and voc:::~.tional schools may disapp~ar.

Although students may enter commercial and vocational schools with higher academic qualifications and sit for single subject examinations. the minimum entrance requirement is the receipt of the Primary School Leaving Ccnificate ahcr which five ye<~rs of postprimary education is required to meet the standards necessary to sit for the external examinations. Although the programs last for five years and do consist of some "academic" work in the sense tha.t English and social studies arc taught, in addition to mathematics and technical/commercial subjects. the thrust of the programs is not suffi­ciently academic to equate them to ilcademic secondary school gTilduiltion, in either U.S. ()r Nigerian terms.

For this reason. ir j,'i recommended that graduates of commercial or voca-

1 See p. 111 for linear diagram.

52 TECHNICAL/VOCATIONAL EDUCATION

tiona! secondary schools may be considered for admission only into non~ selective university or coiJege programs in the United States. The document certifying the completion of these programs may be used in the same way as the U.S. high school diploma where neither quality or subject distribution is known. Students admitted on this basis should be tested in English and mathematics before registration. Some remediation may be necessary for such students.

Postsecondary Technical Education

Polytechnics/Colleges of Techoology'

The second level of technical education is call.ed postsecondary and is offered by the Colleges of Technology and the Polytechnics which are, for the purposes of evaluation, synonymous. These institutions offer short-term, in~service programs for government and industry as well as a variety of longer programs. The longer programs include the ones leading to the Ordinary National Diplomas (or their equivalents) and those leading to the Higher National Diplomas (or their equivalents). The· certificates the students receive from these institutions sometimes are called a "diploma" (after two years of study) or "higher diploma" (after four years of study). They are equivalent, respectively, to the Ordinary National Diploma (OND) and the Higher National Diploma (HND). Other programs leading to the GCE Advanced level and, in the case of one polytechnic, the Nigerian Certificate of Education (technical), are offered.

For admission, the OND program requires the School Certificate with five credits (or the equivalent on the Generai·Certifica:te of Education Ordinary level exams). Normally, the program lasts for two years, full-time, but may be extended another year as many students work while attending school parHime. These programs may also be available on a "sandwich" basis. The programs provide basic training in the chosen technical field, but contain only enough theory for students to learn practical skills well. Evaluation for transfer credit should be considered with extreme caution .nod it is recom­mended that transfer credit for Ordinary National Diplomas (or the equiva­lent) be limited to those areas dealing with theory which, by the criteria of the evaluating institutions, clearly reach the standards of their own intro­ductory courses. The total number of credits should not exceed 12-18 semester hours for each year (a total of 24~36) and in many cases may be less.

In order lobe eligible to enter the second (HND) level of these technical schools, a student must have an OND (or equivalent qualification) and have worked in the field for at least one year. This program lasts for two years (full-time) or may also be taken part-time and on a "sandwich" basis. The HND provides intensive practical work at a fairly complex level. Theory is taught in relationship to its practical application, although less so than at the OND level. HND holders are sometimes referred to as "engineers." Io facl

11 See p. 111 for linear diagrom.

TECHNICAL/VOCATIONAL EDUCATION

D'"=umeut No. 13

Certificate in Fine Arls/lnstilule of MaruJgemenl & Technology, Enugu

Doc:ament No. 14

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54 TECHNICAL/VOCATIONAL EDUCATION

they do not have the same qualifications as university graduates with a B.Sc. degree in engineering.

HND holders put forth two arguments to support their claims of equiva­lency with degree holders. The first is that their total postsecondary program, four years-two for the OND and two for the HND-is equal in length to many Nigerian university bachelor's degree programs in engineering. This may be true, but chronology is not necessarily a deciding factor in determin­ing the level of the educational subsystem. As was mentioned previously, the stress of the OND/ HND programs is practical, and HND holders do not have a theoretical training equal to that or n bachelor's degree holder.

The second argument is that, in terms of employment opportunities, HND holders compete with degree holders. It is true that the Nigerian press carries many advertisements noting basic employment qualifications as "HND or B.Sc. (Eng.)." However. what this really means is that, as Nigeria produces very little of its own industrial and manufactured goods, what is needed is good assembly and maintenance of the imported products. Indeed, the degree holder frequently is overqualified for the work in respect to the theoretical knowledge required for most positions.

Clearly, the work done for the HND is postsecondary and should be considered for transfer credit. Based on a course-by-course evaluation of HND subjects, it is recommended that transfer credit be considered up to a maximum of two years (60-72 semester hours), keeping in mind that the program's thrust is applied and not theoretical. Therefore, taking into account both the OND and the HND, credit may be granted up to a maximum of three full years (90-98 semester hours).

Postsecondary Technical Institiltions

The following postsecondary technical institutions offer work at the OND and HND levels:

Auchi Polytechnic, Auchi. College of Science & Technology, Port Harcourt. College of Technology. Calabar. College of Technology, Yaba, Lagos. Institute of Management & Technology, Enugu. Kaduna Polytechnic, Kaduna. Kwarn State College of Technology, llorin. National Technical Training Institute; Yaba, Lagos. Petroleum Training Institute, Warri. Polytechnic, lbadan.

Programs at Kwara Stale College of Technology

[The programs offered at the Kwara State College of Technology, llorin, illustrate the ro.nge of studies available at this level.]

TECHNICAL/VOCATIONAL EDUCATION 5S

School

Basic Studies

M::magement & Vocations

Education Technology

Mines

Agricultural Education

Qualification Available GCE Advanced level in English, History, French, Biology, Chemistry, Mathematics, Physics, Economics, Geography, Government. Ordinary Diploma in Accounting; Higher Diploma in Accounting; Ordinary Diploma in Catering & Hotel Mano.gemcnt; Ordinary Diploma in Secretarial Studies; Higher Diploma in Secretarial Studies; Higher Diploma in Busi­ness Studies; Ordinary Diploma in Company Secretaryship and Administration; Stcnogrn­phers Course (local); Typists Course (local); Cooperative Inspectors Basic Certificate Course (local). Nigerian Certificate of Education (technical). Ordinary National Diploma (nine technical fields). Diploma in Mining Engineering; Diploma in Memllurgy.

Aside from Lhe university degree programs and the programs offered in the Grammar Schools, agricultural education is a function of the Ministry of Agriculture and not the Ministry of Education. Basically, these programs are part of the extension services, which tra.in agricultural workers in new techniques (e.g., the Agricultural and Mechanical Superintendent programs and the programs leading to the Forestry Assistants Certificate). Like many government and industry in-service programs, these are non-academic and should not be considered for either admission or transfer credit. The key to evaluating these documents is to obtain official minimum entrance require­ments from the Ministry of Agriculture or from the institution offering the program. In all cases, admission to these inservice programs is based upon the qua1ity of on-the-job performance rather than academic achievement. Usually, the participants must be recommended by their employers before being allowed to enter the program. (See Chapter Six on teacher training for information on technical, commercial and vocational teacher training programs.)

Examples of Specialized Technical Programs

There nrc 52 postprimary institutions devoted exclusively to technical educa­tion. In addition. there arc 241 other postprimary schools which offer some vocational/technical programs.

Included in the 52 institutions devoted to technical education are special­ized institutes which offer a limited number of courses based on British external qualifications. Jn addition, institutes exist which do not offer courses but set syllabuses and which monitor special programs.

A sample of programs, admissions requirements, and agencies to contact, drawn from Regulations and Syllabuses, follows.

56 TECHNICAL/VOCATIONAL ED\JCATION

Document No. 15

Medical Laboratory Technology Program/Report of Partial Resnlls

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Medical l.abomlory Technology Program/Complete Esaminnlion Resnlls

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TECHNICAL/VOCATIONAL EDUCATION 57

Diploma in Medical Laboratory Technology

The diploma from the Institute of Medical L:lboratory Technology of Nigeria is one which frequently is seen by U.S. admissions officers. Although this Institute's program is only one example, the description of its program below shows the kind of information that published regulations and syllabuses from these institutes offer.

Entry Requirements: West African School Certificate (or GCE equivalent) with five credit grade.-.. The subjects must include English, Mathematics, Chemistry and at least one other science subject. (Some flexibility exists with respect to WASC p::1sses which nrc lower th:J.n credit.)

Course of Study: The program lasts for four years and is a sandwich program, following the scheme noted below:

Pan I (Two year.;) A. Six months full-time study of the basic sciences: physics/mathematics/

statistics, ( 180 hrs); biology ( 180 hrs); chemistry (180 brs); general applied science ( 120 hrs). and

B. Eighteen months of practical and theoretical courses in an npproved medicallnborntory.

Part II (Two years) A. Six months full-time study of Biochemistry and organic chemistry (300

hr.;), physical chemistry ( 120 hn), physiology (I 20 hn), microbiology ( 120 hrs), and medical laboratory science.

B. Eighteen months of practical coursework in an approved medical labora­tory.

The certificate will be awarded after completion of the Pan li-B examina­tion. The course must be completed in sequence.

It is recommended that students presenting this certificate may be admitted to an undergraduate program with advanced standing, determined on a subject-by-subject basis. up to a maximum of 36 semester hours.

Of course, not ali programs can be evaluated like the one cited above because admissions standards and program intent and duration vary. De­cisions on these diplomas or certificates should not be made without reviewing Regulations and Syllabuses. In general, this information is readily available to students.

Laboratory Assistant Certificate

Dur.~.tion: Two-three years. depending on entrance qualifications. Admission: Minimum requirements are four years of secondary school. (Do not

confuse this certificate with the Diploma in Medical Laboratory Technology noted above.)

Contact: The School Board, Federal Ministry of Health, L:lgos.

Certificate in Radiology

Duration: Three years (including pructico.l training). Admission: Five GCE Ordinary level passes (or tbe equivalent) including English

58 TECHNICAl/VOCATIONAL EDUCATION

and Chemistry (or nn approved equivalent course in Chemistry). In addition, it is recommended that students complete the HSC in science subjects.

Conto.ct: The Principol. Feder<:~l School of Rndiology, General Hospital Compound, I Broad Street, Lagos.

Ordinary Technicians Diplomas in Land Surveying and Towrr Planning

Duration: Two years. Admission: Three credits (including English and a science subject) on the WASC,

or the GCE equivalent.

Contact: Polytechnic or College of Technology in which the course was taken.

Diploma in Forestry

Duration: One year. Admission: WASC with credit grades in English and in one science subject

(preferably Biology or Geography) or the GCE equivalent.

Contact: Director, School of Forestry, Federal Department of Forestry Research, Private Mail Bag 5054, lbad::m.

Diploma in Animul Heultlr and Husbandry

Duration: Two years. Admission: Five WASC credits, or the GCE equivalent, atJd must pass the

certificnte course (two years) for Veterinary/Livestock Assistant and a minimum of six months' field experience.

Contact: Principal, Veterinary School, Federal Department of Veterinary Research, Vom.

NOTil: The most important things to remember when dealing with all technical programs are (I) not to judge the level of the coursework covered solely on the basis of a tide; different progroms follow different schemes and are devised to meet specific vocational, not necessarily [H:ademic, needs; (2) the duration of technical programs may be misleading. They may be full-time, part-time, or snndwich (planned alternating periods of full-time classwork and approved on-the-job training or field work); and (3) programs with similar titles (e.g., the various Pan I CGLI craft certificates or diplomas of the RSA) may not have the same admissions requirements.

Therefore, it is strong]y recommended that decisions should not be made on technical certificntes and diplomas that are not explained in this volume (or others on British-type education) until a Regulations and Syllabus has been reviewed. The Regulations and Syllabus will provide evaluators with informa­tion on entry requirements, duration of programs (including the allocation of time between classwork and practical training), as well as subject content. It is urged that the student be requested to obtain his publication either from the official examination body or from the institution where the course was taken.

Chapter Eight

Nursing Education'

[In order to fully understand this chapter, the reader should first review Chapter Five on external examinations.]

General Infonnation

Until 1946 when the Nursing Council of Nigeria (NCN) was founded in Lagos for the purpose of scning standards for the education. registration, and discipline of nurses. the quality of indigenous training was extremely uneven and generally quite poor. The NCN established basic criteria for nursing tr:tining institutions-nil of which were hospital based-but they were completely inadequate. In l9S9 the laws governing nursing were amended in preparation for independence to allow previously registered nurses to prac­tice in any of the three regions and the federal 1crritory of U.gos without the need for additional registration. The qualily of training. while definitely beuer. was stillloo uneven to risk generalization.

In 1963 the NCN reviewed the status of the existing 38 training programs and closed 15 which were deemed substandard. The number of hospital beds considered minimal for training purposes. which was 60 in 1946 and I 00 in 1959. increased to I SO in 1963. In addition. the hospit<:~ls were required to provide a separate school for nursing, qualified teachers. an adequate library, and a hospital building with separale ward unils for each specialty.

The nursing laws changed again in 1970 to reflect the new 12-state political structure which was instituted during the civil war in 1967 (the 1976 realignment into 19 states will require funher legislative action). The NCN gained even more power, :md the requirements for tutors (nursing teacher~) and administrators were upgraded.

Currently, there arc 32 approved nursing training institutions which offer

1 Sec p. Ill for linear diagram.

59

60 NURSING EDUCATION

the NRN ~ and one Bachelor of Science program in Nursing at the University of Ife. In addition, the University of Jbadan offers a post-basic (post-NRN) Bachelor of Science program in Nursing Science and Nursing Administra­tion. This is a three-year program (as are most Bachelor's degree programs) open only to trained nurses. The University of Ife program is experimental and is being watched very carefully. Although the first class has yet to graduate, the NCN is pleased with the progress and hopes to use the program as a prototype for other degree programs, perhaps to be located at one or more of the seven new universities established in 1975.

Another plan being considered is to locate post-basic diploma programs at Nigerian universities which arc strong in related disciplines. For example, the NCN would like to have a diploma in Nursing Administration at Ahmadu Bello Unversity's Institute of Administration and n diploma course in Nursing Education at the University of Ibadan's Institute of Education.

Nigeria does not have a Practical Nursing program and graduates of such programs elsewhere cannot be registered in Nigeria. Nurses who are educated in the United States will not be registered in Nigeria unless they pass the state licensing examination in the state in which their program is located. The University of He's program is basic in nature, but goes beyond the science requirements of the training institutes' nursing programs. There is no articulation between programs and none is anticipated. It is not possible, therefore, for an NRN to gain admission into the University of Ife's Bachelor of Nursing program.

All applicants must have a full secondary education and have attained "credit" grades in five subjects on the West African School Certificate (or the equivalent General Certificate of Education--GCE-Ordinary level passes) including English Language and two science subjects and pass an aptitude test prepared by the Test Development and Research Office (TEDRO), a branch of the W AEC. The test consists of sections on verbal analogies, manual dexterity, reading comprehension, and arithmetic. In addition, the school of the student's choice will interview and test in English and Mathe­matics before admitting the candidate. In 1975 approximately 14,000 applicants were tested by the W AEC and only I ,050 were admitted. Appli­cants seeking admission into university degree programs must meet the universities' admissions standards (see Chapter Nine). Currently, the basic program lasts for Jlh yea~2 weeks of classwork and 124 weeks of clinical experience and practice. There are plans to reduce the program to three years in [he near future without changing the syllabus.

'Sec p. 63.

NUltSlNG EDUCATJON

Syllabus--Areas Covered

1. Growth and development of nursing in Nigeria and abroad.

2. Principles of ethics.

3. Professional adjustments.

4. Normal growth and development in health.

S. Basic patient care.

6. The nature and causes of diseases and abnormalities.

7. Principles of prevention and treauncnt of diseases.

S. Specialized patient care.

9. Group care in emergency situations.

61

The recommended number of hours of lectures during the 42-week period is 840; 790 of these are to be specifically allocated as shown in Table 6. The re01aining 50 may be used at the discretion of the tutors.

Table 6 Minimum Hours o1 Lectures--General Nursing•

Subject Classroom

Human Biology 60 Mic::robiology 15 Nutrition & Dietetics 35 Phi3rmacology 10 Elementary Psychology 10 Sotiology 30 Professional Adjustment 15 History of Nursing 15 Ethics 20 Public & Communal Health 85 Medical Nursing with Applied 100

Human Biology Surgical Nursing with Applied 100

Human Biology General Nursing 150 Gynecology & Introduction 25

to Obstetrics Introduction to Psychiatry 10 Pediatrics 60

Total 740

Laboratory

20 5

15 5

Ward

5

Totai 80 20 50 20 10 30 15 15 20 85

100

100

150 25

10 60

790

• Note that there are programs In community nuraln& and P$ychlatrlc nursing which follow a Similar pattem with emphasis upon the specialization.

62 NURSING EDUCATION

B.Sc. in Nursing at lhc University of Ifc

The University of Ife's Bachelor of Science in Nursing program lasts for four years. It is arranged into classwork with or without a clinical component and, during the long vacation periods, intensive clinical sessions. The stress of this program is toward community nursing including public health education.

The areas covered are:

Introduction to Professional Nursing (clinical component). Foundations of Professional Nursing (clinical component). Psychological Aspects of Nursing. Community Nursing. Medical/Surgical Nursing I (clinical component). Psychiatric Nursing (clinical component). Maternal and Child Health. Medical/ Surgical Nursing II (clinical component). Advanced Nursing Concepts (public health nursing). Advanced Community Nursing (clinical component). Advanced Psychiatric Nursing (clinical component). Advanced Maternal and Child Nursing (clinical component). Advanced Medical/Surgical Nursing (clinical component). Projects in Nursing (Research methodology in th,e advancement of nursing.

Guided study in the area of clinical nursing).

Assessment and Certification

The Nursing Council of Nigeria, ahhough it has established the syllabus, does not directly control the programs as they arc actually taught. In order to monitor the quality of instruction. the NCN requires an intermediate assess­ment of each student in the form of lists of examination results in each subject, approximately half-way through the progr::J.!fl. To assure quality, each school must submit the best and worst papers on each examination. The NCN's Examination Commince reviews these papers for the quality of instruction; weak subject areas arc pointed out to the schools, and they are instructed to improve them immediately.

The receipt of an NRN (Nigerian Registered Nurse) is based upon the individual school's certification that the program was completed and the successful completion of a qualifying exam set by the NCN. This test consists of two three-hour papers (covering all aspects of patient care), each with eight questions, and an oral exam lasting one hour and ten minutes.

It is recommended that the evaluation of Nigerian nursing progrnm gr:tduates be made on the same basis :l.S that used for graduates of U.S. diploma programs in nursing.

