- December 1, 2022
- Posted by: ccmas.admin
- Category: Disciplines
The Core Curriculum Minimum Academic Standards (CCMAS) are designed for the education and training of undergraduate students wishing to obtain first degrees in the different areas of Education in Nigerian University System. Presented in this section are the basic operational elements that serve to define the minimum academic standards required to achieve the cardinal goal of producing graduates in Education with sufficient academic background to face the challenges of a developing economy in an increasingly globalized economy.
It is pertinent to note that this CCMAS document is expected to guide institutions in the design of curricula for their Education programmes by stipulating the minimum requirements. Being such, institutions are encouraged to take due cognizance of the CCMAS while bringing necessary innovation to the content and delivery of their programmes towards achieving the overall goal of Education and training in the country.
Programmes and Degrees
The programmes are Education Programmes which covers the following degree areas.
Table 1: 1 List of Programmes and Degrees
|S/N||Programme||Degree In View|
|1||Adult and Continuing Education||B. Ed|
|2||Agricultural Education||B. Sc. (Ed)|
|3||Arabic||B. A. (Ed)|
|4||Biology||B. Sc. (Ed)|
|5||Business Education||B. Sc. (Ed)|
|6||Chemistry||B. Sc. (Ed)|
|7||Christian Religious Studies||B.A. (Ed)|
|8||Computer Science||B. Sc. (Ed)|
|9||Creative Arts Education||B. A. (Ed)|
|10||Early Childhood Education||B. (Ed)|
|11||Economics||B. Sc. (Ed)|
|12||Educational Management||B. (Ed)|
|13||Efik-Ibibio Education||B. A. (Ed)|
|14||English Language/Literature-in-English||B. A. (Ed)|
|15||Entrepreneurship Education||B. Ed|
|16||Environmental Education||B. Sc. (Ed)|
|17||French||B. A. (Ed)|
|18||Geography||B. Sc. (Ed)|
|19||Guidance and Counseling||B. (Ed)|
|20||Hausa||B. A. (Ed)|
|21||Health Education||B. (Ed)|
|22||History||B. A. (Ed)|
|23||Home Economics||B. Sc. (Ed)|
|24||Human Kinetics/Physical Education||B. (Ed)|
|25||Igbo||B. A. (Ed)|
|26||Integrated Science||B. Sc. (Ed)|
|27||Islamic Studies||B. A. (Ed)|
|28||Language Arts and Communication||B. A. (Ed)|
|29||Library and Information Science||B. Ed|
|30||Mathematics||B. Sc. (Ed)|
|31||Music||B. A. (Ed)|
|32||Physics||B. Sc. (Ed)|
|33||Political Science||B. Sc. (Ed)|
|34||Primary Education||B. Ed|
|35||Social Studies and Civic Education||B. Sc. (Ed)|
|36||Special Needs Education||B. (Ed)|
|37||Sustainable Development Studies||B. Sc. (Ed)|
|38||Technology Education||B. Tech. (Ed)|
|39||Yoruba||B. A. (Ed)|
Philosophy, Aims and Objectives of Education
The Philosophy of the programmes in Education is aimed at achieving the goals and objectives of the National Policy on Education. The national philosophy is in turn based on the following general aspirations of Nigeria as contained in Section 1 Paragraph 3 of the National Policy on Education:
- a free and democratic society;
- a just and egalitarian society;
- a united, strong and self-reliant nation;
- a great and dynamic economy; and
- a land of bright and full opportunities for all citizens.
The Faculty of Education should therefore be able to enhance the development of the following:-
- respect for the worth and dignity of the individual;
- faith in man’s ability to make rational decisions;
- moral and spiritual values in inter-personal and human relations;
- respect for the dignity of labour and promotion of the emotional, physical and psychological health of all children;
- shared responsibility for the common good of society;
- the inculcation of national consciousness and national unity;
- the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian Society; and
- the training of the mind in the understanding of the world around and the acquisition of appropriate skills, abilities and competences both mental and physical as equipment for the individual to live in and contribute to the development of his society.
To make the philosophy functional, the National Policy in sections 8 provides details of these goals under Higher Education in general and Teacher Education in particular. The provisions as contained in section 5 are as follows:-
- the acquisition, development and inculcation of the proper value-orientation for the survival of the individuals and society;
- the development of the intellectual capacities of individuals to understand and appreciate their environments;
- the acquisition of both physical and intellectual skills which will enable individuals to develop into useful members of the community; and
- the acquisition of an objective view of the local and external environments.
The traditional roles of the universities, are namely:
- dissemination of existing and new information;
- pursuit of service to the community; and
- being a storehouse of knowledge.
The general philosophy therefore is to produce graduates with high academic and ethical standard and adequate practical exposure for self-employment as well as being of immediate value to industry and the community in general.
