Curriculum and Instructional Technology

Students Reading

OFFICE OF THE HEAD OF DEPARTMENT

The Department of Curriculum and Instructional Technology (CIT) is one of the departments in Faculty of Education, University of Benin, Benin City. Its primary objective is to train the much needed graduate teachers for post primary institutions all over the country.

The Department originally started as Educational Psychology and Curriculum Studies in 1979. In 2014 two departments were created out of it, namely: Curriculum and Instructional Technology and Educational Evaluation and Counselling Psychology.

The department of Curriculum and Instructional Technology has twenty six (26) eminent academic staff and six (6) non academic staff. There are five (5) Professors, two (2) Associate Professors, two (2) Senior Lecturers, two (2) Lecturer I, five (5) Lecturer II, six (6) Assistant Lecturers and four (4) Graduate Assistants. In the non-academic section, the department has (3) three Senior non-academic staff and three (3) junior non-academic staff.

HISTORY OF THE DEPARTMENT

The Faculty of Education, University of Benin was established in 1974. As one of the oldest Faculties it had a primary objective to train the much needed graduate teachers for post primary institutions all over the country.

It started as a single department located at the Ekehuan Campus of the University. The Department of Education then had two units – (1) Educational Administration and Foundations (2) Educational Psychology and Curriculum Studies. The first Dean of the Faculty was Mr. G. N. Enobakhare who acted from September 1974 to June 1975.

The Department of Educational Psychology and Curriculum Studies which originally started in 1974 as a Division of Educational Psychology Guidance and Counseling was reconstituted into its present form of Educational Psychology and Curriculum Studies in 1979. Two departments were created out of Educational Psychology and Curriculum Studies in 2014, namely: Curriculum and Instructional Technology and Educational Evaluation and Counselling Psychology.

The Department of Curriculum and Instructional Technology prepares students in the underlisted courses as part of the requirements for the award of B.Ed, B.A Ed. and B.Sc.(Ed.) degree in the Faculty of Education. However, the nomenclature of this degree was changed to B.A (Ed) and B.Sc (Ed) in 1996.

PHILOSOPHY, AIMS AND OBJECTIVES OF THE DEPARTMENT

The programmes in the department are designed to contribute to National development through training of manpower as to promote and encourage scholarship and community service. The various disciplines in the department shall promote developmental goals relevant to the nation through service delivery.

The objectives of the Department include among others:

  1. To produce well rounded professional graduate teachers for Secondary Schools, Colleges of Education and eventually specialist graduate teachers for primary schools.
  2. To assist in the professional development and improvement of all categories of teachers through and certificate courses, seminars and workshops and other in-service training programmes.
  3. To prepare high-level manpower for tertiary institutions through graduate degree programmes.
  4. To promote research efforts by coordinating staff research activities through seminars, workshops and conferences.

The Professional Objectives

Graduates of our programmes are expected to have achieved all of the following:

  1. A well rounded education to meet the rigorous academic demands of the classroom. In particular, they should be able to teach academic courses in their areas of specialization throughout the range of secondary schools, colleges of education and other educational institutions.
  2. An understanding of the rationale for the methods and skills employed in teaching.
  3. An effective application of methods and skills in their areas of academic specialization for the purpose of teaching.
  4. Formulation and development of their own reasonable academic programmes and courses of instruction.
  5. Use of their knowledge of educational theories in dealing with classroom problems as they arise.
  6. Assessment of scientific effectiveness of the courses offered in Secondary Schools/Colleges of Education.
  7. Be able to teach courses in Education in Teacher Education Institutions.

ACTIVITIES

  1. Decision Making Process

    The department has various decision making process which are organized through Committees. These committees include Departmental Board of Studies, Postgraduate Committee, Welfare Committee, Seminar Committee and Appointment and Promotion Committee. Through these various committees vital decisions are taken to move the department forward.

  2. Staff Professional Development

    Members of staff in the department are given ample opportunity to update their knowledge and improve on their academic qualification, especially academic staff with Doctorate degree. Academic staff without Ph.D are sponsored by the University based on recommendation of the department. Members of staff are encouraged to attend seminars/workshops and academic conferences at both local and international levels.

  3. Staff Promotion

    Members of staff are promoted regularly, at least once in three years, so far they meet the University criteria for promotion to the next higher position.

  4. Students’ Welfare

    The department takes the welfare of its students seriously through the following processes:

    1. Handling of Academic and Non-academic Grievance:
      Usually students have one complaint or the other to attend to from time to time. Students are encouraged to write to the head of the department stating the nature of their complaints or grievances and the kind of intervention needed. The head of department either handles the complaints himself/herself or refer them to appropriate committee for appropriate solution.
    2. Academic Advising:
      students in the department are assigned to lectures for course advising. Course advisers deal with issues bordering on course registration, results compilation, and other issues related to students’ courses. Course advisers are encourage to also attend to students personal problems that may affect their study.
  5. Examination

    Examinations are conducted according to the University laid down procedures at the end of every semester. The Head of Department is the Chief Examiner, while individual lecturers are the examiners in the course taught by them. The examination officer in department coordinates all activities relating to examination and reports directly to head of department. All results complied in line with the University’s Senate approved formats are submitted to the Departmental Board of Studies for appropriate action. The Dean of the faculty subsequently presents the results to senate for approval. It is only after the Senate approval that results are posted on the notice board for the notification of students. The final results are usually made up of the end of semester examinations and continuous assessment administered by lecturers.

  6. Students’ Union

    The students in the department are encouraged to join any students’ union approved by the University to enable them to develop social and communications skills. These unions/associations are rallying points through which students express their extra curricular activities and pursue other wholesome pursuits which may serve their overall interests.