NURSING EDUCATI()N 63

Midwifery

Nigeria, through the NCN, offers two programs in midwifery: Grade I and Grade II, neither of which reaches the standard of nursing education. It is recommended that. since both entry requirements and program quality are varied, holders of midwifery ceniticates should not be considered for admis­sion to any academic program. If eligible for admission on the basis of other qualifications, no transfer credit should be given for this type of certification.

Approved Sc:hools of Nursing in Nigeria

Adcoyo State Hospital, lbadan. Aro Psychia%ric Hospital, Abeokul::t. Baptist Hospital, Eku. City Hospitni/Dambatta Hospital,

Kana. General Hospital, Aba. General Ho:'iipital, Caiabar. General Hospital. Ijebu..Qde/Ijebu-

Ife. General Hospital, Ilorin. General Hospital, )()s. General Hospital, Katsina. General Hospital, Maiduguri. General Hospital, Port Harcourt. General Hospital, &>koto. Holy Rosary Hospital, Eme.,uku­

Owerri. Institute of Health, Ahmadu Bello

University, Zaria.

Jyi-Enu Hospital, lyi-Enu.

Mater Misericordiae Hospital, Afikpo. Our Lady of Lourdes Hospital. lhiala. Psychiatric Hospital. Uwani-Enugu. Queen Elizabeth Hospital, Umuahia. St. Luke's Hospital, Anua-Uyo. School of Nursing, L:lgos. Seventh-Day Adventist Hospital,

Ile-Ife. Specialist Hospital, Benin. Specialist Hospital, Enugu. University Teaching Hospital, Benin. University Teaching Hospital, Enugu. University Teaching Hospital, Ibadan. University Teaching Hospital, lle-Ife. University Teaching Hospital. Lagos. Yom Cbristian Hospital, Vom via Jos. Wusasa Hospital, Zaria. Department of Nursing, Faculty of

Health Science, University of lfe, Ile·lfe (B.Sc. program).

Chapter Nine

Higher Education

(In order to fully understand this chapter, the reader should review Chapter Five.]

Background

Traditionally, higher education in Nigeria is offered at university institutions. From the inception of the University College, lbodon (loter the University of lbadan), in 1948 to the change in status of the Institute of Technology, Benin, to the University of Benin in 1973, the progress of !'<igerian higher education has been slow but steady, with the expansion of progr.uns and institutions set to meet the manpower needs of the growing economy. During the late 1960s, when civil war was ravaging the country, higher education did not advance and, in f:lct, retrogressed with the almost total destruction of the University of Nigerio, Nsukka. which is located in the lbO<ontrolled eastern section of the country.

Since t 970, the need to meet the educational goals of the individual states-19 states now exist where before the civil war there were three regions and the federal district of Lagos-and the economic growth spurred by the huge petroleum induscry have resulted in agitation for an increase in higher level institutions. In the Foil of 1975, Nigeria announced the opening of seven additional universities (or university colleges--branches of existing institu­tions). At present very little is known about the institutions or the effect they will have on the entire system of higher education. Nigerian universities and the year of incorporation are listed below:

Ahmodu Bello University, Zaria, 1962. University College, Ilorin. 1975, University College, Knno. 1975. University College, Pon Horcoun, 1975. University of Benin, !973. University of Calabar, 1975.

65

(continued)

66

University of lbadan, 1948. University of lfe, 1961. University of Jos, 1975. University of Lagos, 1962. University of Maiduguri, 1975. Universiry of Nigeria. Nsukka, 1960. University of Sokoto, 1975.

HIGHER EDUCATION

Nigerian universities offer programs leading to bachelor's, m:~stcr's, and doctor's degrees. With the exception of programs in medicine (five years), some engineering programs (four years), wd other programs of varying lengths, the bachelor's degree programs last three years for full-time students admitted directly and four years for those admitted concession ally. In several universities, part-time students may have as long as five years to complete the bachelor's program. Higher degrees basically are research oriented, with the master's degree requiring one to two years in residence, and the doctorate two to three years in residence. The research, which culminates in a thesis or dissertation~ is supervised by the staff of the student's Faculty and may require coursework and seminars as well as pure research.

The diploma or certificate programs take three forms: undergraduate. postgraduate, or a special professionally-oriented program. They vary so significantly that generalization is impossible. For this reason. an attempt h:~.s been made. within the discussion of each university which follows, to mention each program in as much detail as possible.

Although government funded. Nigerian universities are independent of government control. Within the university, each Faculty (similar to the "school" or ··college" arrangement at U.S. institutions) has a large degree of autonomy in respect to specific admi~sions requirements, sylbbuscs, the hiring of teaching staff, etc.

The most unusual ch3racteristic of the Nigerian system is the existence of institutes which serve as research centers and provide many of the diploma/ certificate programs. These institutes may be part of a Faculty or they may be independent. While the Faculty looks inward, providing the purely academic progr:~.ms, the institutes are more involved with national development pro­grams. Their diploma/ certificate programs and their pure research facilities fulfill needed manpower gaps by training active practitioners, r:J.ther than students.

The most common institutes are the Institutes of Education (which have supervisory responsibility for the Nigerian Certificate of Education pro­grams) and the Institutes of Administmtion (which provide training in public and business administration). These and other institutes will be discussed in the section on university descriptions.

The Nigerian bachelor's degree programs arc similar to those of the United States and. therefore, are not difficult to evaluate. Diploma/certificate programs, on the other hand, are more difficult to understand, as they vary in length and intensity. usually having specific vocational goals. They also present probleiiUi in evaluation because the system, in general, bears little

HIGHER E.l>UCATION 67

resemblance to the American system. and interpretation is dit~cult. The following discussion will deal with the most troublesome areas.

Admissions

Although there are usually some alternative routes to university admission, there are two standard means: direct entry, based on previously attained eligibility, and conccssional entry. which requires that deficiencies be made up in a one-year preliminary program before entry into the degree program is allowee1.1

Generally, direct entry requires an acceptable combination of GCE Ordinary and Advanced level passes (or the equivalent qualifications on the West African School Cenificate :md the Higher School Cenificate). Usually, two Advanced and three Ordinary level passes in different subjects and proficiency in English (normally satisfied by an 0-level pass in English language) arc required.

Conce&sional entry normally requires five passes at Ordinary level (or the W ASC equivalent) with demonstrated proficiency in English language. Some universities also require an entrance examination.

Concessional entry leads to a preliminary year which brings the student up to the ltvel required to handle the degree program material. In a sense. although the subject matter in the preliminary year approximates that required in Form VI (the GCE Advanced level preparntory program), the method of verification is similar but not the same since the A-level exams are not taken at the completion of the preliminary year. Nevenheless, the expectations of the internal examiners are equally as high. Therefore, when making a judgment concerning either admissions or Advanced standing credit, the two should not be considered the same, although they are approxi­mately equal. The major reason that these two types of programs cannot be considered equal is that the preliminary year syllabus deals with the subject matter in relationship to the needs of the particular university program for which it is preparing the student: the Advanced level program deals with the subject ''in toto." Although some preliminary year programs may approach Advanced level in some subject. generalization is not possible. Two methods of enuy into rhe same program appear to prepare students unequ.aJJy. ln some cases, it appears that the preliminary year is geared to articulate with the first year of the bachelor's program, while Advanced level holders may have to rcpea.t some work. The way in which admissions criteria are stated is in tra.nsition as universities attempt to ::alter their programs to four years and at the same time give students with Advanced level passes advanced standing.

The preliminary year program usually consists of three academic subjects germane to the student"s eventual field of study, and a course in English language. Successful completion of this program. which is certified only nfter examinations in the three academic subjects. leads to admission into the approprinte Faculty and Department.

There is no external control over preliminary year programs and the

1 See P. Ill for linear diagrnm of bolh direct entry and cona:s.sional entry 5ystcms.

68 HIGHER EDUCATION

Document No. 17

Official Results of PreUminary Yenr Prognun/ Ahmadu Bello Uuiversity's School of Basic Smdies

AHMADU BEllO UNIVERSITY ZARIA

SCHOOL OF BASIC STUDIES

aJniNk. tht fl»>ru i•

SCIENCE ;, tk .NMI ".&Ji" St:Mi11 tllliiNZ tlll'lttdtd ptllltl i• tilt

foul tXIZiflitl.llfiU

JJJ:n, ;, ,_ 11'1'4

;. tlw fallu.Uc lllbjrtiJ ••

~_!!_'7'----''-llol...,

.!!<~L!~~~P--L-

_urr~-

internal assessment of each university varies to <meet its own needs. For example, Ahmadu Bello Universiry will only pass students on to the regular university program after assessing performance based on classwork and projects completed during the preliminary year, ~s well as results on final examinations. This type of overall evaluation is not common in this examina­tion-geared educational system. On the other hand. the University of Benin evaluates solely on the basis of preliminary year examination results.

It is recommended that U.S. colleges and universities, which require Advanced level passes on the GCE for admisSion, consider substituting preliminary year certification in lieu of the Advariced level passes for pur­poses of admission. Credit may be ilwarded for' courses taken during the preliminilry year in major subject areas. Institutions may wish to certify competency on the basis of a review of syllabuses, by examination, or other forms of of recenification. Transfer credit should be limited to 6-10 semester hours for each subject passed, depending on an institution's own credit value for introductory courses. No credit should be granted for English Language studied in the preliminary year.

Plan of Study

The syllabus is divided into yearly programs whiCh require examinations at the end of each year before promotion to the 'next year is allowed. The

HIGHER EDUCATION 69

historic British system of using the tenns ''honours degree" or "general degree" to define the depth to whieh a principal subject has been studied has no meaning in Nigeria because choice within a Dep;:ntment does not exist. The term honours. when describing a Nigerian university program, indicates that the program is relatively specialized, not thai the student opted for a more specialized program. The absence of the term honours indicates th:at the program itself is. inherently, more general in nature than those in other fields. The "major" subject is called the "principal subject": other subjects sludied, usually through 1hc first two ye:ars but in less depth, are called "subsidiary subjects." Syllabuses for all academic programs may be obtained from each university by contacting the appropriate acadcmjc department.

Table 7 shows the differences between an honours degree and a general degree; this is demonstralcd by a comparison of the B.A. (Honours) in English in the Faculty of Arts and the B.Sc. (Agric.) program in the Faculty of Agriculture, both at the University of If e. It should be noted that the program in agriculture consists of :a much wider variety of subjects.

Table 8 gives a dctai!ed.syllabus for a B.A. (Hons.) degree in Economics at the University of Ife. The detailed syllabus for the B.Sc. (Hons.) in Chemistry at Ahmadu Bello University is shown in Table 9.

In addition to the programs described in Tables 8 and 9, which represent single-subject degrees, Nigerian universities offer degree programs with two, or occasionally three, principal subjects. These are called "Combined Honours Degrees." For this type of program. the firsr year remains the same as for the single-subject program. In the next year the second subject is introduced in more detail than it would be as a subsidiary subject in a single-subject degree program. In the third year, the second subject is con­tinued: in a single-subject degree program, only the principal subject is studied.

Table 7

Comparison of Honours Degree and General Degree Programs, University of lie

B.A. (Honours) Enslish

First Year Second Year Third Year

B.Se. (Agric.) First Year

Second Year

Third Year

English, French, History. English (principal subject), French (subsidiary subject). English (principal subject).

Animal Science. Chemistry, Economics, Extension Educa· tion, Plant Science, General Studies (English, Social Science).

Agricultural Engineering, Animal Science, Plant Science, Soil Science, General Studies.

Agricuttural Economics, Animal Science, Extension Educa­tion, Plant Science, two optional subjects.

70 HlGHER EDUCATION

Table 8

Detailed Syllabus, B.A. (Honours) in Economics, University of lfe

First Year General Studies 1-Use of English General Studies 2-African History and Culture Economics 101-Principles of Economics

Any Two of the Following: Geography 101-lntroduction to Human Geogra·phy Political Science 101-lntroduction to Political Science Sociology 101-lntroduction to Sociology

and Mathematics 101-Mathematical Method

or Mathematics DOl-Preliminary Mathematics

and One Course from Among:

Accounting I, Geography, Biology, French, Geology, History, Philosophy

Second Year either

General Studies 3-lntroduction to the Humanities or

General Studies 5--Man and Nature/The Scientific Adventure and

Three of the Following: Economics 201-Economic Theory Economics 202-Applied Economics Economics 203-Economic History Economics 204-Accounting II Economics 205--Statistical Methods and Sources

and Two of the Following:

AgricultaJral Economics, Geography, History, law, Mathematics, Political Science, Sociology

Third Year Economjcs 301-Advanced Economic Theory Economics 302-Theory and Problems of Economic Development Economjcs 304-Applied Economic Statistics

or Political Science 304--Comparative Public Adm~nistration

or Law 314-Business Law II

or Geography 301-Regional Geography

and Three Subjects from One of Five Specialization Groups

(Two Ex~mples Given) Group !-Economic Statistics

Economics 309--Mathematical Economics Economics 311-lntroduction to Econometrics Mathematics 207-Mathematical Statistics Matheme3tics 303-Numerical Analysis and Operations Research Sociology 309-0emographic Analysis and Population Workshop

Group V-Economic Theory and History Economics 303-Advanced Economic Theory

H!GHEl\ EDUCA TlON 71

Group V-Economic Theory and History

Economics 304-Applied Economic Statistics Etonomics 305-Business Economics Etonomics 309-Mathematical Economics Economics 308--History of Economic Thought Political Science 201-History of Political Thought

Table 9

Detai!Od Syllabus, B.Sc. (Honours) In Chemistry, Ahmadu Bello University

First Year Chemistry Ill--General Theoretical Chemistry Chemistry 112--General Physical Chemistry Chemistry 131--General Organic Chemistry Chemistry 19D--First Year Laboratory

and Courses in Two Approved Subsidiary Subjects

Second Year Chemistry 211-Eiectrochemistry and Colloids (20 lectures) Chemistry 212-Statistical Mechanics and Chemical Kinetics (25 lectures) Chemistry 213-Eiectronic Structure of Atoms and Molecules (20 lectures) Chemistry 214--Group Theory and Spectroscopy (25 lectures) Chemistry 221-Non-Transition Elements (25 lectures)

°Chemistry 222-Transition Metals (20 lectures) °Chemistry 231--Qrganic Reactions (25 lectures) Chemistry 232-Further Organic Reactions and Spectroscopy (25 lectures) Chemistry 261-Pyrometallurgy (20 lectures) Chemistry 262-Hydrometallurgy (25 lectures) Chemistry 296--Metallurgy Laboratory (45 hours) Chemistry 291-Basic Laboratory Techniques (54 hours) Chemistry 292-Special Techniques Laboratory (54 hours)

Project Laboratory (54 hours) and

Courses in Two Approved Subsidiary Subjects and

On~ Liberal Arts Course

Third Year (The Inorganic and Physical Chemistry option is used as an ~xample.) Ten Courses from Among the Following:

Chemistry 311-Analytic Methods (20 lectures) Chemistry 312-Molecular Properties (20 lectures) Chemistry 333-0rganic Mechanisms (20 lectures) Chemistry 351-Polymer Chemistry (20 lectures) Chemistry 313-Nuclear Chemistry (20 lectures) Chemistry 314-Chemical Thermodynamics (20 lectures) Chemistry 396--Advanced Chemical Laboratory Chemistry 395--Research Project (200 hours) Chemistry 315-Quantum Mechanics (20 lectures) Chemistry 321-lnorganic Structure and Mechanism (20 lectures) Chemistry 322--()rganometallic Compounds (20 lectures) Chemistry 352--chemistry of Proteins and Nucleic Acids (20 lectures) Chemistry 354--lndustrial Processes and Products (20 lectures)

• Chclte of one of those subjoc:ta.

72 lfiGHE.R EDUCATION

Table 10

Comparison of Slngi<>-Subject and Combined-Subject Degree Programs

Single-Subject Program Principal, Subsidiary, Other(s) Principal, Subsidiary

Year 1 2 3

Combined-Subject Program Principal, Subsidiary, Other(s) First Principal, Second Principal first Principal, Second Principal Principal

Grading

Official grades arc given at the completion of the degree program. Generally, yearly results are not readily available. It should be noted that the term "honours" ls appended to the class-or qualitative level--of the degree. This term has no relationship to the preceding discussion on the type of program, which also uses the term honours. Only bachelor's degree programs list grades on diplornas. The university grading system is as follows:

Approximate Grade % Equivalent

70-100 60-69 50-59 45-49 40-44

Document No. 18

First Class Honours Upper Second Class Honours Lower Second Class Honours Third Class Honours Pass Class (not given at all institutions)

Official Transcript of Complete University Progr.un/Tmditiolllll Transcript and Gmding System

r-.-------------------,l • j ! •

~~----------------41 1--"l+-_ •• _ •• _. _··_· -·--1 !

&

.., .. r-

~ UNIVERSITY OF NIGERIA, NSUKKA

STUDENJIS RECORD c:ARD

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......_ ........ -fbce r4 Bin!a 01 ...... ""'"' .... IJORKDB a. t9l0 ,.,.,.,...,._,. f1ool Clll!8BA Rlcfoii/CoaiiiiJ' I&S!PII BiaD.I, - ........... "" ~

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On.Mil,._, ..,._ ·-- T1lll bono,,.,..,..,. I'UCIII ca I'.!< b:!. 1 <! ....... . V.F .. vr~-fa!iq ourd<me.. • ..._.lw.e, t9!!,._ ___ illUt~J Bjrr a ) £"ilil C;!+ ·.,.; lllm .... ~.- ' "1'..-V.~al!..llopoMI

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74 HICHER EDUCATION

Table 11

Bachelor's Degree Program Grade Distribution

lfe, 1972 Lagos, 1974 Combined % of %of %of

Class Number Total Number Total Number Total

First 4 1 6 1 10 1 Upper Second 54 13 54 13 108 13 Lower Second 212 51 232 57 444 54 Third 114 27 113 29 227 28 Pass 35 8 N.A. 35 4

1t is very difficuh to translate this grading system into the traditional American A-F system. The grade distribution for bachelor's degree graduates of the University of Ife in 1972 and the University of Lagos in 1974 highlights this problem (see Table II). lt is interesting to note the similarity between the figures for the two schools. (The University of Nigeria. a U.S.-type instilUtion. has an A-F gn1ding system.)

