CURRICULUM STUDIES AND INSTRUCTIONAL TECHNOLOGY

The department of curriculum studies and instructional technology at the undergraduate level, is a servicing department presently. By implication, it does not admit undergraduate students direct into the department but offers courses that all the students in the university, training to attain a Bachelor’s Degree in Education must do.

Most of the courses are compulsory. The department runs courses in Post graduate Diploma in education; Master in Education; and Doctor of Philosophy. Options available in the department are:

1. Curriculum Studies
2. Educational Technology
3. Science Education
4. Mathematics Education
5. Language Education
6. Adult Education

 PHILOSOPHY

There is an observed need for more efficient curriculum planners and implementers in our educational system. Most educational and training establishments therefore need members of staff capable of planning, developing and executing curriculum packages for the attainment of societal aspirations. Following the country’s need for self-reliance and technological growth, development in the field of Curriculum Studies and Educational Technology becomes most expedient. The Post Graduate programmes in Curriculum Studies and Instructional Technology (CSIT) Department are designed to meet the increasing demand for highly trained specialists in curriculum studies and instructional technology in various subject areas. In addition, several participants in the present undergraduate courses as well as teaching and non-teaching staff of colleges of education, polytechnics and universities’ graduates show interest in furthering their studies in the field of Curriculum Studies and Educational Technology.

AIM/OBJECTIVES

The aim is to train well qualified, competent, highly motivated, conscientious and efficient teachers. By the end of the programme, the students should be able to acquire skills and competence that will enable them to:

1. plan, develop and implement curriculum packages;
2. effectively evaluate and review curriculum of different academic levels;
3. incorporate innovative strategies in classroom transactions;
4. produce and apply appropriate learning resources for different instructional content;
5. manipulate different educational media; and
6. occupy leadership positions as researchers and instructors at different levels of educational institutions and research institute.