The general objective of Education and Training should be in consonance with the realisation of national needs and aspirations vis-à-vis personal and national development. The graduates must therefore be resourceful, creative, knowledgeable and should be able to:
- demonstrate prospective teachers with proper leadership qualities;
- exhibit the knowledge, skills and attitudes which will enable them to contribute to the growth and development of their communities in particular and their nation in general;
- be able to exhibit sound mastery of their subject areas and the ability to impart such knowledge to their students;
- professionally show mastery of problem solving skills;
- be highly motivated, conscientious and efficient classroom teachers for all levels of our Educational System;
- be able to fit into the social life of the community and society at large and enhance their commitment to national objectives;
- internalize the intellectual and professional background, adequate for their alignment and to make them adaptable to any changing situation, not only in the life of their country but in the wide world;
- demonstrate the spirit of enquiry, creativity and entrepreneurship in teachers;
- enhance commitment to the teaching profession; and
- apply the skills in the use of new technologies.
Regime of Subject Knowledge
The programmes and their curricula should give students comprehensive education and training that equip them with knowledge, decision-making and problem-solving skills in a variety of areas.
Competencies and Skills
The general skills should include competencies in computer literacy, quantitative skills, communication skills, interpersonal skills, organization skills, Information Technology skill and Entrepreneurship skills.
Education related cognitive abilities and skills required are as follows:
- ability to recognize and analyze education problems and evolve strategies for their solutions;
- ability to recognize and implement good education policies;
- computational and data processing skills, relating to education, financial and manpower data; and
- ability to demonstrate knowledge and understanding of essential facts, concepts and principles, and apply theories to education. Acquire knowledge in problem solving through Micro-Teaching, Teaching Practice, Industrial attachment, Industrial Seminars and Student Apprenticeship Scheme.
Graduates of these programmes should:
- understand the social-cultural environment in which they find themselves and how such environment conditions behaviour;
- be able to understand, explain, predict and influence human behaviour in work organizations;
- relate the knowledge of human behaviour to the ethics of their relevant professions; and
- understand the relationship between culture and behaviour and why a unimodal system of behaviour may not work.
Admission Requirements and Duration of the Programmes
Candidates are admitted into the degree programmes in any of the following two ways:
- University Tertiary Matriculation Examination (UTME)
- Direct Entry
UTME Entry Mode
The minimum academic requirement is credit level passes in five subjects at O’Level in nationally recognised examination including English Language and Mathematics (where specified) at not more than two sittings. Candidates studying sciences and arts subjects must obtain credit level passes in those subjects.
Direct Entry Mode
In addition to O’Level requirements stipulated above, applicants should possess at least two A’Level papers in relevant subjects in any of the following:
- A pass at merit level in a relevant Diploma Programme (provided the O/L requirements are satisfied).
- Two (2) passes in relevant subject areas at Advanced level.
- Passes in two (2) major subjects in relevant areas in the NCE.
- Two (2) passes at the IJMB (Interim Joint Matriculation Board) examination or Cambridge Moderated Schools of Basic Studies Terminal Examinations or International Baccalaureate from a recognized institution.
- For B.Ed (Technology) Programme: holders of NCE, City and Guilds as well as ND and NBC/NTC Certificates, may be admitted.
Four (4) academic sessions or eight (8) semesters
Three academic sessions or six (6) semesters. In general, no student will be allowed to exceed an additional 50% of the normal duration of the programme.
Credits are weights attached to a course. One credit is equivalent to one hour per week per semester of 15 weeks of lectures or three hours of laboratory/studio/workshop work per week per semester of 15 weeks.
Definition of Course System
This should be understood to mean a quantitative system of organization of the curriculum in which subject areas are broken down into unit courses which are examinable and for which students earn credit(s) if passed. The courses are arranged in progressive order of complexity or in levels of academic progress. Level 1 courses are for example 100 and 101; Level II courses are for example 200 and 202. The second aspect of the system is that courses are assigned weights allied to Units.
Consist of specified number of student-teacher contact hours per week per semester. Units are used in two complementary ways: one, as a measure of course weighting, and the other, as an indicator of student workload. As a measure of course weighting for each Unit course (e.g. EDU 101, EDU 201, ARCH 504), the credit unit to be earned for satisfactorily completing the course is specified; e.g. a 2-credit unit course may mean two 1-hour lecture per week per semester or one 1-hour lecture plus 3-hour practical per week per semester.
As a measure of workload, “One Credit Unit” means one hour of lecture or one hour of tutorial per week per semester. For other forms of teaching requiring student teacher contact, the following equivalents may apply: two hours of seminar, three hours of laboratory or field work, Clinical practice/practicum, studio practice or stadium sporting activity, six hours of teaching practice; four weeks of industrial attachment where applicable.
Normally, in Course Credit System, courses are mounted all year round, thus enabling students to participate in examinations in which they are unsuccessful or unable to participate on account of ill health or for other genuine reasons. In such a system, no special provisions are made for re-sit examinations.