For entry into most programs at the graduate level in Nigeria, a candidate must have achieved an Upper Second Class bachelor's degree. This would limit maximum enrollment to a very small percentage of the graduating class (14 percent according to the figures in Table 11, which approximate grade distribution at all Nigerian universities). When this is considered, along with

Document No. 20

Bachelor's Degree Diploma/ University of lbadan

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HIGHER EDUCATION 15

the knowledge that the educational pymmid in Nigeria is quite narrow at the upper levels. this group represents a very small intellectual elite. Comparisons with American grading systems are fruitless, as there is no common base. To limit access to graduate school in the United States to those Nigerian students with First Class or Upper Second Class degrees would eliminate from con­sideration a large number of well..qualified students. Yet the middle range group, which is represented by those with Lower Second Class degrees, is so large and. unfortunately. has so little differentiation within the Class that it is possible that unqualified students may be admitted if this group is included without additional information.

The nature of the grading system (unlike the American GPA which allows differentiation to hundredths and thousandths of points) makes the setting of qualitative admissions criteria quite difficult. With this in mind, it is recom­mended that applic:mts for graduate programs with First or Second Class bachelor"s degrees be considered for admission to the most competitive graduate studies in the United States. \Vhcn considering an applicant with a Lower Second Class degree. U.S. institutions may wish to place a great deal of weigh! on other types of supponing documentation-recommendations, objective test scores. etc.

Aegrotat Degrees

Students who have completed a course of study but who have been absent from pan of the cxamin~tions for the first degree because of illness may be granted an aegrotal degree. if more than half of the examinations have been completed successfully. Such students may not re-enter to complete the first degree but may apply for a higher degree. Acgrotat degrees arc awarded without distinction or class. It is recommended that applicants who present an aegrotat degree may be considered for undergraduate admission with up to (hree ye~rs of transfer credit

Placement Recommendations for University· Based Programs

PRELIMINARY YEAR PROGRAMs-U.S. Colleges and universities which re­quire Advanced level passes on the GCE for admi::isian should consider substituting preliminary year certification in lieu of Advanced level passes for purposes of admission. Credit may be awarded for courses taken during the preliminary year in major subject areas. Institutions may wish to certify competency on the basis of a review of syllabuses. by examination. or other form of rccenification. Transfer credit should be limited to 6-1 0 semester hours for each subject passed. depending on an instirution's own credit value for introductory courses. No credit should be granted for English language studjcd in the prcJiminary year.

DEGREE EQUIVALENCY-Degrees from Nigerian universities should be COI'lSidcrcd comparable to U.S. degrees at the same level and should be treated accordingly.

'TRANSFER CREDIT EVALUATION-At the undergraduate level. transfer credit should be considered on a course-by-course basis with up to a maxi­mum of one year"s credit (30-36 semester hours) for one year's work. Credit

76 HIGHER EDUCATION

should not be granted for courses that are not graded. It is urged that a syllabus be used when making evaluations of all undergraduate work.

"D" GRADE EQUIVALENTs-Third and pass class grades (40-49%) should be equated to "D" grades in the United States. (See pp. 72, 74 for a discussion of the grading system.)

QUALITY REQUIREMENTS FOR ADMISSION INTO GRADUATE PROGRAMs­Applicants to graduilte programs with First or Second Class bachelor's degrees should be considered for admission to graduate studies in the Uni1ed States. When considering an applicant with a Lower Second Class degree, U.S. institutions m:::~.y wish to place a great deal of weight on other types of supporting documentation-recommendations, objective test scores, etc.

AEGROTAT DEGREEs-Applicants who present an aegrotat degree may be considered for undergraduate admission with up to three years of transfer credit.

UNIVERSI"n'-8ASED DIPLOMA AND CERTIFICATE PROGRAMs-Diploma and certificate programs vary in admissions requirements and content to such an extent that only one generalization is possible: none of these programs is equivalent to a degree program at any level, regardless of its duration.

The fact that a diploma/ certificate program is given at a university does not mean that it is at university level, as many government and private sector in-service courses are offered at universities. It is necessary to review admis­sions requirements and a syllabus before making judgments.

Graduate credit for post-graduate diploma/certificate programs should be considered only for those programs which require an applicable under­graduate major subject as a prerequisite for admission. Such programs as the Post-Graduate Diploma (Certificate) in Education, which does not require any prior coursework in Education, should not be considered for graduate level credit.

In order to determine the transferability of credit for diploma/ certificate programs at the undergraduate level, an evaluator absolutely must obtain a syllabus for the program. The fact that admissions requirements may be lower for these programs does not necessarily mean that the program cannot be considered for credit, as experience in the field often is a prerequisite for admission. If a review of the syllabus indicates that the course is comparable to n course offered at a U.S. institution, credit may be given on a subject-by­subject basis.

University Descriptions

The six established universities in Nigeria are described in the section below. The term "Faculty" refers to the largest academic subdivision of a univer­sity. Generally, Faculties are divided into Departments.

AHMo\DU BELLO UNIVERSITY

Historical Background: Ahmadu Bello Universrty, located in Zaria in the north central section of Nigeria, was incorporated in 1962. It has absorbed the following institutions: the Nigerian College of Arts, Science and Technology (which included the Faculty of Engineering, a branch of the University of Ibadan); the Institute of Administration, located in Zaria; the Research and Special Services Division of the then Northern Region Ministry of Agriallture,

HIGHER EDUCATION 77

located in Samaru; and the School for Arnbic Studies (Abdullahi Bayero College), located in Kano. Until the promulgation of 7 university institutions in 1975. Ahmadu Bello University was the only university located in the northern half of the country. i.e .. north of the line formed by the confluence of the Niger and the Benue rivers. In effect, this institution has been the only university serving the predomin<:~ntly Moslem north. It has, over the years, under­gone a great deal of expansion.

Faculties/Departments:

Faculty Administration-Accounting. Business Administration. Faculty or Agriculture-Al:ricultural Economics & Rurnl Sociology, Agriculturnl

Ensincering. Agronomy. Animal Science. Crop Protection, Extension & Research Liaison Services, Plant Science. Soil Science.

::Faculty of Arts & Islamic Studies-Arabic, Education, English, French, Hausa. History, Islamic Studies.

::Faculty of Arts & Social Sciences-Economics. English, Fine Artc; (Studio Art and Art History), French. Geography. Government, History, Mathematics, Sociology.

Faculty of Education-Art Education, Elementary Teacher Training, Ubrary Science, Music Education, Physical & Health Education. Second<&ry Education.

Faculty or Engineering-civil, Electrical. Mechanical; Surveying. Faculty of Environmental Design-Architecture. Building, Planning. Faculty of Law-Islamic Law (through the Institute of AdministC<J.tion), Private

Lnw. Public Law. Faculty of Medicine-Biochemistry, Medicine, Physiology, Surgery. Faculty of Science-Biology, Chemistry, Education, Geography, Geology,

Industrial Chemistry, Mathematics, Pharmacy, Physics. Faculty of Veterinary Medicine-Veterinary Medicine.

Calendar: October-June; 3 terms.

Library Facilities: The combined total of the main University library (Kas.him lbrahim Library) and the various Faculty. institute, and satellite college libraries is approximately 275,000 volumes.

Student Enrollment: Over 6,000 students in 197S.

Academic Costs: Tuition for the year is approximately 140 Naira (~) which equals $224. Total costs range between W376 ($SOI.60) and MS78 ($924.80), depending on the program.

Admission: Bachelor's Degree Program by Direct Entry-( 1) The General Ceni.ficate of

Education (or the West African School Cenificnte/Higher School Certificate equivalent) in 5 different subjects of which 2 must be at Advnnccd level, or 4 GCE passes (or the WASC/HSC equivalent) in different subjects of which 3 must be at A level. It is important to note that individual Faculties or Departments may have specific GCE e:tamination requirements for admission (e.g .. the Faculty of Agriculture requires an A level pass in one of the following: Biology, Botany, Chemistry, Mathematics, Physics, Zoology). ln addition. applicants must have an Ordinary level pass in Chemistry (grades 1-6 on the WASC) and a School Certificate pass in Mathematics (grndes 1-8 on the WASC). For the purpose of counting the number of subjects, 0 level

:The Faculties of Arts & Islamic Studies and of Arts & Social Sciences offer certain "m:Jjors" in common-Hisro1}', English, Frencb. The diflerence between the pro&rnms is that the former require::-. a year of Arabic, and the latter has no prescribed Faculty courses.

78 HIGHER EDUCATION

and A level passes in the same subject count as one. (2) Satisfactory comple­tion of one of the following in order to establish competency in English language: GCE 0 level (or WASC equivalent) pass in English Language; GCE A Level (or the HSC equiV<!.Ient) pass in English Literature; pass on the HSC Genernl Paper; a "merit" grade in English Language on the Grade II Teachers Certificate examination.

Bachelor's Degree Program by Concessional Entry-Admission by concessional entry requires allendance in the School of Basic Studies. For students who do not meet the requirements stated above, the completion of an appropriate course at the School of Basic Studies will serve to meet University entry requirements. Admission into the School of Basic Studies is limited to those who have completed S GCE subjects at 0 level (or the WASC equivalent), including English Language. Science applicants must have 3 science passes at 0 level. The program is divided into 2 streams-Arts & Social Sciences, o.nd Sciences. The Arts & Social Sciences program offers courses in English, French. Geography, History, Mathematics, and Social Sciences. The Science program offers courses in Biology, Chemistry, Geography, Mathematics, Maths·with-Physics, <:~nd Physics. The completion of the 3 courses most pertinent to the proposed field of study will lead to admission into the appropriate Faculty of the Univel":'iity. The program lasts for 13 months (July of one year to August of the next year). This period is divided into 4 terms. Examples of recommended Basic Studies subjects for specific degree programs o.re: degree in Arts-3 subjects taken from English. French, Geography, History, Social Sciences; degree in Agriculture-chemistry, Biology. Maths-with-Physics. Students taking Basic Studies courses in the Arts may not transfer to the Sciences for a degree program and those students in the Science program may not take an Arts degree. Evaluations are made at the completion of the first or second term to determine whether students may oontinue in the progrnm. At the completion of the 4 terms, the students are examined and the results of these exams in each subject, and an evaluation of performance in class, determine whether they are admitted to the degree program. The Univel1iity notes that the completion of this program is not identical with HSC passes. The evaluation for entrance into the University is made on an overall review of performance in the program and not on a subject-by-subject basis. Ultimately, however, the student must compete with those who have A level passes in the same subjects, and one cannot dismiss thi!l progmm as being <:~t the secondary level. The Basic Studies program is open also to holders of the Grade II Teachers Certificate who have at least 4 "very good'' credit grades and one "good" merit grade. At least one "very good" credit must be in either Arithmetical Processes, English Language, or Principles and Practices of Education. English Language must be passed with <:~[ least a "good" merit grade.

Master's Degree Programs-Eithrr an appropriate bachelor's desree with First Class or Upper Second Class Honours or a combination of academic quali­fications and relevant experience which has been judged by the Faculty Board and the Senate as being acccpt:J.ble. Facultie.'i may require that a quaJifying examination be passed prior to admission.

Doctor:~l Degree Progr:~ms-Eit/ier an appropriate master's degree from an approved institution or transfer from an incomplete Ahmadu Bello master's program or an appropriate bachelor's degree with First Class or Upper Second Class Honours or a combination of academic qualifications and

HIGHER EDUCATION 79

relevant experience which has been judged by the Faculty Board and the Senate as being acceptable.

Certificate/Diploma/Special Course Programs-The numbers in parentheses itldicatc the duration of the program. Advanced Course for Alkali and S1aff of Area Courts (4 months)-First or

Second Class on the Judicial Course for Alkali nnd Staff of Area Courts.3 C:enificate Course in Tax & Revenue Administration (9 months)-WASC

with at least 5 credt. grades (or the GCE 0 level equivalent) and 7 years' work experience.

Certificates in Agricultural Mechanics, Experimental Agriculture, General Agriculture, Hortte Economics. Horticulture. Irrigation Agronomy, Poultry Husbandry, Range Management (2 years each)-WASC (or the GCE 0 level equivalent) with a minimum of a credit grade in Biology, Mathematics, and one other science chosen from Chemistry. Physics, or General Science or attempt the WASC without passing the number of subjects required to obtain the actual certificate and the satisfactory completion of a 6-month Basic Science course at Ahmadu Bello University or field experience of between 3 and S years. appropriate to the subject matter of the certificate program and attendance in a 6-month pre-technical course such as those offered at vocational schools. trade centers, and colleges of technology/ polytechnics.

Certificate in Art and Design (I year)---Candidates must be practicing artists in either the private or the public sector and must pass n one-hour practical test and undergo an interview.

Certificate in Educational Administration (I year)-Grade II Tencbers Certificate or Grode I Teachers Certificate or the Nigerian Certificate of Education. All applicants must have S years of teaching experience.

Course in Modem Management (LO-ll wecks)-Senior administrative, pra. fessional or technical personnel sufficiently prepared by professional tro..ining or university study at the bachelor's level may be considered for admission.

Diplomas in Accounting, Banking, Insurance (2 years each)-WASC with at least S credit grades (or the GCE 0 level equivalent).

Diploma in Architecture (2 years)-Bachelor"s degree in Architecture or nn equivalent qualification.

Diploma in Building (2 years)-Bachelor's degree in Building or o.n equiv­alent qualification.

Diploma in Fine Art (3 years)-minimum of a Grade II Teachers Certific::ate with "good'" passes and an interview which includes the presentation of a portfolio and the passing of an examination.

Diploma in Hausa ( 13 months)-Post-Graduate (post-Bachelor's) Diploma in Education with fluency in Hausa.

Diploma in Infant Methods {I year )-Nigerian Certificate of Education or Grade I Teachers Certificate or with special approval, Grade II Teachers Certificate holders may be considered.

Diploma in Islamic Legal Studies (3 years)-WASC with at least S credit grades (or the GCE 0 level equivalent) or a Grade II Teachers Certificate with a knowledge of Arabic or the Arabic Teachers Grade II Certificate or the School of Arabic Studies Diploma or the Higher Muslim Cenificate wirh a knowledge of English or some secondary education with 3 years' experience in the administration of justice and a knowledge of Arabic.

3 Seep. 80.

80 HIGHER EDUCATION

Diploma in Law (2 years)-WASC with at le:::~st 5 credit grades (or the GCE 0 level equivalent) or Grade II Teachers Certificnte or some secondary educotion with a minimum of 3 ye::~.rs· work experience in any government department connected with the administrotion of justice or other equivalent qualifications.

Diploma in Library Science (2 years)-WASC with at least 5 credit grodcs (or the GCE 0 level equivalent) or GnJde II Teachers Certificate with merit grades in a minimum of S subjects.

Diploma in Mathematics Education (2 ycars)-WASC with a credit grade in Mathematics or 3 GCE 0 level passes, including Mathematics or Grade II Teachers Certificate with a merit gr.:~.de in Mathematics. (This diploma program is designed to tr.tin tenchers for the first 3 Forms of secondary school.)

DispenS<J.Ij' As:~islant Course (2 years)-Primary School Leaving Certificate with some secondary school education preferred.

Higher Diploma in Local Government ( 12 months)-completion of the Certificate Course, Institute of Administration, University of Jfe or the National Diploma in Local Government or an equivalent diplomo. or certificate.

Higher Diploma in Mathematics Education (I year)-Nigcrian Certificate of Education with a pass in Mathematics or the Diploma in Mathematics Education (sec above) or the HSC with a principal pass in Mathematics (or the GCE A level equivalent). This progrnm is designed to produce qualified teachcn; for Forms I-V.

Judicial Course for Alkali and Staff of Area Courts (4 months)-ln-scrvice course only. Literacy in Hausa is required.

Nigerian Certificate of Educntion/ Academic (3 years)-Grade II Teachers Certificate with a minimum of a merit grade in the 2 academic subjects to be studied or the WASC (or the GCE equivalent) with credit grades (1-6) in the 2 academic subjects to be studied.

Post-Graduate Diploma in Education ( 13 months)-An Honours degree with a minimum of a Second Class from an acceptnble university.

Post-Graduate Diploma in Public Administration ( 1 year)-Bacbclor's degree with one year of field experience or current employment in the public sphere with 4 years of administrative experience nnd professional training from a recognized instituton such as a government agency.

Public Heallh lnspectol3 Diploma (3 yeors)-WASC with passes in English Language, Mathematics. and one science subject.

Rural Health Assistant (2 year.;)-Primary School Leaving Certificate with secondary school education preferred.

Degrees Offered: ·1

Faculty of Administration-Bach. of Sci. (Acct.), 3 yr.;; Bnch. of Sci. (Bus. Adm.), 3 yrs; MllSter of Pub. Adm .. 1-3 yrs; Master of Sci. (Pub. Adm.), 1·3 yrs; Doctor of Phil., 3-5 yrs.

Faculty of Agricuhure-Bach. of Sci. (Agric), 3 yrs; Bach. of Sci. (Agric. Engg.), 3 yrs; Master of Sci., 1·3 yrs; Doctor of Phil., 1·3 yrs.

4 Unless otherwise noted, the duration of programs is b:LSCd upon the completion of the preceding level. For e,;nmple, the Master of Public Administrntion program tnkes 1-3 years ajler the completion of the bachelor's degree program. Where more than one figure is indicated for duration, the first refers to the time for full-time students nod the second for part-time students.

HIGHER EDUCATION 81

Fo.culty of Arts & Islamic Studies-Bach. of Arts, 3 yrs; Master of Arts, 1-3 yrs; Doctor of Phil., 3-S yrs.

Faculty of Arts & Social Sciences-Bach. of Arts, 3 yrs; Bach. of Arts (Fine Ar(s). 3 yrs: Bach. of Sci. (Soc. Sci.), 3 yrs; Master of Arts, 1-3 yrs; Master of Sci., 1-3 yrs; Doctor of Phil., 3-5 yrs.

Faculty of Education-Bach. of Arts (Educ.), 3 yrs; Bacb. of Sci. (Educ.), 3 Yrs; Bach. of Educ., 3 yrs: r. Master of Educ., 1 yr fuiJ-time, 3 summers part-time: 11 Master of Lib. Sci .. 2 yrs; Doctor of Phil., 3-5 yn;J

Faculty of Engineering-Bach. of Engg., 3 yrs; Bach. of Sci. (Surveying), 3 yrs; Mnster of Engg., 1-3 yrs; Master of Sci., 1-3 yrs; Doctor of Phil., 3-S yrs.

Faculty of Environmento.l Design-Bach. of Sci. (Arch.), 3 yrs: Bach. of Sci. (Build.), 3 yrs; Master of Sci. (Arch.), 2 yrs; Master of Sci. (Build.), 2 yrs; Master of Sci. (Planning). 2 yrs.

Faculty of Law-Bach. of Law, 3 yrs; Bach. of Law (Islamic Law), 3 yrs; Master of Law, 2 yrs.

Faculty of Medicine-Bach. of Med .• 5 yrs: Bach. of Sci. (Bioc:hem.). 3 yrs; Bach. of Sci. (Physic.), 3 yrs; Bach. of Surgery, S yrs; Master of Sci., 2 yrs; Doctor of Med .• 2 yrs; Doctor of Phil., 3-S yrs.

Faculty of Science-B::ach. of Sci., 3 yrs;" Bach. of Sci. (Pharm.), 3 yrs; Bach. of Sci. (Ind. Chern.), 4 yrs; Master of Sci., 1-3 yrs; Doctor of Phil., 3-5 fr.i·

Faculty of Veterinnry Medicine-Doctor of Vet. Med., S yrs.

Specinl Programs or Institutes: Institute of Administration. This unit offers long-term .::and short-term diploma

and certificate progr.::ams in business adminstrntion, public administration, and law. The longer diploma/certificate programs are academic in nature :md supplement the degree programs offered by .the Faculty of Adntinistration. The short courses, runging from 4 to 11 weeks, are me:mt primarily to upgrade working administrators.

Institute of Education. This institute offers the diploma courses in Education noted elsewhere in the section on Certifiaue/Diploma/Specinl Course Pro­grams. In addition. it supervises the Advanced Teacher Training Colleges in Za.ria and Kano which offer the Nigerian Certificate of Edut:~.tion.

Institute of Health. The Institute provides training for the Registered Nurse certification, specialized training for nurses, and paraprofessional programs in the health fields.

Division of Agricultural and Livestock Services Training. This subdivision of the University provides acndemic and in-service programs in agricultural science. No candida.te may enter any of the programs without a recommenda· tion from an official government agency.

UNIVERSITY OF BENIN

Historital Background: Founded as the lnstitute of Technology in 1970, the name was changed to the University of Benin in 1972. At the present time, the University retains the form it had prior to 1972, offering only first degrees

11 The B.Ed. course is Cor Lbose who wish to be teachers nt prim:uy level teacher trnin-ing colh:ges while the B.A. (Educ.) and B.Sc. (Educ.) programs are for potential sec­ondary !i.Chool teachers.

o Arell$ of study limited to Educntional Administnltion, Curriculum Planning and De­velopment, Guidance and Cdunseling, Tencbing of English ns a Second Lnngunge.

1 Educational Administrntion only. s Tbe degree may be taken in one subject or a combination of 2 subjects. The subjects

offered nrc Biology, Chemistry, Education, Geography, Mn.Lbemntics, Pbnics.

82 HIGHER EDUCATION

in the fields of Science, Engineering, Medicine. and Pharmacy. A degree program in Science Education is currently being developed. The facilities :Jre quite limited as the University occupies a temporary site.

Faculties:

Faculty of Education (not Yet in operation in 1976)-Sc:ience Education. Faculty of Engineering-Civil. Electrical & Electronic. Mechanical, Petroleum/

Chemical. Production Technology/Industrial. Faculty of Medicine & Pharmacy-Anesthesia, An:Homy, Biochemistry, Child

Health, Community He3Jib, Medicine, Mental Health, Obstetrics & Gyne­cology, Ophthalmology, Pathology, Pharm3cy & Pharmacology, Physiology, Radiology, Surgery.

Faculty of Science-Biological Sciences. Chemistry, Geology, Mathematics, Physics.

Calendar: September-June: 3 terms.

Library Facilities: Approximately 16,000 volumes.

Student Enrollment: 417 in 1972-73.

Academic Costs: Total costs rnnge from 210 Nt~ira {~210), which equals $336, for the Pre-Degree Course to lil342 ( $547) for the lllSt 3 years of medical study.

Admission:

Bachelor's Degree Progmm by Direct Entry-This type of admission requires work beyond the GCE Ordinary level examinations. Each Faculty has its own requirements with reference to specific subjects at the GCE Advanced level. The Faculties of Engineering and Medicine & Pharmncy require 3 A level subjects nnd the Fnculty of Science requires 2. The developing Faculty of Education will require 2 A level subjects for admission into the B.Ed. program but will accept the Nigerian Ccnific:ate of Educa.tion in lieu of the A level subjects.

Bachelor's Degree Program by Concessional Entry-Admission into tbe founda­tion year (concessional entry) by ext~mination was discontinued in 1973. Admission is now either into a Pre-Degree Course or a Degree Course, depending on entrance qualifications. The major difference is thnt the founda­tion year is not built into each Faculty's syllabus and the entrance examination has been eliminated. Acceptance into the Pre-Degree Course requires the WASC with a minimum of 5 credit grades (1-6), or the GCE with S passes obtained Dl no more than 2 sittings. Included in the passes must be English Language, Mathematics, and 3 other subjects, 2 of which most be in the sciences. Movement from the Pre-Degree Course to the Degree Course is allowed if 3 of the 4 subjects (i.e., 3 science subjects and general studies) are passed. The Faculty of Engineering requires that the 3 subjects be Mathematics, Physics, and Chemistry; the Faculty of Medicine & Pharmacy requires Physics, Chemistry, and Biology.

Degrees Offered:

Faculty of Education (not yet in operation in 1976)-Bacb. of Sci. {Educ.), 3 yrs.

Faculty of Engineering-Bach. of Sci. (Engg.), 41h yrs. Faculty of Medicine & Pharmacy-Bach. of Med., 5 yrs; Bach. of Pha.rm ..

4!1.r: yrs; Bach. of Surgery, 5 yrs. Faculty of Science-Bach. of Sci., 3 yrs.

HIGHER EDUCATION 83

UNIVERSITY OF IBADAN

Historical Background: The University of Ibadan is Nigeria's olde~t and perhaps most prestigious institution of higher education. 1t was the only Nigerian university founded prior to independence. During World War It the British considered establishing universities in West Africa. Studies conducted by special commissions indicated that Nigeria should have one of these universities. In 1948 the first university in Nigeria opened as the University College, Ibadan. ( UCI) which had a special relationship with its parent institution, London University. which certified all degrees granted. This relationship ID.Sted until 1962 when UCI separated itself and became the University of Ibndan. Through the years the University has expa.nded ro.pidly. adding Faculties, programs, physical facilities, and increasing student enrollment. The first major addition was the SOO-bed University Teaching Hospital which was not physically a part of the 2,500 acres which comprise the main campus. The Jos Campus, located on a high plateau in the center of the country. was founded in 1970-71. It became the independent University of Jos when the number of universities was increased in 1975. In 1948-49, UCJ had 3 Faculties-Arts, Science, and Medicine. This number had almost tripled to 8 in 1975-76. Facilities are excellent with 9 residence halls. extensive faculty housing, guest houses, dining halls. and a host of other amenities.

Faculties/Departments: Facuhy of Agriculture & Forestry-Agricultural Biology, Agricultural Eco­

nomics. Agricultural Extension. Agronomy. Animal Science. Forest Resource Management.

Faculty of Arts-Arabic & Islamic Studies. Classics. English, History, Language Arts, Linguistics & Nigerian Languages. Modern Languages, Philosophy, Religious Studies. Theatre Arts.

Faculty of Education-Adult Education. Institute of Education, Library Science, Secondary Education.

Faculty of Medicine-Pre-Clinical Departments: Anatomy, Biochemistry, Physiology. Clinical Departments: Anesthesia, Chemical Pathology, Child Health, Community Heahh. Food Science & Applied Nutrition. Hematology. Medical Laboratory Technology. Medical Microbiology, Nursing, Obstetrics & Gynecology, Ophthalmology. Oto-Rhino-Laryngology (Ear, Nose, Throat), Pathology, Pediatrics. Pharmacology, Preventive & Social Medicine, Psy­chiatry, Radiology, Surgery.

Faculty of Science-Archaeology. Botany, Chemistry, Geology, Mathematics, Physics. Statistics. Zoology.

Faculty of Social Science-Economics, Geography, Political Science, Sociology. Faculty of Technology-Agricultural & Fore5try Engineering, Food Technology,

Machine Design & Production Engineering, Petroleum Engineering. Faculty of Veterinary Medicine-Veterinary Anatomy & Physiology, Veterinary

Medicine & Surgery, Veterinary Pathology.

Calendar: October-June; 3 terms.

Library Facilities: Approximately 286,000 volumes.

Student Enrollment: 5,640 in 1974-75.

Academic Costs: CoMs range from 136 Nairn ( N). equal to $218. for the pre­liminary science course, to N311 ( $498) for those in tbe clinical phase o( the medical program.

84 HIGHBR EDUCATION

Admission: Bachelor's Degree Program by Direct Entry-(I) university degree; or (2) 2

GCE A level passes (or the equivalent on the HSC) and 3 GCE 0 level passes (or the WASC with 3 credit gr::ades). Alternatively, 3 A level passes and one 0 level pass is acceptable. No subject may be counted at both the A and 0 levels. In general. English Language must be among the subjects. However, students with demonstrated ability in relevant science subjects, who do not pass with a credit grade in English Language on .the WASC (or the equivalent on the GCE), may be given special consideration for admission into all Faculties acept Arts, Education. and Technology. For the purposes of admission, Subsidiary passes on the HSC are counted as 0 level passes; or (3) special action of the University Senate.

Bachelor's Degree Program by Conce.~sional Entry (for admission only into the Faculties of Agriculture & Forestry, Medicine, Science, nnd Veterinary Medicine; all other Faculties require direct entry )-Conccssional admission requires attendance in a preliminary science year offered through the Faculty of Science. Applicants must have completed the WASC (or the GCE 0 level equivalent, taken at one sitting) with credit grades in S subjects, including English Lnnguage--except under unusual circumstances when a pass, as opposed to a credit, may be substituted-and either Mathematics or one science subject. A student who does not meet this standard but has 4 credit grades may re-tnke the subject o.t GCE 0 level or pass at HSC level with a Principal or Subsidiary grade. All applicants must undergo an entrance examination.

Bachelor's Degree Program Special Admissions Requirements-The following programs have special requirements, often substituting special diplomas or certificates for A level passes. Religious Studics-WASC including English Language and the Diploma in

Religious Studies of the University of Ibadan or .the Diploma in Theology of London University.

Theatre Ans-WASC including English Language and the University of Ibadan's Diplomn in Theatre Ans and the recommendation of the Theatre Arts Department.

Education with Religious Studies-WASC including English language and the Diploma in Religious Studies of the University of Ibadan or the Diploma in Theology of London University.

Education (with Adult Education}-WASC including English Language and the University of Ibadan Diploma in Adult Education and Community Development and the recommendation of the Faculty of Education.

Master's Degree Programs-An appropriate bachelor's degree with minimum of Upper Second Class.

Doctoral Degree Programs-£i1her an appropriate master's degree from an approved institution or an appropiate bachelor's degree with minimum of Upper Second Class.

Certificate/Diploma/Special Course Programs-The numbers in parentheses indicate the duration of the program. Associateship Cenificnte in Education (I year)-Open only to experienced

primary school teachers. The purpose of the program is to develop o.dminis­trative ski1Js. It is offered at the University's affiliated Headmaster's Institute, Benin.

Certificate in Arnbic & Islamic Studies (I year)-WASC with passes in Arabic and English.

HIGHER EOUCA TION 85

Cerrificate in Food Science & Applied Nutrition (R months)-Universjty degree with a background in Biochemistry, Physiology, and Bjology or W ASC and work experience and technical knowledge sufficient to benefit from the course. Applicants may be examined and interviewed prior to selectjon.

Cenificate in Forestry (I year)-The Nigerian College of Technology Forestry Superintendent Certificate from an approved pre-professionnl forestry school (or the equivalent) with 2 years' experience or the applicant must be a "mnture pcrson''-as defined by the University Senate-with 5 years' experience at1d pas.s an entrance examination in English L.1.nguage and Forestry.

Certificate in Immunology ( 16 wceks)-An appropriate university degree or

be a practicing laboratory technologist (hold an Associ.ateship Diploma of the Institute of Medical Laboratory Technologists, or the equivalent).

Certificate in Religious Studies (I year)-WASC or satisfactory completion of a. 3-yeur course in an approved theological college 1' or entrance examina­tion-open only to ordained men of not less than 3 ye.ors' experience or to those who hold n Grade ll Teachers Diploma with at least one year's experience. to

Diploma in Adult Education & Community Development (2 years)­Minimum of 3 years' relevant work experience.

Diploma in Anesthesia (I year)-A medical degree. Diploma in Immunology (I ycar)-An appropriate undergraduate degree or

be a practicing laboratory technologist (hold an Associateship Diploma of the Institute of Medic:1I Laboratory Technologists, or the equivalent).

Diploma in Librarinnship (2 ycars)-WASC or relevant work experience. Diploma in Public Health (I yenr)-A medical degree. Diplom:1 in Tropical Medicine (3 months)--Opcn to practicing medical

doctors who took. their degrees outside Nigeria. The course is meant to familiarize doctors with local disease patterns.

Post-Graduate Diploma in Agricultural Extension (I ye:li")-University degree in either Agriculture, Forestry, or Veterinary Science.

Post-Gradu:1te Diplomas in Agriculture, Forestry, Crop Protection (l year)­An undergraduate degree in a field appropriate to the proposed diploma program or by special action of the University Senate.

Post-Graduate Diploma in Analytical Chemistry (1 year)-An undergraduate degree in Chemistry. (A student enrolled in this program may tr:ulsfer to the M:lster of Science program prior to the issuance of the Diploma 1111d receive partial course credit for the work completed.)

Post-Graduate Diploma in Applied English Linguistics (I year)-An under­graduate degree in English.

Post-Graduate Diploma in Education (I year )-An undergrnduate degree in a subject which can be taught in secondary school.

Post-Grndunte Diploma in Educational Evaluation (I year)-An under­graduate degree in Education or in an allied field.

---"' Nigeri.:m seminaries nnd theological colleges bnve extremely vnrinble admissions stnn­

dnrd!. The completion of these courses cannot be considered ns providing either second­nry or post-sc:condQry trnining in nny traditional sense. Admissions should be based on other qualificntions, and eJ~treme caution should be exercised in considering trn.nsfer credits.

to Note: Externn.l diplomn.s nnd a:rtiftcntes in Religious Studies may be granted to sr:ld­un.tes of theological coUeges which have a speeinl relationship with the University. Those: wishing to obtain the e:ttemal cettifieD.tion must p:I.S.S the prescribed eum.inations.

86 HIGHER EDUCATION

Post~Grndu:ne Diploma in International Affairs (I year )-An undergraduate degree in the social sciences.

Post-Graduate Diploma in Librarianship ( 1 year)-An appropriate under­graduate degree.

Post-Graduate Diploma in Linguistics (I yeilr )-An appropriate under­graduate degree.

Post-Graduate Diploma in Meteorology (I year)-An appropriate under­graduate degree.

Post-Graduate Diploma in Nutrition (I year)-University degree with a background in Biochemistry, Physiology, and Biology or the WASC and work experience and sufficient technical education to benefit from the course. Candidates may be examined and interviewed prior to selection.

Post-Graduate Diploma in Petroleum Engineering (I year )-Undergraduate degree in one of the following areas: Geology, Physics, Chemistry, Mathematics, Engineering.

Post-Graduate Diploma in the Teaching of English as n Second Language (I year)-Undergraduate degree in English or a Combined Subject Degree with English as a main subject and a Post-Graduate Diploma in Education or a bachelor's degree in Education with English as a mnin subject.

Professional Diploma in Statistics (2 years)-WASC with credit grades in English, Mathematics and 3 other subjects (or the GCE 0 level equivalent). English may be waived if the candidate has superior grades in other subjects or has good working experience in an office dealing with statistics or Cenificnte of the Statistic:.::al Training Course of the Office of Statistics (or the equivalent) or by concessional entrance e:~~:amination.

Degrees Offered: 11

Faculty of Agriculture & Forestry-Bach. of Sci .. 3 yrs: Master of Sc:i •• 2 yrs; Doctor of Phil.. I yr; Doctor of Sci.

Faculty of Arts-Bach. of Arts, 3 yrs: Master of Arts, 2 yrs; Doctor of Phil., l yr; Doctor of Letters.

Faculty of Education-Bach. of Educ., 3 yrs: Master of Educ., 2 yrs; Master of Libr. Sci., 2 yrs; Doctor of Phil., I yr; Doctor of Letters.

Faculty of Medicine-Bach. of Med., S yrs; Bach. of Sci. (Med. Sci.), 1 yr; 1::

Bach. of Sci. (Med. Lab. Tech.), 4 yrs; Bach. of Sci. (Physiotherapy), 3 yrs: Bach. of Sci. (Nursing), 3 yrs: Bach. of Sci. (Radiology), 3 yrs; Bach. of Surgery, 5 yrs: Master of Sci. (Med.), 2 yrs; Master of Medicine: Master of Surgery; Doctor of Phil., I yr; Doctor of Medicine; Doctor of Sci.

Faculty of Science-Bach. of Sci., 3 yrs; Master of Sci., 2 yrs; Doctor of Phil., I yr; Doctor of Sci.

Faculty of Social Science-Bach. of Sci., 3 yrs; Master of Sci., 2 yrs; Doctor of Phil., I yr; Doctor of Letters.

Faculty of Technology-Bach. of Sci., 3 yrs.

11 The durntion of the bachelor"s degree progrnms. does not include the preliminary year. Master"s degree programs are normally 2 ye::m; for full-time !>tudenb and 3 years for )Xlrt·time studento; afl~r the receipt of the bachelor"s degree. The duration of doctorol programs is based upon entry with a master's degree.

1:: Entrnnce imo the Bach. of Sci. (Mcd. Sci.) program is limited to those who ha.ve completed S terms in a Bach. of Mcd .. or a Bach. of Surgery progrnm and passed the Part I examinations. Note that the totnl length of this program is 2¥.1 academic years. The intensive nature of the course work taken during the first S terms com­pensates. for the lack of an addition::al term. The B.Sc. (Mcd. Sci.) in Physiological Chemistry covers S terms after the Part I medical examination, for a tot.::l.l of 10 term." or 3 't3 acndemic year...

HIGHJ!.R EDUCATION 87

Faculty of Veterinary Medicine-Doctor of Vet. Med., S yrs; Master of Sci., :;?. yrs; Doctor of Phil .. I yr.

Special Programs or Institutes:

Ibarapa Community Health Projecl. Rural center which is part of the University's medical program. Medical students spend 6 weeks in their second hospital year, and Nursing students spend shorter periods in coursework and practical work dealing with rural health problems.

Institute of African Studies. Set up in 1962 with funds from the Rockefeller and Ford Foundations, the Institute performs research into aJI aspects of African life. It holds numerous conferences, maintains the University's collec· tion of antiques, and publi5hC5 several journals.