The minimum number of credit units for the award of a degree is 120 units, subject to the usual Department and Faculty requirements. A student shall therefore qualify for the award of a degree when he has met the conditions.
The minimum credit load per semester is 15 credit units. For the purpose of calculating a student’s cumulative GPA(CGPA) in order to determine the class of Degree to be awarded, grades obtained in all the courses whether compulsory or optional and whether passed or failed must be included in the computation.
Even when a student repeats the same course once or more before passing it or substitutes another course for a failed optional course, grades scored at each and all attempts shall be included in the computation of the GPA. Pre – requisite courses must be taken and passed before a particular course at a higher level.
Grading of Courses
Grading of courses shall be done by a combination of percentage marks and letter grades translated into a graduated system of Grade Point as shown in Table 1.2.
Table 1. 2 Grade Point System
|Mark %||Letter Grade||Grade Point|
|70 – 100||A||5|
|60 – 69||B||4|
|50 – 59||C||3|
|45 – 49||D||2|
|40 – 44||E||1|
Grade Point Average and Cumulative Grade Point Average
For the purpose of determining a student’s standing at the end of every semester, the Grade Point Average (GPA) system shall be used. The GPA is computed by dividing the total number of Units x Grade Point (TUGP) by the total number of units (TNU) for all the courses taken in the semester as illustrated in Table 1.3.
The Cumulative Grade Point Average (CGPA) over a period of semesters is calculated in the same manner as the GPA by using the grade points of all the courses taken during the period.
Table 1:3 Calculation of GPA or CGPA
|Course||Units||Grade Point||Units x Grade Point (UGP)|
|C1||U1||GP1||U1 x GP1|
|C2||U2||GP2||U2 x GP2|
|Ci||Ui||GPi||Ui x GPi|
|CN||UN||GPN||UN x GPN|
Classes of degree are to be awarded depending on the cumulative GPA obtained. The classes of degrees that may be awarded are First Class Honours, Second Class Honours (Upper Division), Second Class Honours (Lower Division) and Third Class Honours (see Table 1.4).
Table 1.4: Degree Classification
|CGPA||Class of Degree|
|4.50 – 5.00||First Class Honours|
|3.50 – 4.49||Second Class Honours (Upper Division)|
|2.40 – 3.49||Second Class Honours (Lower Division)|
|1.50 – 2.39||Third Class Honours|
|1.00 – 1.49||Pass|
Probation is a status granted to a student whose academic performance fall below an acceptable standard. A student whose Cumulative Grade Point Average is below 1.00 at the end of a particular year of study, earns a period of probation for one academic session.
A candidate whose Cumulative Grade Point Average is below 1.00 at the end of a particular period of probation should be required to withdraw from the University. Where possible, consideration may be given to a student withdrawn from a programme of study for transfer to any other programme within the same university.
Subject to the conditions for withdrawal and probation, a student may be allowed to repeat the failed course Unit(s) at the next available opportunity, provided that the total number of credit units carried during that semester does not exceed 24, and the Grade Points earned at all attempts shall count towards the CGPA.
Modes of Student Assessment
All courses taken must be evaluated and a final grade given at the end of the semester. To arrive at the final grade, the evaluation must be a continuous process consisting of some or all of the following where applicable:
- Continuous Assessment
Continuous assessment shall be done through essays and tests. Scores from continuous assessment shall normally constitute 30-40 per cent of the full marks for courses which are primarily theoretical.
This is twelve weeks of supervised teaching practice (TP). Students are assigned to secondary schools to practice the art of teaching in their subject areas under the mentorship of professionally-trained teachers.
In addition to continuous assessment, final examinations should normally be given for every course at the end of each semester. All courses shall be graded out of a maximum of 100 marks comprising:
Final Examination: 60% – 70%
Continuous assessment (Quizzes, Homework, Tests and Practical): 30% – 40%
External Examiner System
The involvement of external examiners from other universities is a crucial quality assurance requirement for all courses in Nigerian University System. In this regard, external examiner should go beyond mere moderation of examination questions to examining of examination papers to scope and depth of examination questions vis a vis the curricular expectation.
Students’ Evaluation of Courses
There should be an established mechanism to enable students to evaluate courses delivered to them at the end of each semester. This should be an integral component of the course credit system to serve as an opportunity for feedback on the effectiveness of course delivery. Such an evaluation which should be undertaken by students at the end of each course, should capture, among others:
- improvement in the effectiveness of course delivery;
- continual update of lecture materials to incorporate emerging new concepts;
- effective usage of teaching aids and tools to maximize impact of knowledge on students;
- improvement in students’ performance through effective delivery of tutorials, timely in; and
- presentation of continuous assessment and high-quality examination.
It is very important that students’ evaluation of courses be administered fairly and transparently through the use of well-designed questionnaires. The completed questionnaires should be professionally analyzed and results discussed with the course lecturer(s) towards improvement in course delivery in all its ramifications.