Institute of Child Care. Established for the purpose of minimizing Nigeria's extremely high infant mortality rote, the Institute assists both in carrying out innoculation campaigns and in performing research into childhood diseases endemic to Nigeria.

Institute of Education. Founded in 1956, the Institute provides a great many services to the western third of Nigeria as well as to the entire country. It is affiliated with the Headmaster's Institute, Benin, (which trains primary school administrators). with the Nigerian Defense Academy. and with the Advanced leachers College. Pan Harcourt. The Institute s.crves in an advisory capacity to such org.,nizations "'-S the Nursing Council of Nigeria and the Nigerian Careers Council. Research is carried out through the Child Development and Research Unit and the International Center for Educational Evaluation. Areas of current special interest are th_e World Initial Te:tching Alphabet and speci:tl education. Among its publications are the West African Journal of £duciztion and Cart!crs (a journal on guidance and counselling).

Nigerian Institute of Social and Economic Research (NISER). This unit per­forms research and consultntive services in the area of social and ccooomic problems in Nigeria.

UNIVERSITY OF ]FE

Historical Background: The University of Ife was founded in 1961 as a result of the Ashby Commission report which called for the establishment, between 1961 and 1962, of 3 additional universities to supplement the University of Jbadan (then known llS the University College, Jbadan) llnd the University of Nigeria, Nsukka (established in 1955. but not opened until 1961). The orisinal campus was not in lfe (a city SO miles east of lbadan), but on tbe compound of the lbadan branch of the Nigerian College of Arts, Science tuJd Tec:hnology which itself had been transferred to a site adjoining the University of Jbadan compound. The lfe site opened in 1967 and gradually, over the next 5 years. the physical plant wus expanded to accommodate most of tbe University's facilities, although some still remain in lbadan. As is true with all Nigerian universities. Ife h<:~s changed its academic structure to adjust to new and more complex needs.

Faculties/Oepanments: Administratively. the Faculties are grouped into 2 Colleges-Humanities and Science.

College of Humanities

FacuUy of Arts-English. Fine Arts, French, German, History, Mathematics, Philosophy & Religious Studies, Yoruba. The following departments of the

88 HIGHER EDUCATION

Facully of Social Science offer subjccLS to be used as subsidiary subjects or in combination with one of those listed above for a Combined Honours degree: Economic:s. Geography. Political Science, Sociology.

Faculty of Law-Luw.

Faculty of Education-Adul.r. Education, Secondary Education. Faculty of Social Science-Anthropology, Economics. Geography, Political Sci·

ence. Sociology. Mathematics and Philosophy & Religious Studies, subjects of the Faculty of Arts. may be taken for Combined Honours degrees with the above subjects.

College of Science

Faculty of Agriculture-Agricultural Economics, Animal Science, Extension Education & Rural Sociology. Plant Science, Soil Science.

Faculty of Health Science-community. Hospital & Nursing Care, Human Behavior & Human Biology. Pathology.

Faculty of Phannac:y-Pharmaceuticnl Chemistry. Pharmaceutics, Pharmacognosy, Pharmacology. Phannacy.

Faculty of Science-Biology, Chemistry, Geology, Mathematics, 13 Physics. Faculty of Technology-Agricultural Engineering, Chemical Engineering. Com­

puter Science (may be taken with Mathematics or Economics for a Combined Honours degree), Electronic and Electrical Engineering.

Calendar: September-July; 3 terms.

Library Facilities: Over 150,000 volumes.

Student Enrollment: Approximately 4.000 in 1973.

Academic Costs: Tuition for bachelor's level programs varies from 140 Nairn (N) which equals $224 to fi'180 ($288) per annum.

Admission:

Bachelor's Degree Program by Direct Entry-( I) A university degree or (2) the WASC with 3 credit grades (1-6) and-the HSC with 2 principal pa!i.'ICS, all of which must be in different subjects (or the GCE Ordinary and Advanced level equivalents). A Subsidiary pass on the HSC will count for purposes of admission as an 0 level pass. It should be noted that Faculties and Departments may require that specific subjects be passed on the GCE examinations. either at 0 or A level. For example. the Faculty of Science requires an 0 level pass in Mathematics and an A level pass in 2 science subjects including. if u.pplicable, an A level pass in the proposed principal science subject. Applicants for admission in this manner must indicate ::m acceptable proficiency in English language u.s ccnified by an 0 level pass in English Language (or the equivalent). Candidates \l,'ho do not meet tbis requirement but otherwise satisfy admissions standards may be admitted by special action of the University Senate. An interview may be required by any Faculty or Depunment.

Bachelor's Degree Program by Concessional Entry-Candidates whose previous eJucation does not meet direct entry standards as noted above may be considered for admission on the basis of the completion of a preliminary yeu.r course. This course is offered by the individual Faculties and the subjects

n Note that Mathematics may M taken in either the Faculty of Arts or the Faculty o! Science. The choice depends upon the subsidiary subjeclS the student wishes to pursue.

mGHER EDUCATION 89

taught meet specific entrance rcqui~ments for the Faculty's Departments. In order to enter a preliminary year program, a candidate must have S credit grades on the W ASC (or the GCE 0 level equivalent as long as all subjects were passed at the same sitting) and pass lhe ConccssionaJ Entrance Examina· tion set by the appropriate Faculty. Two e,;amples of preliminary year programs nrc:

( 1) Faculty of Arts-3 courses taken from the following: English, French, Geography, German, History, Mathematics, Portuguese, Man ond Society and Man in His Physical Environment (both taken as one course), History of Thought, Yoruba. In addition, a course in the Use of English is required; (2) Faculty of Scienc~ither (n) Mathematics-Pure and Applied, Physics, Chemistry or (b) Mathematics-with·Physics, Chemistry, Biology.

NoTE: "Occasional" students, those in a non-degree status, may be allowed to attend with the approval of the Dean of the Faculty without satisfying normal entrance requirements. Courses attended in this manner will not be counted toward the requirements for any degree ill the University of Ife.

Master's Degree Programs-Master of Philosophy requires a.n appropriate bachelor's degree with a minimum of an Upper Second Class. Master of Educution requires either a B.A. (Educ.) or a B.Sc. (Educ.) with a minimum of a Lower Second Clnss or a B.A. or B.Sc. with a. minimum of a Lower Second C!Olss u11d a Diploma in Education or a Post·GraduOlle Certificate in Educ;J.tion. Master of Public Administration requires either a bachelor's degree with Olt least 6 years of relevant experience in an appropriate administrative/ managerial public service position or a bachelor's degree with a post·graduate diploma in an administrative area and 2 years' experience. Occasionally, those who score well in this type of diploma program may be Oldmitted without the 2 years of work experience.

Doctoral Degrees-Either an appropriate bachelor's degree with a minimum of an Upper Second Class or nn appropriate master"s degree or transfer from a master's progrnm to a doctoral program may be made after the completion of one year of residency in the master's program.

Certificate/Diploma/Special Course Programs-The numbers in parentheses indicate the duration of the program. Certificate in Local Government Administration (6 months)-Applicants

must be employed in a local government unit and must be recommended by their employers.

Certific:J.te in Management Studies (6 months)-This program is open only to those in management positions who have been sponsored by their employers in either the public or private sectors.

Certificate in Public Administration (6 months)-This program is open only to those in the general executive class of one of Nigeria's civil services who have at least 5 years' experience.

Certificate in Tnx Administration (6 months)-Admission is restricted to government employees who are responsible for intema.l revenue n.ssessment. Candidates must have a university degree or satisfy the Department that they are capable of deriving benefit from the course by sntisfactorily per· forming the work of the course. The latter is the more common route of entry. In essence, entry into the program is relatively easy: remaining in the course is more difficult.

Certificate in University Administration (l year)-Applicants must be spon· sored by the employer institution and should belong to the senior admin· istrn.tive cadre of n. university or other institution of higher learning.

90 HIOHER EDUCATION

Course in Administrative Management Techniques ( 10 weeks)-No diplomll or cenificate is awarded at the completion of the progrom. This is an introductory course for management level employees of public and private institutions. No !'ipecific admissions requirements arc stipulated.

Course in Project Analysis and Management (I 0 weeks )-No diploma or cenificatc is awarded at the completion of the program. Enrollment is limited to officers with ca.pitnl investment decision-making responsibilities either in the public or private sectors and with a minimum of $ years' experience.

Diploma in f:'in.ancial Management (2 years)-Eitlu!r a university degree, pref­erably in Accounting or a related field or a pass on the final examinntion of a professional secretarial or accountancy body.11

Higher Diploma in Local Government ( 1 year)-Eiriler a university degree or a pass on the final ex::~.mination of a professional secretarial or nccoun· Janey body 11 or .a pass on the new National Diploma in Local Government (an in·ser ... ice program of the government's Staff Development Centre) or a pass on the Certificate in Local Government Administration of the Uni· versity of lfe.

Posi·Graduate Diplomas in Public Administration, Development Economics. International Affairs. Tax Administration ( 1 year)-Either a university degree preferably in 1he subject of the diploma or an entrance examination and/or interview. This means of admission is open only to government em· ployees who are working in a Ministry which provides on.the·job experience in the area of the diploma. Candidates must be recommended by their Minis· try or Depilrtment.

Teachers' Associateship Diploma in Pre·Primary, Lower and Upper Primary Educa.tion (9 months)-Qpen to primary school teachers only. The progrnm is geared to enhance the teaching efficiency of prinmry school teachers :md bring them up·to-date on modem teaching methods, techniques. and aids.

Degrees Offered: 1r.

Faculty of Agriculture-Bach. of Sci. (Agric.). 3 yrs: Master of Phil., 2 yrs.t0

Faculty of Arts-Bach. of Arts. 3 yrs: Master of Phil., 2 yrs; Doctor of Phil., 2 yrs.

Faculty of Education-Bach. of Arts (Educ.), 3 yrs; Bach. of Sci. (Educ.), 3 yrs: Mas(er of Educ .• 2 yrs.

Faculty of Health Science-Bach. of Sci. (Health Sci.), 3 yrs; Bach. of Sci. (Nursing), 4 yrs: Bach. of Med .. S yes; Bach. of Surgery. S yrs.

Faculty of LD.w-Bach. of Law, 3 yrs. Faculty of Pharmacy-Bach. of Pharmacy, 3 yrs. Faculty of St:ience-Bach. of Sci., 3 yrs; Ma.st. of Phil., 2 yrs; Doctor of Phil.,

2 yrs; Doc~r of Sci. Faculty of Social Science-Bach. of Sci. (Soc. Sci.). 3 yrs; Master of Phil., 2 yrs. Fa.culty of l'echnology-Bach. of Sci. (Engg.). 4 yrs; Bach. of Sci. (Camp.

Sci.), 4 yrs; Bach. of Sci. (Estate Management), 4 yrs; Bncb. of Sci. (Food Tech. & Sci.), 4 yrs.

Institute of Administration-Master of Phil. (Pub!. Adm.), 2 yrs; Master of Phil. (lnfl Aif.), 2 yrs; Master of Pub!. Adm .• 3-4 terms.

uSee earlier references to Barbara Prieslley"s British Qualifications. Hi Master of Philosophy and Doctoral degrees are 2·year programs for full·time

students. These: Programs may be completed on n part·lime bash. in 3 yenr.o. The duration of nil odvnnced degrees is bnsed on the completion of lhe previous level.

1° The M.Phil, in Agriculturnl Economics has repla.ced the Diploma in Agriculturnl Economics "-"hich no Ianser is being offered.

HIGHER EDUCATION 91

Special Progrnms o.nd Institutes: Drug Research Unit. This special section is part of the Faculty of Phar.:nacy

and specializes in research in the use of drugs in treating the diseases which are endemic to Nigeria.

Institute of Administration. The University of lfe does not offer undergraduate degree prog101ms in Business or Public Administration. The Institute of Administration is both the academic and research center of the University in these areas. It offers diploma and certificote programs and advanced degrees as well as research and consulting services. The diplomas offered and their progr01m duration and admission requirements have been noted in an earlier part of zhis section.

Institute of African Swdies. This Institute provides research into the cultures of tropical Africa. The nature of the work done is different, by chaner, from that being carried out in any of the Faculties. The following research areas are currently being pursued: Yorubil languase and literature; Arabic literature; archaeology and museum collections; art education, ceramics, sculpture. p::~inting, drn.wing. theatre arts and desisn; performing arts.

Institute of AG:ricultural Research and Training. Agricultur.::al research center specializins in development and training of middle-level extension workers.

Institute of Educ:Jtion. Coordinating bod~· for research. informa.tioo a.nd con­sultation for the University and the following local area orga.niz.ations and in­stitutions: Gmde 11 Teacher Tra.ining Colleses; the Ministry of Education; Collese.s of Education including Adeyemi College and the Adv.::anced Tr.::ain­ing College. Ondo. which grant the Nigerian Certificate of Education.

Institute of Physical Education. The Institute offers rhe degree programs jointly with the Dep:lrtment of Physical Education. It also h01s responsibility for the maintenance of spons facilities and the coordination of the inter-collegiate sports program.

Institute of Population and Manpower Studies. This unit performs research in demography nnd :JIJied fields. Structurally. the Institute is a part of the Faculty of Social Sc:iencc. Many of the resenrch scholars tench within the Faculty.

UNIVERSITY OF LAGOS

Historical B:lckground: The Uni'llersity of Lagos opened in 1962 with a Faculty of Business and Social Studies. a F:lculty of Law, and a School of Medicine (nn autonomous unit linked to the Teaching Hospital). In 1964,4 new Faculties were added: Ensincering. Science. Arts. and Education. The latter 3 work closely together. with the common goal of producing secondary school teachers in the ans and sciences. From the beginning. the empha.sis has been on inter­Facuhy cooperation. Consequently. the teaching facully is often sh01red. Unlike the system in more traditionally oriented institutions. all students must tab:e a year·s course in African Studies. regardless of their principal subject. Science sradents must take a non-science course-Introduction to Modern Thought. and non-science students must take a science course-Introduction to Science and Technology.

Faculrics/ Departments:

College of Medicine-B:Jsic Medical Sciences. Clinical Sciences, Dental Sciences. Collese of Education-Secondary Educ:.tion.

92 HIGHER EDUCATION

FacuJty of Arts-African Languages & Literature. English, Geography, History, Linguistics, Modern European Languages (French, German, Russian), Phi­losophy. In addition, there is a Center for Cultural Studies and a Reading Improvement Center.

Faculty of Business Administration-Accounting. Acruarial Science & Insur­ance, Business Administration, Finance.

Fo.culty of Engineering-Chemical. Civil. Electrical, Mechanical; Surveying. Faculty of Environmental Design-Architecture, Building Technology & Design,

City & Regional Planning, Landscape Architecture. Faculty of Low-Law. Facully of Science-Biology (including Marine Biology and Oceanography),

Chemistry, Computer Science, Mathematics, Physics. Faculty of Social Science-Economics, Mass Communications, Political Science,

Sociology.

Calendar: October-June; 3 terms.

Library Facilities: Over 100,000 volumes. Student Enrollment: Approximately 4,500 students in 1974-75. The plans arc

to double enrollment during the 1975-80 period. Academic Costs: Tuition for the year is approximately 140 Nairn (N) which

is equal to $224.

Admission: Bachelor's Degree Program by Direct Entry-( 1) A university degree or (2)

the West African School Certificate with a minimum of 3 credit grades and the Higher School Certificate with a minimum of 2 principal passes, all in different subjects (or the GCE Ordinary and Advanced level equivalents). English Language must be passed at 0 level. It is imponant to note that different Faculties have requirements as to specific GCE subjects which must be taken for admission (e.g., the Faculty of Engineering requires A level passes in Physics and Mathematics (Pure or Applied), and an 0 level pass in Chemistry). The quality of both 0 and A level grades is an important consideration. In addition, some Faculties may require an interview before making a decision or (3) under exceptional circumstances special admission by examination is possible.

Bachelor's Degree Program by Conccssional Entry-The policy of conccssional entry is currently being reviewed and may be discontinued. It, along with direct entry, muy be replaced by a 4-year degree program where the first year may be waived for those with appropriate GCE A level work. Presently, however, it is possible to gain conccssional entry into the Facullies of Science, Engineer­ing, and Medicine by passing the entrance examination for admission to the preliminary science courses. Such candidates must have a minimum of S credit grades on the WASC (or the GCE 0 level equivalent). English Language nnd nt least one science course must be included. The intent of this regulation is to allow promising students, who were unable to take the required science cour5es in secondary school because the subjects were not widely offered, an opponunity to make up deficiences. Applicants for the other Faculties must be admitted directly.

Master's Degree Programs-An appropriate bachelor's degree with a minimum of nn Upper Second Class.

Doctoral Degree Programs-Either an appropriate master's degree or an ap­propriate bachelor's degree with a minimum of an Upper Second Class.

HIGHER EDUCATION 93

Certificate/Diploma/Special Course Programs-The numbers in parentheses indicate the duration of the program. Diploma in Edo or Yoruba Studies (I year)--Gradc II Teachers Certificate

or WASC with a credit grade in Yoruba (for Yoruba Studies) or in one language (for Edo Studies) or candidates with qualific::ations "slightly short" of the above may enter the Edo program by passing a competitive examina­tion in Edo and English.

Diploma in Law (I year)-A university degree or the WASC with a minimum of 3 credit grades and the HSC with a minimum of 2 principal passes all in different subjeCL'i (or the GCE 0 and A level equivalents) or the WASC with one credit grade and the HSC with at least 3 principal passes, all in different subjects (or the GCE equivalents) or mature students who do not possess the minimum entry requirements but who prove convincingly thnt they have sufficient educational background to benefit from the program.

Diploma in Mnss Communications (I year)-5 credit grades on the WASC (or the GCE 0 level equivalent) or 5 merit grades on the Grade 11 Teachers Certificate and 3 full years of experience in the mass communica­tions media. Candidates may have to p:~ss an admissions test prior to entry if they do not meet the requirements noted above.

Diploma in Physiotherapy (3 years)-WASC with S credit grades (or the GCE 0 level equivalent), including English Language, Physics/Chemistry, Biology/Zoology. The 2 science subjects. in addition. must be passed at A level.

Language Proficiency Certificates-These programs are designed for those who nrc interested in learning a foreign language. There are no specific academic requirements for admission.

Post-Graduate Diploma in Anesthesiology ( 12 months)-a medical degree and 3 years' experience.

Post-Gruduate Diploma in Educntion ( 12 months)-An approprillte under­graduate degree.

Degrees Offered: 11

College of Education-Bach. of Ans (Educ.). 3 yrs; Bach. of Sci. (Educ.), 3 yrs; Master of Educ., 2-3 yrs; Doctor of Phil., 1 yr; Doctor of Letters.

College of Medicine-Bach. of Dental Surgery. S yrs: Bach. of Med., S yrs; Bach. of Sci .. 3 yrs: Bnch. of Surgery, S yrs; Master of Surgery; Doctor of Phil., 3 yrs; Doctor of Sci.

Faculty of Arts-Bach. of Arts, 3 yrs; Master of Arts, 2-3 yrs; Doctor of Phil., I yr; Doctor of Letters.

Faculty of Business Administration-Bach. of Sci., 3 yrs; Master of Bus. Adm., 15 mos; Master of Sci .. 2-3 yrs; Doctor of Phil., 1 yr; Doctor of Sci.

Faculty of Engineering-Bach. of Sci. (Engg.), 3 yrs; Master of Sci. (Engg.), 2-3 yrs; Doctor of Phil., 1 yr; Doctor of Sci.

Faculty of Environmental Design-Bach. of Env. Design, 3 yrs; M::lSter of Env. Design, 2 yrs; Doctor of Phil., I yr.

Faculty of Law-Bnch. of Law, 3 yrs; Master of Law. 2 yrs; Doctor of Phil .. 3 yrs; Doctor of Law.

Faculty of Science-Bach. of Sci., 3 yrs; Master of Sci., 2-3 yrs: Doctor of Phil.. I yr; Doctor of Sci.

1 7 The dumtion of ad\":lnced degrees is bnscd upon the completion of the previous cducationnl level (e.g., the b11cbelor"s before the master's; the master's before t.b£: doctorD.te).

94 HIGHER EDUCATION

Faculty of Social Science-Bach. o{ Arts, 3 yrs: Bach. of Sci., 3 yrs; Master of Sci., 2-3 yrs; Doctor of Phil .• I yr: Doctor of Sci.

Special Programs or Institutes:

Comparative Education Study and Adaptation Center. This is a research center for technical education both in Nigeria and in Africa as a whole.

Continuing Education Center. This is an adult education center which offers progro.~ms in executive development, professional studies, specific programs devised ad hoc to meet special business needs of industry and various types of organizations, geneml interest programs (arts, culture, music, tans,uage, education). and special conferences and seminars. The length of program varies from one day to 10 weeks (twice a week). A commodious center is being pl::mned.

lnstiwte of Child Health. This is a research center dealing with such topics as communicable diseases in children, neonatal problems, handicapped children, child nutrition.

lnstiwte of Education. The Institute acts as n coordinating body for teacher training institutions in the metropolitan lagos area and supervises the Uni­ver,;ity's Nigerian Certificate of Education program. In addition, it performs research and consultative services for the Federal district as well as for out­side clients.

UNIVERSITY OF NIGERIA

Historical Backsround: The University of Nigeria is located in the town of Nsuklm in the East-Central part of the country, 40 miles northwest of the major lbo dtY of Enugu. Legislation establishing the Unive~ity was passed in 1955~ howe,.er. it was not until 1961 that the first classes were held. In 1961, the former Nigerian College of Arts. Science, and Technology in Enugu was in­corpor:llcd into the University. and in 1973 a third campus w~ opened in Calabar in the eJttremc South-Eastern section of the country. In 1975, the Calabar campus separated from the University and became the independent Unive~ity of Calabar.

The University of Nigeria has been influenced drastically by two elements that rnake it distinct from other Nigerian universities: first, its establishment was greatly aided by the United States through a grant from the Agency for lnternationnl Development in the form of a contract with Michigan State University. In the beginning. a good part of the teaching staff was American or American trnined. 1" A !'>Ccond influence upon the University, and a traumatic one, was its almost complete destruction during the civil war of 1967-69. This destruction included almost all facilities, installations, and student records.

At the present time, dnmages to facilities have been almost totally repaired and the Nsukka compus is being redesigned. Although most student records were destroyed or badly damaged during the war, the University wilt try to comply with all requc!'>L"i for verification of attendance. To request such informa­tion. jdmissions officers should contact the Office of the Registrar.

The Nsukka campus is the site for the majority of the programs. However, the Enugu center plays a major role nnd is the location of the Faculties of Business Administration. Law, and Medicine, and two Departments of the

1"~ The policy of departmental interaction, a feature of U.S. undergroduate education, was from the outset. basic to lhe University's structure. Although other Nigerian in­stitutions have moved in thi!. dircclion in recent ye:ll'S, lhe University of Nigeria led the way.

HIGHER EDUCATION 95

Fnculcy or Engineering-Architecture and Surveying-as well as the Economic Development Institute.

Faculties/Depanments:

Faculty of Agricultural Science-Agricultural Management, Animal Science, Crop Science, Food & Home Science, Soil Science, Veterinary Science.

Faculty of Arts-Archaeology. English & Dramatics, Fine & Applied Arts, History. Languages (French. German. Russian, Spanish). Mass Communica­tions. Music, Philosophy & Classics.

Fnculty of Business Administration-Business Administration. Estate Manage­ment, Finance.

Faculty of Education-Health & Physical Education. Institute of Education, Secondary Education. Vocational Teacher Education.

Faculty of Engineering-Agriculturul. Civil, Electrical & Electronics, Mechani­cal: Architecture; Surveying.

Facully of Law-Commerci::J.I & Property Law, International Law & Juris­prudence, Public & Private Law.

Faculty of Medicine-Anatomy, Medicine, Obstetrics & Gynecology, Ophthal­mology, Pathology. Pharmacology/Therapeutics, Physiology, Psychiatry, Surgery.

Faculty of Science-Biochemistry, Botany. Chemistry, Geology, Mathematics/ Statistics, Microbiology, Pharmacy, Physics, Zoology.

Faculty of Social Science-Economics, Geography, Political Science. Psychol-ogy, Religion, Sociology/ Anthropology.

Calendar: September-June; 3 terms.

Library Facilities: Over 115,000 volumes as of 1973-74.

Student Enrollment: Approximntely 4,700 in 1974.

Academic Costs: Total costs for the academic year are approximately 348 Nair::~. {N) \\'hich is equal to $557.

Admission: Bachelor's Degree Programs-As is true with other Nigerian univernues, the

University of Nigeria allows students to enter directly (having ~et the stated requirements) or concessionally, having lower qualifications which must be brought up to standotrd by attendance in a preliminary year. This preliminmy year is offered by the Departments within the Faculties. The first 2 years of the degree program, based on conccssional entry, provide all of the work required during lhe first year of the 3-year direct entry program. The con­cessional entry program also includes b::J.ckground work which would have been covered in Form VI and in the GCE A level exams. These programs are described below.

Compari.fon of Introductory Lew!/ Cour3es in Conccssional and Direct Entry Programs-A~:riculrural Management

Preliminary Year Program/Concessional Entry

Basic Principles of Chemistry Development of Agriculture General Biology

Introductory Economics Remedial Mathematics Social Science Use of English

(contfnllctd)

96 IDGHER EDUCATION

(continurd)

Second Year/Conccssional Entry

Agricuhural Products Animal Industries Basic Milthematics and Statistic.'!. Humanities Introductory Sociology Principles of Economics

First Year/Direct Entry

Animal Industries Basic Mathematics ond Statistics Development of Agriculture Humanities Introductory Sociology Principles of Economics Use of English

The third and fourth years are identical. The theory behind these programs is that the one additional year will bring promising student5 to the appropriate level even if they haven't followed the traditional path. So ingrained is this approach in the University of Nigeria system that some departments state the ''normal" length of the degree programs as 4 years and note that those who meet direct entry requirements will have the first year waived.

Bachelor's Degree Program by Direct Entry-( I ) A university degree or the equivalent as determined by the University Senate or (2) Two principal passes on the HSC with 3 credit grades on the WASC (or the GCE Ad­vnn~:ed and Ordinary level equivalents) or ( 3) Three principal p3Sses on the HSC with one credit gr:~.dc on the WASC (or the GCE equiv:alents) or (4) certain diplomas (e.g., Nigerian Certificate of Education, 3-year diplomas of the University of Nigeria, 3-ye:~.r diploma in Physical Education from Ahmadu Bello University) will be considered appropriate for admission.

Bachelor's Desree Program by Concessional Entry-An entrance examination for concessional entry designed to ascertain general aptitude :and one of the following: (I) Five credit gr.ades on the WASC (or the GCE 0 level equivil­lent) or (2) One principal pass on the HSC and 4 credit grades on the WASC (or the GCE A and 0 level equivalents). Included in the subjects must be English Language. and either Mathematics or a science subject or (3) lhe W ASC i.md u Grade II Teachers Certificate. It is important to note that individual depariments mily set requirements concerning specific subjects to be included in the external exams required for ildmission. This is true for both direct and concessional entry.

Master's Degree Programs-Eitht!r nn appropriate bachelor's degree with Second Class Honours or <~pproval by a ¥.J vote of the University Senate.

Doctoral Degree Programs-Eitlrt!r an uppropriate master's degree or an ap­propriate bachelor's degree with Second Class Honours or approval by a ¥.J vote of the University Senate.

Cenificate/Diploma/Special Course Programs-The numbers in parentheses indicate the duration of the program. Diploma in Animal Heolth and Husbandry (3 years)-WASC with passes in

English, Mathematics, Chemistry, Physics, Zoology; applicants must be employed by the Ministry o( Agriculture and must be recommended by their employers.

Diploma in Industrial Technic:al Education (3 years)-5 credit grades on the WASC (or the GCE 0 level equivalent) and an appropriate craft certificate from the City & Guilds of London Institute. Note: For employment pur­poses, this diploma is considered the equivalent of the Nigerian Certificate of Education in technical subjects.

Diploma in Music Education (3 years)-WASC or Grade II Teachers Certifi­cate and proficiency in music as certified by passes on the Grndc VII

HIGHER EDUCATION 97

examin.ation of the Trinity College of Music (British) or the GCE 0 level Music examination.

Diploma in the Studies of West African Religions (1 yenr)-A bachelor's degree in Religion or :m nllied field.

Post..Craduate Diploma in Education (I year)-A bachelor's degree in an appropriate academic area.

Degrees Offered: 10

Faculfy of Agriculture-Bach. of Sci .• 3 yrs; Master of Sci .• 2 yrs; Doctor of Phil., 2 yrs; Doctor of Vet. Med .. 6 yrs.

Faculty of Ans-B::~.ch. of Ans. 3 yrs: Bach. of Arts (Fine & Applied Ans), 4 yrs: 20 Bach. of Arts (languages), 4 yrs; :1 Bxh. of Arts (Music), 4 yrs; Master of Ans, 2 yrs: Master of Phil., 2 yrs; Doctor of Phil., 2 yrs; Doctor of Letu:rs.

Faculty of Business Administration-Bach. of Sci., 3 yrs; Bach. of Sci. (Ac· counting). 4 yrs: Doctor of Phil.. 3 yrs post-bachelor's.

Facully of Educntion-Bach. of Ans, 3 yrs; Bach. of Sci., 3 yrs; Master of Arts ( Educ.), 2 yrs: Doctor of Phil., 2 yrs.

Faculty of ·engineering-Bach. of Sci. (Engg.), 4 yrs; Bach. of Agricultural Engg. S yrs; Doctor of Phil., 3 yrs post-bachelor's.

Faculty of Law-Bach. of Law, 3 yrs; Master of Law, 2 yrs; Doctor of Phil., 2 yrs.

Faculty of Medicine-Bach. of Med., S-6 yrs; Bach. of Surgery, S-6 yrs; Doctor of Phil., 3 yrs post-bachelor's.

Faculty of Science-Bach. of Pharmacy, 4 yrs; Bach. of Sci., 3 yrs; Master of Sci., 2 yrs; Doctor of Phil., 2 yrs; Doctor of Sci.

Faculty of Social Science-Bach. of Ans (Religion), 3-4 yrs; Bach of Sci., 3 yrs; Doctor of Phil.. 3 yrs post-bachelor's.

Institute of African Studies-Master of Ans, 2 yrs.

Speci:J.I Programs or Institutes:

Curriculum Development and Instructional Materials Centre. This independent unit of the Faculty of EduCDtion was established in 1973 with funds from the Carnegie Corporation of New York for the purpose of developing primary and post-primary curriculums and textbooks.

Division of Extra·Mural Studies. This division runs adult education programs o.nd pilot projects in community development.

Division of General Studies. This section of the University provides intro­ductory survey courses in the Humanities. Social Sciences. and the Sciences. These nrc utilized in the first and/or second year of bachelor's degree pro­grams by all Faculties.

Economic Development Institute. The Institute, with the assist:mce of the U.S. Agency for International Development (AID), was esto.blished in 1963 in Enugu for the purpose of doing research to help solve Nigeria's economic problems.

to The duration of the programs does not include the preliminary year. Master's degrees nrc normally 2 years for full-time students and J years for part-time students. In general. the dumtion of doctoral programs is based upon entry with n master's degree.

2o Applicn.ots who present superior entrance portfolios mo.y be exempted from the first yenr.

:1 The third yenr of this 4-year progrnm is spent abroad in the country whose Jnn­gunge is appropriate to the student's mpjor. The hmguages offered are French, German, Spanish, and Russi;m,

98 HIGHER EDUCATION

Institute of African Studies. Established in 1963. the Institute combines teaching and research in all ilreas of African studies. It offers a 2-year academic pro­grnm leading to the degree of Master of Arts. It collects African an and antiquities and also shares the responsibilities for the custodianship of the non-science museum.

Institute of Education. As is true with all university-based Institutes of Educa­tion, Nsukka's acts as the University liaison with ministries of education and teacher training institutions. In addition, it publishes professional journals on educational research nnd development and holds conferences, seminars, study progrnms, etc.

Chapter Ten

Placement Recommendations

The placement recommendations were approved by the National Council on the Evaluation of Foreign Educational Credentials January 25, 1977. The role of the Council is to review and modify as necessary the recommendations drufted by the author, in light of supporting textual material and the collective experience of the Council.

[AUTHOR's NOTE: The following placement recommendations have been written t() provide the reader with assistance in making admissions and transfer..credit decisions, as well as providing some general caveats concerning Nigerian education. The recommendations should be used in concen with the text. and the ::.ppropriate textual references arc stated parenthetically after the title il'l each recommendation. Although the page numbers refer only to those p:agcs that have direct bearing on the topic, it is urged that the relevant chapter be read in its entirety. Many of the recommendations have been incorporated imo the text and are merely repeated here.]

Primary Education (pp. 7 -8)

PLACEMENT--Completion of a year of the Nigerian primary school cycle should allow entrance into the next higher year in a U.S. school. Completion of the entire six-year program should lead to entrance into the seventh year of the U.S. system.

ENGLISH PRoFICIENcY--Caution should be exercised concerning English language proficiency which is usually quite low at the primary school level. Remediation in English as a foreign language may be required.

Secondary Modem School (pp. 9-1 0)

ADMISSION-Students who receive a Secondary Modern School Leaving Ceniticate are not high school graduates in either Nigerian or U.S. terms. They have reached a level equ<tl to the completion of U.S. junior high school (grade 9) with a major curricular emphasis on vocation:~! subjects.

Secondary Grammar School Questions frequently arise concerning the type of documentation ror second­ary scho()l work which should be. considered acceptable. The following

99

100 PLACEMENT RECOMMENDATIONS

guidelines prevail. Although students have only one original West African School Certificate, General Certificate of Education. or Statement of Results, nnd, therefore, may experience some h:~.rdship in supplying the original at the time of application, registration for classes should nm be allowed until the original document has been viewed. This is especially necessary because of the great number of forged documents in circulation. (See pp. 36-37 for n discussion of forgeries.)

Admissions officers should not consider any yearly grade reports or school testimonials, nor a Secondary School Leaving Certificate (which indicates only the completion of Form V and does not require the W ASC or other external examination) in making judgments concerning the quality of a secondary school record or in ascertaining high school units (see pp. 12-14). This is true because no consistency exists in the application of the externally set syllabuses.

The only new official document developed in recent years is the Statement of Results. This is issued to students who do not pass the West African School Certificate or the Higher School Cenificate but who have passed at least one examination. This document should be considered as an official report of scholastic achievement.

Non-Selective Freshman Admissions (pp. 11-14)

The Secondary School Leaving Certificate, received upon the completion of Form V, may be equated to the receipt of a U.S. high school diploma where neither qua1ity nor subject distribution is known. In institutions where neither the qualiry of the applicant's record nor high school units is a factor in admission. this certificate should be sufficient for acceptance. Students ad­mitted in this fashion should be tested in English and mathematics prior to registration; some remediation may be necessary for them.

Selective Freshman Admissions (pp. 11-14)

Where the quality of the applicant's record is an important factor or where high school units are a factor in the admissions process, five academic subjects p:lSsed at GCE Ordinary level should be required. Depending on institutional policy concerning the distribution of high school units, quasi-academic or nonacademic subjects may be substituted for academic subjects on a one-for­one basis (see also pp. 33-35).

Qnality Results on External E:mminations (pp. 22, 24)

While taking the Division of a certificate into account when making an admissions judgment. each institution's general admissions policy needs to be considered. For example, a highly competitive institution might require a Division I Certificate for admission, but not require either high school units in mathematics or science; in that case, a Division II Certificate with a low aggregate score would be as valid as a Division I-the difference being one of subject distribution rather than quality of performance.

' PLACEMENT RECOMMENDATIONS 101

Criteria for Judging External El<lllllioation Results (pp. 22, 24)

The number of subjects passed and the grades received, rather than the type of cenificate received, should be the basis of an admissions decision.

Categorizing of West African School Certificate Subjects (pp. 33-34)

The distinction between "academic" and "nonilcademic"' subjects. frequently used in the United States for the purpose of counting subjects for admission (::1 distinction unknown in Nigeria), should be broadened to include a third category-"quasi-academic''--defined as subjects dealing either nontrndi­tionally with traditional subject matter. providing either less practical or less theoretical knowledge and more applicability to local circumstances or subjects which are highly specialized and academic in a derivative sense only.

Nonacademic Subjects Meeting Admissions Requirements (pp. 33-34)

The usc of nonacademic subjects tnken on the WASC may be npproprintc for admission into two-year technical programs or for admission into nonselective progrnms, if these subjects relate to the student's major field of study, and the overall standard of performance on the examinations is good. In gencrnl, it is not recommended that more than two or three nonacademic subjects be utilized in this fashion. It should be noted that the concept of academic/ nonacademic subjects is unknown in Nigeria and needs to be re~xnmined in the United States in light of the fact that many high school systems have abolished unit requirements for graduation.

General Science Syllabus (pp. 31-32)

Additional General Science should be considered an academic subject for purposes of admission. General Science should not be considered an academic subject, but it is an appropriate subject for meeting high school unit require­ments.

Aherontive Syllabuses for WASC Biology, Chemistry, and Physics (p. 32)

These alternative syllabuses should not be considered as providing breadth and depth equal to the more traditional syllabuses, especially in respect to theory. Although they are appropriate subjects for meeting high school unit requirements, they should not be considered as academic subjects for admission.

English Proficiency (pp. 14-15, 26-28)

English Language passed at GCE Ordinary level (grades 1·6 on the WASC) may be accepted in place of the TOEFL. However, an acceptable TOEFL score should not be substituted for an absent or insufficient English Language

102 PLACEMENT RECOMMENDATIONS

GCE Ordinary level exam score. If an institution requires high school units in English, the TOEFL should not be accepted os a substitute for !he Ordinary level English Language examination.

Advice Concerning Students Who Migbt Not Be Admissible

It is urged that U.S. institutions which require five Ordinary level passes for admission not refer those students who have completed a Nigerian secondary school program of five years-Grade II Teachers College, Technical or Commercial Schools, Grammar School (without the requisite number of Or~ dinary level passes)-to a high school program, either Nigerian or Ameri­can. Such students who are already in the United States should be referred to alternative academic programs open to U.S. adults who do not hold a high school diploma.

Credit for Advanced Level Work (pp. 28-29)

Passes at GCE Advanced level (or principal passes on the Higher School Certificate) should be considered for advanced standing credit-with the exception of the General Paper-at between 6 and 1 0 semester hours per pass depending on an institution's own credit value for introductory courses. Advanced level subjects passed at Subsidiary level (or passes on exams set at Subsidiary level: sec pp. 24, 26) represent work beyond Ordinary level and should be considered for advanced standing credit at a level half the value of the Advanced level for each exam passed at Subsidiary level.

Teacher Training

Grade Ill Teachers Certificate (pp. 40-41)

Completion of this three·year postprimary program does not represent high school graduation in either Ni&..:rian or U.S. terms, and should not lead either to admission or advanced standing. As graduates of this program usually are older, advice referring them back to high school should not be given.

Grade II Teacbers Certificate (pp. 41-43)

Quantitatively, the completion of a Grade II Teachers Certificate program may be equated to the completion of U.S. high school. This certificate may be used in the same way as a U.S. high school diploma where neither quality nor subject distribution is known.

Grade I Teacbers Certificate (pp. 40-41)

This certificate should be considered sufficient for freshman admission. In addition. credit for GCE Advanced level passes should be awarded as

PLACEMENT RECOMMENDATIONS 103

previously indicated. Credit should be granted only for subjects verified by full passes on a GCE Advanced level certificate (or on the HSC).

Nigerian Certificate of Edncalioo-Academic Program (pp. 43, 45)

Holders of the Nigerian Certificate of Education listing academic subjects should be considered for undergraduate admission with approximately 1 ~ years of transfer credit: 6-10 semester hours for each of the two academic subjects and 30-36 semester hours in teacher education courses.

Nigerian Certificate of Edncatioo-Tedmicai/Commercial Programs (pp. 45-46)

Holders of the Nigerian Certificate of Education listing technical or com­mercial subjects should be considered for undergraduate admission with approximately one year of transfer credit (30-36 semester hours in teacher education coursc:s). Credit may be granted for technical or commercial subjects, although institutions may wish to certify competency on the basis of examination or other form of reassessment.

Tedmical Teachers Certificate (p. 46)

Admissions deci!iions should not be based on this certificate alone. If the student qualifies for admission on the basis of prior qualifications. approxi­mately IS semester hours of credit in teacher education courses may be granted.

Post-Gmdnate Diploma (Certificate) in Education (p. 48)

Holders of a Post-Graduate Diploma (Certificate) in Education have com· pleted advanced undergraduate work in teacher education courses. They may be granted undctgraduate transfer credit on a course-by-course basis. Grad­uate credit should never be granted.

Technical Education

Evaluation of Technical Certificates (pp. 55-58)

Decisions on technical cenificates and diplomas which are not explained in this, or a similar, volume should not be made until a Regulations and Syllabus has been reviewc:d. The latter publication will provide evaluators with infor­mation on entry requirements, duration of programs (including the allocu.tion of time between clnsswork nnd practical training), as well as subject content.

Trade Center Programs (pp. 49-51)

Completion of a Trade Center program does not equate to the completion of a U.S. high school program, and those who finish these programs should

I 04 PLACEMENT RECOMMENDATIONS

not be considered for admission to U.S. colleges solely on the basis of the completion of the Trade Center program.

City & Guilds of London Institute Trade Certificates (pp. 49-51)

Students holding either the Craft or Advanced Craft CGLI single-subject certificates (offered at the Trade Centers noted above) should not be con­sidered for admission to U.S. colleges solely on the basis of these documents because these programs do not provide an adequate background in funda­mental academic skills. If eligible on the basis of other qualifications, holders of Pan ll and Advanced Craft cenificates may be considered for limited advanced standing credit. It is recommended that a syllabus be reviewed before assigning credit.

I I

Commer<iai/Vocational Schools (pp. 51-52)

Graduates of commercial or vocational secondary,schools may be considered for 3dmission only into nonselective university Or college programs in the United States. The document certifying the completion of these programs may be used in the same way as the U.S. high school diploma where neither quality nor subject distribution is known. Students admitted on this basis should be tested in English and mathematics before registration. Some re­mediation may be necessary for such students.

Polyte.:hnics/Colleges of Te<:hnology (pp. 52-55)

These institutions prepare students to study toward a variety of external qualifications. Attendance at a polytechnic or college of technology indicates that a minimum of live credit grades on the WASC (or the GCE equivalent) have been obtained. Many of the programs may be evaluated for transfer credit (see appropriate sections of this volume and the WES volume on the United Kingdom). However. many of the prognims are not postsecondary.

Certificate in Medical Laborntory Teehnol.ogy (p. 57)

Students presenting this certificate may be admitted to an undergraduate program with advanced standing, determined on a subject-by-subject basis, with up to a maximum of 36 hours.

N~tional Diplomas

Ordinary National Diplomas (pp. 52, 54)

Transfer credit for Ordinary National Diploma work (or the equivalent) should be limited to those areas dealing with theory which by .the criteria of the evaluating institutions clearly reaches the standards of their own intro. ductory courses. The total number of credits should not exceed 12-18

PLACEMENT RECOMMENDATIONS !OS

semester hours for each year (for a total of 24-36 semester hours), and in many cases may be Jess.

Higher National Diplomas (pp. 52, 54)

Based on a course-by-course evaluation of HND subjects, transfer credit shouJd be considered up to a maximum of two years (60-72 semester hours), keeping in mind that the programs· thrust is applied, not theoretical. There­fore. taking into account both the OND and the HND, up to il maximum of three full years· credit (90·98 semester hours) may be granted.

Seminaries and Theological Colleges (p. 85)

Nigerian seminaries and theological colleges have widely varied points of entry. The completion of these courses cannot be considered as providing either secondary or postsecondary training in any sense readily translatable into U.S. terms. Admission should be based on other qualifications, and caution should be exercised in considering transfer credits.

Nnrsmg Education

Nursing Traiuiug (pp. 59-63)

The evaluation of Nigerian nursing program graduates should be made on the same basis as that used for graduates of diploma programs of nursing in the United States.

Midwifery Certification (p. 63)

Since both entry requirements and program quality are varied, holders of midwifery certificates should not be considered for admission to academic programs. lf eligible for admission on the basis of other qualifications. no transfer credit should be given for this type of certification.

University Degree Programs

Preliminary Year Programs (pp. 67-68)

U.S. colleges and universities which require Advanced level passes on the GCE for admission should consider substituting preliminary year certification in Jieu of Advanced level passes for purposes of admission. Credit may be awarded for courses taken during the preliminary year in major subject areas. Institutions may wish to certify competency on the basis of a review of syllabuses, by ex.amination, or other form of recertification. Transfer credit should be limited to 6-10 semester hours for each subject passed, depending on an institution's own credit value for introductory courses. No credit should be granted for English language srudied in the preliminary year.

106 PLACEMENT RECOMMENDATIONS

Degree Equivalency

Degrees from Nigerian universities should be considered comparable to U.S. degrees at the same level and should be treated accordingly.

Transfer Credit Evaluation

At the undergraduate level. transfer credit should be considered on a course-by-course basis with up to a maximum of one year's credit (30-36 semester hours) for one year's work. Credit should not be granted for courses that are not graded. It is urged that a syllabus for all undergraduate work be used when making evaluations.

"D" Grade Eqnivalents

Third and Pass class grades (40-49 percent) should be equated to "D"' grades in the United States. (See pp. 72-75 for a discussion of the grading system.)

Qoalily Requirements for Admission into Gradnate Programs (p. 75)

Applicants for graduate programs with First or Second Class bachelor's degrees should be considered for admission to graduate studies in the U.S. When considering an applicant with a Lower Second Class degree. U.S. institutions may wish to place a great deal of weight on other types of supporting documentation--recommendations, objective test scores. etc.

Aegrotat Degree (p. 75)

Applicants who present an aegrotat degree may be considered for under­graduate admission with up to three years of transfer credit.

University-Based Diploma and Certificate Programs

Diploma and Cenificate programs vary in admissi.ons requirements and content to such an extent that only one generalization is possible: none of the programs is equivalent to degree programs at aoy level. regardless of their duration.

The fact that a diploma/ certificate program is given at a university does not mean that it is at university level: many government ::md private sector in-service courses are offered at universities. Admissions requirements (see appropriate sections in University Descriptions. Chapter Nine) and a syllabus shouhl be reviewed before making judgments. (See also p. 66.)

Graduate credit for Post-Graduate Diploma/Certificate programs should be considered only for those programs which require an applicable under­graduate major subject as a prerequisite for admission. Such programs as the Post-Graduate Diploma (Certificate) in Education, which does not require

PLACEMENT RECOMMENDATIONS 107

prior coursework in Education. should not be considered for graduate level credit.

In order to determine the transferability of credit for diploma/cenificate programs at the undergraduate level, an evaluator must obtain a syllabus of the program. The fact that admissions requirements may be lower for these programs docs not necessarily mean that the program cannot be considered for credit. as experience in the field often is a prerequisite for admission. If a review of the syllabus indicates that the courses nrc comparable to a U.S. institution's courses. then credit may be given on a subject-by-subject basis.

1. Primary Educ~lion

Appendix

Linear Diagrams of the Nigerian Educational System

2 3 4 s 6 A

rj ""'PR1:=-M:-:A-::R"'Y;-S=-:C~H<">O'-'o""L'j

A-Primary School Leaving Certificate.

:Z. Secondary EdflCDiion-Modern School 234567 8 9

A B I PRIMARY SCHOOL I MODERN SCHj

A-Primary School Lea.ving Cenificate. B-Modem School Leaving Cenificnte.

3. Secondary Edocnlion-Grammar School 1 2 3 4 S 6 7 8 9 10 l!C i2 13

A B D 1 PR1MARY SCHOOL I GRAMMAR scHooq FORM v!J

A-Primary School Leaving Certificate. B-West African School Cenificate (grades I ~6) /GCE Ordinary level equivalent. C-Secondary School Leaving Certificate. 0-Higher School Certificate/GCE Advanced level equivalent.

4. Teacher Trainlng--Grnde U Training Program 1 2 3 4 s 6 7 8 9 10 11 12 13

A • B I PRIMARY SCHOOL I GRAMMAR SCHOOL I TTC' I

or A C B

~~P=R=IM~A=RY~SC~H=o-=o~LTj7M=o=o~s=c=H~j ~~TT~C--~j or

A E B

I PR1MARY SCHOOL I GRAMMAR SCHOOL I TTCI'

or

(contlnu~rd)

108

APPENDJ)(

2 3 4 5 6 7 8 9 10 A D

I PRIMARY SCHOOL I TIC TIC

or A

I PRIMARY SCHOOL I TIC

A-Primary School Leaving Certificate. 8-Grade II Teachers Certificate. C-Modtrn School Leaving Certificate.

109

II 12 13 B

I

B

D-Grade lll Teachers Certificate (no longer beingotfered). E-West African School Certificate (grades 1·6)/GCE Ordinary level equivalent. •Completed secondary school but failed the School Certificate examination.

5. Teacher TrniniDg-Nigerian Certificate of Education (acodemic) 2 3 4 5 6 7 8 9 10 II 12 13 14

A B C

I PRIMARY SCHOOL /GRAMMAR SCHOOLIADV TCH COLLI

or A D C

r/~PR~IM~A~R~Y~SC~H~O~O~L~/=T=EA7:C~H=E=R~T=R~N~G=-c=.-r/A~D~V~T~C~H~C~O~L~L-~ •

A-Primary School Leaving Certificate. 8-West African School Certificate (grades 1-6)/GCE Ordinary level equivalent. C-Nigetian Certificate of Education (academic). 0--Grade II Teachers Certificate. • See Ch:1pter Four for information on alternate routes to Grade II certification.

6. Teacher Traioiog-Nigerian Certificate of Education (tecbolc:al) 2 l 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18

A B C

/PRIMARY SCHooq Incomplete Gr. Scb.l TECH COLLI ADV TCH COLLI •

or A D c

/PRIMARY SCHOOLj GRAMMAR SCH I ADV/TC

A-Primary School Leaving Cenificate. 8-0rditmry or Intermediate level City & Guilds of London Craft cenificates in

an engineering or a building craft. C-Nigerian Certificate of Education (technical). D-West African School Certificate (grades 1-6)/GCE Ordinary level equivalent. • See Chapter Seven on Technical Education for alternate routes to CGU

certificates.

7. Teacher TrniniDg-Nigerinn Certificate of EducotiOD (commen:ial) 2 3 4 5 6 7 8 9 10 II 12 13 14

A B C 1 PRIMARY scHooL 1 GRAMMAR scHooL! ADv TCH coUJ

A-Primary School Leaving Certificate. 8-West African School Cenificate (grades 1-6)/GCE Ordinary level equivalent. C-Nigerian Certificate of Education (commercial).

110 APPENDIX

8. Teacher Training-Technical Teachers Ccrtificalc

2 3 4 S 6 7 8 9 10 II 12 13 14 15 16 17 A B C D E

!PRIMARY SCHOOL[GRAMMAR SCHOOLjFORM VII UNIVERSITY I NTI •

or

A B F G E

!PRIMARY SCHOOL[GRAMMAR SCHOOL[P. TECH I P. TECH I NTI

or

A H I !PRIMARY SCHOOL[ MOD SCH I TECH SCH I TS

or

A B E

jPRIMARY SCHOOL[ GRAMMAR SCH [NT) 00

A-Primary School Lc01ving Ccrtificate. 8-Wcst African School Cenificate (grades 1.-6)/GCE Ordinary level equiva.lent. C-Higher School Certific:ate/GCE Advanced level equiv::alent. D-Bachelor's degree. E-Technical Teachers Certificate. F-Ordinary National Diploma (or the equivalent). G-Higher National Diploma (or the equivalent). H-Modem School Leaving Certificate. I-city & Guilds of London Craft Certificate (or the equivo.lent). J-City & Guilds of London Advanced Craft Certificate (or the equivalent).

• See Chapter Nine on University Education for alternate routes to the bachelor's degree.

•• See Chapter Seven on Technical Education for alternate routes to City & Guilds of London. cenificatcs.

NT -National Technical Training College. Lagos

9. Technical Education-Postprillllii'Y Trnde Ccuters

2 3 4 s 6 7 8 9 10 II 12 13 14 I5 A • B c

I PRIMARY SCHOOL I Incomplete Gr. Sch. TR/C ITRtcl or

A D B c I PRIMARY SCHOOL I MOD SCH I TR/C ITR/C I

A-Primary School Leaving Certificates. B-City & Guilds of London Croft Certificate (or the equivalent). C-City & Guilds of London Advanced Craft Certificate (or the equivalent). 0-Modem School Leaving Certificate.

• Minimum 2-3 years.

APPI!.NDIX

10. Techniad Educalioo--Postprimary Commercini!Vocaliooal Schools I 2 3 4 S 6 7 8 9 10 II

A B

I PRIMARY SCHOOL I COMM/VOC SCHS

A-Primary School Leaving Certificate.

Ill

B-.basic level external commercial/vocational certificates of the Royal Society ()f Arts. (and ()ther British external qualifications) as well 115 General cenificate of Educntion Ordinary level commercial and vocational certificates.

U. Tecimlad Edncnlioo--Polytechnics/CoUeges of Technology I 2 3 4 S 6 7 8 9 10 II 12 13 14 IS

A B C D

I PRIMARY SCHOOL I GRAMMAR SCHOOL\ P. TECH I P. TECH I A-Primary School Leaving Certificate. B-West African School Certificate (grades 1-6)/GCE Ordinary level equivn.lenL C--Qrdinary National Diploma (or the equivalent). D-Higher National Diplom:J. (or the cquiv:J.Ient).

11. Nursing Educulion I 2 3 4 S 6 7 8 9 10 II 12 13 1411>

A B C

I PRIMARY SCHOOL I GRAMMAR SCHOOL\ NURSING SCH I A-Primary School Lenving Certificate. B-West African School Cenificate (grndes 1·6)/GCE Ordinary level equivoleut. C-Nigcrian Registered Nurse (NRN).

13. University Ednculion-Bachelor's Degree (direct entry) I 2 3 4 S 6 7 8 9 10 II 12 13 14 IS 16

A B C D r\ P'"RI=M'""'AR=Y,...,SC'"H"'O;<:O;-.L;-r\ ;,;G""R..,.A"'"'M'"M'A"R..-.;S"'CH=o"'o;-q._:;F"'O<-;RM='v"Ir\ '--u'"'N=Iv"ERS="'ITY""'\

A-Primary School Leaving Certificate. B-.West African School Cenificnte (grades 1-6)/GCE Ordinary level equivalent. C--.Higher School Cenificnte/GCE Advanced level equivalent. D--. Bachelor's degree.

14. University Edncalion-llachelor's Degree (concessionlll entry) 2 3 4 S 6 1 8 9 10 II 12 13 14 U

A B • C

I PIUMARY SCHOOL I GRAMMAR SCHOOL\ UNIVERSITY I A-Primary School Leaving Certificate. 11-West African School Certificote (grades 1·6)/GCE Ordinary level equivalent. C-. Bachelor's degree. • Preliminary Year qualification examinations.

Index

Abdollahi Bayero College, 77 Accounting

Diploma in, 79 Adeyemi College, 91 Administration. Institute of

Ahmadu Bello University, 76, 81 University of lfe, 91

Admin. Mgmt. Techniques Course in. 90

admissions non-academic subjects, 101 non-seh:ctivc freshman. 100 placemc:nt recommendation. 102 selective freshmnn, 100

Adult Ea. and Community Devel. Diploma in. 85

Advanced Teacher Training College Kano,81 list of. offering Nigerian Certificate

of Education programs, 43, 45 Ondo, 91 Port Harcourt. 87 Zaria, 81

Acgrotnt Degree. 105 African SIUdies. Institute of

Unive~ity of Ibadan, 87 University of lfe, 91 Univcr.;ity o( Nigeria. 98

Agricullurnl and Livestock Services Training.

Division of. Ahmadu Bello Uni­versity, 81

education, 55 Extension, Post-Gm.duatc Diploma

in, SS Mechanics. Certificate in, 79 Research and Training, Institute of.

Uni¥ersity of Ife, 91 Agriculture

Experimental, Certificate in, 79 Geneml. Certificate in, 79 Post-Graduate Diploma in, 85 sample university bachelor's pro-

graitt in, 69 Ahmadu Bello Vnivcrsiry, 76-SJ

Admis:sions bachelor's level, concessionnl

entry, 78 bachelor's level, direct entry, 77-

7S doctor.1l programs, 78-79 masrer's programs, 78

calendar, 77 costs, 77

113

degrees offered, 80-81 historicnl background, 76-77 libr<lry facilities, 77 student enrollment. 77

Alternative syllabuses West African School Certificate

subjects (Biology, Chemistry, Physics), 32, I 0 I

Anesthesia Diploma in, 85

Anesthesiology Post-Graduate Diploma in, 93

Animal Health and Husbandry Diploma. in. S8 Diploma in (University of Nigeria),

96 Arabic and Islamic Studies

Cenificate in, 84 School for Arabic Studies, 77

Architecture Diploma. in, 79

Art and Design Certificate in, 79

Arts Bachelor of, 80-81, 86, 90, 93-94, 97 Master of, 80-81, 86, 93, 97

Banking Diploma in, 79

Benin, University of, 81-82 admissions

bachelor's level, concessional (pre-degree) entry, 82

bachelor's level. direCt entry. 82 calendar, 82 costs, 82 degrees offered. 82 historical background, 81-82 Jibr.1ry fadlities, 82 student enrollment. 82

Building Diploma in, 79

Business Administration Master of. 93

Calabar, University of, 65, 94 Chemistry

Annlytical. Post-Graduate Diploma in, 85

sample university bachelor's pro­gr<lm in, 71· 72

Child Care rnstitute of. University of Ibaclan,

87

114

Child Health Institute of, University of Lagos, 94

City and Guilds of London Institute, 46, 50-51, 104

Combined Honours Degrees, 69, 72 commercial secondary schools, St-52,

104 Community Health Project

Ibarapa, University of lbadM, 87 Comparative Education Study and

Adaptation Center, 94 Continuing Education Center, 94 credit, advanced level, 102 Crop Protection

Post-Graduate Diploma in. 85 Curriculum Development nnd Instruc­

tionD.I Matcrinl Center, 97

Dental Surgery Bachelor of, 93

Dispensary Assistant Course, 80 Drug Research Unit, 9 I

Economic Development Institute, 97 Economics

Development, Post-Graduate Di­ploma in, 90

sample university bachelor's pro­gram in, 70-71

Edo Studies Diploma in, 93

Education Associateship Certificate in, 84 Bachelor of, 81, 86 Master of, 81, 86, 90

Education. Institute of Ahmadu Bello University, 81 University of Ibadan, 87 University of Ife, 91 University of lagos, 94 University of Nigeria, 98

Education, Post-Graduate Diploma in, 103 Ahmadu Bello Univenity, 80 University of lba.dan, 8S University of Lagos, 93 University of Nigeria, 97

Educational Administration Certificate in, 79

Educational Evaluation Post-Graduate Diploma in, 8S

Engineering Bachelor of, 81 Master of. 81

English :::ts a second language, the teaching of, 14 Post-Graduate Diploma in, 86

INDEX

English Language Gener.al Cenificate of Education,

Ordinnry level syllabus in, 26-27 proficiency, 101 training in secondary school, 14-IS

English Linguistics, Applied Post-Graduate Diploma in, 85

English Literature General Cenificate of Education,

Advanced level syllabus in, 29 General Ceniflcate of Education,

Ordinary level syllabus in, 28-29 English, sample university bachelor's

program in, 69 Environmental Design

Bachelor of, 93 Master of, 93

Examinations External, 17, 100, 101

Extra-mural Studies, Division of. University of Nigeria,

97

Financial Management Diploma in, 90

Fine Arts Diploma in, 79

Food Science and Applied Nutrition Certificate in, 85

Forestry Diploma in, S8 Cenificatc in, 85 Post-Graduate Diploma in, 85

General Cenificate of Education Advanced level, 11-14 Ordinary !_eve!, 11-14

General Science Additional, syllabus, 31-32, 101 syllabuses, 31-32, 101

General Studies, Division of, Univer­sity of Nigeria, 97

grammar schOol, 11-14

Hausa Diploma in, 79

Headmaster's, Institute, 84, 87 Health, Institute of, Ahmadu Bello

University, 81 Higher National Diploma (HND),

52-54, 105 Higher School Certificate (HSC), 17·

21, 102 Home Economics

Certificate in, 79 Horticulture

Certificate in, 79 hospitals, teaching, 63

INDEX

Ibadan, University of, 83-87 admissions

bachelor's level, concessional entry, 84

bachelor's level. direct entry, 84 doctoral programs, 84 master's programs, 84

calendar, 83 costs, 83 degrees offered, 86-87 historical background, 83 library facilities. 83 student enrollment, 83

lfe, Univer.;.ity of, 87-91 admissions

bachelor's level, concessional entry, 88-89

bachelor's level, direct entry, 88 doctorul progmms, 89 master's programs, 89

calendar, 88 costs, 88 degrees offered, 90-91 historical background, 87 librnry facilities, 88 student enrollment, 88

Uorin, University College, 65 Immunology

Certificate in, 85 Diploma in, 85

Industrial Technical Education Diploma in, 96

lnfont Methods Diploma in, 79

Insurance Diploma in, 79

International Affairs, Post-Graduate Diploma in University of lbadan, 86 University of Ife, 90

Irrigation Agronomy Certificate in, 79

Islamic Legal Studies Diploma in, 79

Jos, University of, 65, 83

Knno, University College, 65

Laboratory Assistant Certificate, S7 Lagos, University of, 91-94

admissions bachelor's level, concessional

enlry, 92 bachelor's level, direct entry, 92 doctornl programs, 92 master's programs, 92

calendar, 92 costs, 92 degrees offered, 93-94 historicaJ background, 91 library facilities, 92 student enrollment, 92

Land Surveying

115

Ordinnry Technicians Diploma in, 58

Language Proficiency Certilicntes, 93 Law

Advnnced Course for Alkali and Staff of Area Courts, 79

Bachelor of, 81, 90, 93,97 Diploma in ( Ahmadu Bello Univer­

sity), 80 Diploma in (University of Lagos),

93 Doctor of, 93 Judicial Course for Alkali and Stnff

of Area Courts, 80 Master of, 81, 93, 97

Letters Doctor of, 86, 93, 97

Librarianship Diploma in, SS Post-Graduate Diploma in, 86

Libr:uy Science Diploma in, 80 Master of, 86

Linguistics Post-Graduate Diploma in, 86

Local Government Administration, Certificate in, 89 Higher Diploma in, 80, 90

Maiduguri. University of, 66 Management

Modem, Course in, 79 Studies, Certificate in, 89

Mass Communications Diploma in, 93

Mathematics General Certificate of Education,

Ordinary level syllabus in, 3()..31 Mathematics Education

Diploma in, 80 Higher Diploma in, 80

Medical Laboratory Technologists Associateship Diploma of the Insti­

tute of. SS Medical Laboratory Technology, 57,

86 Medicine

Bachelor of, 81, 82, 86, 90, 93, 97

116

Doctor of, 81, 86 Master of, 86

Meteorology Post·Graduate Diploma in, 86

midwifery, 63, I OS modem schools, 9-10 Music Education

Diploma in, 96

Ntltional Common Entrance Examina­tion (NCEE), 7·8

Nigeria, University of, 94-98 admissions

bachelor's level, concessionnl entry, 95-96

bachelor's level, direct entry, 95-96

doctoral programs, 96 master's progrnms, 96

calendar, 95 costs, 95 degrees offered, 97 historical background, 94-95 library facilities, 95 :;tudent enrollment, 95

Niserian Certificate of Education (NCE), 39,43-46, 80, 103 •cademic NCE, 43-45, 80 commercial NCE. 46 technical NCE, 45

Niserian College of Arts, Science and Technology lbadan, 76, 87 Enugu,94

Nigerian Defense Academy, 87 Ni,gerian Institute of Social and Eco­

rlOmic Research. 87 Nursing 59, 105

nsscssment and certification, 62 bachelor's degree program, 62 Nursing Council of Nigeria

(NCN), 59-60, 62-63 rtursing schools, approved, 63 syllabus. 61

Nutrition Post-Graduate Diploma in, 86

Ordinary National Diploma (OND), 52-54, 104

Petroleum Engineering Post-Graduate Diploma in, 86

Phjnnacy Snchelor of, 90, 97

Philosophy Doctor of, 80-81, 86-87, 90, 93-94,

97 Master of, 90.91, 97

INDEX

Physical Education Institute of, University of lfe, 91

Physiotherapy Diploma in, 93

Polytechnics. See Technology, Colleges of

Population and Manpower Studies, Institute of, University of lfe, 91

Port Harcourt, University College, 65 Poultry H usb:mdry

Cenificate in, 79 Primary School Leaving Certificate, 7 Project Analysis and Management

Course in, 90 Public Administration

Certificnte in, 89 Master of, 80, 91 Post-Graduate Diploma in, 80, 90

Public Heo.lth Diploma in, BS Inspectors Diploma, 80

Radiology Certificate in, 57-58

Range Mo.nag:ement Certificate in, 79

Religions the Studies of West African, Di­

ploma in, 97 Religious Sr:udies

Certificate in, 85 Diploma in, 84

Roynl Society of Arts (RSA), 51 Rurnl Health Assistant, 80

Science Bacbelor of, 80.81, 82, 86, 90, 93-

94,97 Doctor of. 86, 90, 93-94, 97 Master of, 80-81, 86-87, 90, 97

Secondary School Leaving Certificate, 12·14

Sokoto, University of, 66 Statistics

Professional Diploma in, 86 Surgery

Bachelor of, 81, 82, 86, 90, 93, 97 Master of. 86, 93

Tax Administration Certificate in, 89 Post-Graduate Diploma in, 90

Tax and Revenue Administration Certificate Course in, 79

Teacher Training postprimary, I 0-11

INDEX

Teachers Cenificates. 102 Grode !, 40·41 Grode U, 41-43 Grode lll, 40-41

Teachers' Associate:ship Diploma in Pre-primary, Lower and Upper

Primary Education, 90 technical education, 103 Technical Teachers Certificoue, 46, 103 Technology, Colleges of, 52-SS, 104 Technology, Institute of, Benin, 65, 81 theologicnl colleges, 85, 105 Town Planning

Ordinary Technicians Diploma in, 58

Trade Centers, 49-51, 103 Tropicul Medicine

Diploma in, 85

University degree programs, 1 OS

117

diplomil and certificate programs, 106

University Administration Certificate in, 89

Veterinary Medicine Doctor of, 81, 87, 97

vocational secondary schools, 51-52, 104

West African Examinations Council structure, 17-19 syllabuses, 26·34 Test Development and Research

Office (TEDRO). 60 West African School Certificate

restrictions, 21-22 subjects offered, 20-21 categorizing subjects, 101

Yoruba Studies Diploma in, 93

NATIONAL COUNOL ON THE EVALUATION OF FOREIGN STUDENT CREDENTIALS

Chairperson of the Council-Sanford C. jameson, Director, Office o( International Education, College Entrance Examination Bo<trd, 1717 Massachusetts Avenue. N. W., Washington, DC 20036.

Vice ChairpcrsonJSecrctary-Robert J. Hefling, Assistant Dean, Graduate and Inter­national Student Admissions, University of Colorildo, Boulder, CO 80302.

Member Organizations and Their Representatives

American Association of Collegiate Registr.lrs and Admissions Officers-Vice Presi­dent for lntemational Education, Cliff Sjogren, Director of Admissions, University of Michigan-Ann Arbor, Ann Arbor, Ml48109~ Chairperson of the World Educa­tion Series Committee, Ralph M. Henderson, Associate Director o{ Admissions, University of Missouri-Kansas City, Kansas City, MO 64110; Rebecca R. Dixon, Assistant Dean, Graduate School, Univen;ity of Southern CoJ!ifomia, Los Angeles, CA 90007.

Americ:m Association of Community and junior Colleges-jorge M. Perez Ponce, Director, IntemationaJ Education, One Dupont Circle, Washington, DC 20036.

American Council on Education-Rose L. Hayden, Associate Director, International Education Project, One Dupont Circle, Washington, DC 20036.

College Entrance Examination Board-Sanford C. jameson (listed above as Chair­person of the Council),

Council of Graduate Schools-Andrew j. Hein, Assistant Dean, Graduate School, Univen;ity of Minnesota-Twin Cities, Minneapolis, MN 55455.

Institute of International Education-Martha Renaud, Coordinator, Division of Foreign Student Placement, Institute of IntemoJtiona1 Education, 809 United Nations Plazil, New York, NY 10017.

National Association for Foreign Student Affairs-James S. Frey, Executive Director, World Education Services, Inc., P.O. Box 8643, Baltimore/Washington International Airport, MD 21240; Frederick E. Lockyear, Jr., 13875 S.W. Burlwood Street, Beaver­too, OR 97005; johnny K. Johnson, Director of Graduate Admissions, University of Kentucky, Lexington, KY 40506.

Observer Organizations and Their Representatives

U.S. Department of State-Agency for International Development-Hattie Jarmon, Educational Specialist, Office of International Training, Washington, DC 20523.

U.S. Department of State-Bureau of Educational and Cultural Affairs-Mary Ann Spreckelmeyer, Chief, Student Programs, Office of Youth, Student and Special Pro­gl4lms, W<Jshington, DC 20520.

U.S. Office of Education-Charles C. Hauch, Chief, Comp.:~rative Education Section, lntemational Services and Research Branch, 7th and D Streets, S.W ., Washlngton, DC 20202.

The State of New York Education Department-Thomas Monahan, Assistant in Com~ paroltive Educiltion, Division of Professional Licensing SeiVice, State Educatio-n Department, the University of the State of New York. 99 Washington Avenue. AI~ bany, NY 12210. I

PUBLICATIONS OF AACRAO" PERTAINING TO INTERNATIONAL EDUCATION

WORLD EDUCATION SERIES-Guides to tile Academic Placement of Students from Foreign Countn·es in Educational Institutions in tile United States (prices vary-please note carefully): Germany (1966), Iran (1970). Iraq (1966), Japan (1966), Jordan (1969), Saudi Arabia (1968), Spain (1967), and Vietnam (1970), each $1 per copy; the Coastal Countries of the Arabian Peninsula (1974), Greece (1974). and libya (1972), each $2; In­dia (1971) and the Republic of Korea (1975), each $3; Nigeria (1977) and Republic of Chi­na (Taiwan) (1971), each $4; France (1975), Islamic Republic of Pakistan (1977), Israel (1976), and the United Kingdom of Great Britain and Northern Ireland (1976), each $6.

Placcmtnt Guides to Accompany U .5. Office of Education Publications: Chile (1965), Czechoslovakia (1964), Iran (1964), New Zealand (1965), Peru (1965), Poland (1964), Soviet Zone of Gennany (1966), Taiwan (1967), and U.S.S.R. (1966), aU free; Br.Jzil (1974), Hungary (1972), Kenya (1973), Selected French Speaking Sub-Saharan African Countries (1975) and Spain (1973), each$!; Ghana (1976),lr.m (1976), and Japan (1976), each 53.

Do-it-Yourself E.valuahon of Foreign Student Credcntials (1966}, $1. Out of print publicntions ilJ'e listed below. The)' are available from University Micro­

films International. 300 North Zeeb Road, Ann Arbor, MI 48106. To order please indicate order number.

Title

Argentina (1962) Austria (1961) Canada (1957) Canada (1974) France (1964) India (1964) Italy (1962) Korea (1958) Lebanon (1964) Mexico (1961) Mexico (1968) Netherlands (1961) Norway (1971) Scandinavian Study Tour (1959) Switzerland (1965) Thailand (1959) Turkey (1972) United Arab Republic (1970) United Kingdom (1963) Venezuela (1961)

Order No.

OP 56,919 OP 56,917 OP 56,916 PB 01,663 OP 71,677 OP 63,854 OP 56,910 OP 56,909 OP 71,701 OP 60,597 PB 01,662 OP 56,907 PB 02,322 OP 56,908 PB 02,324 OP 56,913 PB 00,640 OP 71,678 OP 2,001,921 OP 56,912

XSIO X 10 X 10

Price

X 23.80 X IS X 14.10 X 11.60 X 10 X 11.30 X 10.80 X 34.60 X 11.20 X 10.40 X 15.80 X 12.90 XII X 16.50 X 10.10 X 16.70 X 10

M$6 M6 M6 M8 M6 M6 M6 M6 M6 M6 M 11.60 M6 M6 M6 M6 M6 M6 M6 M 6 M6

Placement Guides to Accompany U.S. Office of Education Publications:

Afghanistan (1961) OP 56. 918 XSIO M$6 Caribbean (1961) OP 56,915 X 10 M 6 Colombia (1974) PB 01,665 X 10 M 6 Hong Kong (1961) OP 56,911 X 10 M 6 Philippines (1962) OP 56,906 X 10 M 6 Rumania (1961) OP 56,905 X 10 M 6 Spain (1975) PB 01,664 X 10 M 6 Tanganyika (1961) OP 56,914 X 10 M 6

X-XEROGRAPHIC M-M1CROFILM

•Payment should be enclosed for all orders amounting to S20 or less, and requests should be addressed to:

American Association of Collegiate Registrars and Admissions Officers One Dupont Circle, N.W., Suite 330 Washington, DC 20036

A complete listing of nll journals, reports. and manuals published by AACRAO is available from the office of the Association.