1

REVISED POST GRADUATE PROGRAMME FOR EDUCATIONAL

FOUINDATIONS

MASTERS DEGREE COURSES

REVISED PROGRAMME FOR SPECIAL EDUCATION UNIT

Philosophy
The Post Graduate Programme in Special Education is an essential programme necessitated by
the principle of Zero-Reject and Inclusive Education approved by the Ministry of education.
The importance of Special Needs Education is reflected in the need to train all teachers in
school for the delivery of Individualized-Application Based Learning to meet the unique needs and
learning styles of all learners’ disability not withstanding. Graduates of these programmes will
therefore be of immense help in training and providing appropriate Public Education in an
Inclusive set up.

Objectives:
The objectives of the programme are to:
1. Produce teachers who can implement the national objectives of Special Education
2. Produce sensitive, knowledgeable and dedicated special educators who are committed to
excellence
3. Train Special Educators who will act as Advocates, employ appropriate assessment and exhibit
proficiency in integrative technology and programming of students with Special Needs
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Scope of the Proggramme

The scope of the programme in special Education shall include offering of courses that will reflect
core and stress and dissertation writing

Entry Requirement
ME.D: the candidate shall have at least second class lower honour in Education with a 3.50 grade
points or post graduate diploma in Education at merit level or above.
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MASTERS IN SPECIAL EDUCATION

MED in Special Education shall provide alternate track Master’s Programme in varying areas of
special needs. The major competencies shall be an extension and refinement of those developed in the
undergraduate special education to include the followings:
1. Learning disabilities
2. Intellectual disabilities
3. Education of students with Hearing Impairment
4. Education of students with Visual Impairment
5. Education of the Gifted Talented and Creative child
6. Education of children with emotional behavioural disturbance
7. Early childhood Special Education

Required courses for all MED students

1st Semester
SPE 575 Children with Special needs and Services 2
SPE 571 Psycho-Educational Assessment and Programming for children with Special needs 2
SPE 577 Foundations and application of Behavioural Analysis and Intervention 2
SPE 579 Practicum I (study of resource centre) 4
SPE 573 A-G Track in varying areas of Special needs 2
PAC 601 Research Methodology and application of ICT

2nd Semester
SPE 570 Theories, Principles, Therapies and Programmes of Special education 2
SPE 572 Counselling families and children with special needs 2
SPE 578 Classroom Management and Strategies for Teaching Children with Special needs 2
SPE 576 Practicum II (case study) 2
EDU 540 Thesis 12

Borrowed Courses

 Philosophy of education 2
 Adolescent psychology 2
 Child psychology 2
 Educational research 4
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SPE 573A-E2 Track in varying areas of Special needs

SPE 573 A Education of Gifted, Talented and Creative child
SPE 573 B Education of Learning Disabled child
SPE 573 C Education of the Cognitive and Intellectually Disabled
SPE 573 D Education of the Visually Impaired
SPE 573 E Education of the Hearing Impaired
SPE 573 F Education of children with emotional/behavioural disturbance
SPE 573 G early Childhood Special Education
Requirement for Specialization in varying areas of special needs (you are required to select any
one area only)

573 A. Education of the Gifted, Talented and Creative Child 573-A-F

SPE Introduction to Gifted education
SPE Guidance and counselling of gifted children
SPE Nature and needs of the gifted talented creative
SPE Educational procedures and curriculum development for gifted learners
SPE Under-achieving gifted and Thinking skills
SPE Creative problem solving
SPE Enrichment packages in Gifted education (using at least subject area like English
(Reading). Mathematics, Science etc at the Nursery, primary, secondary level of
education)
573 B. LEARNING DISABILITIES
Introduction to learning disabilities
Curriculum for teaching students with learning disabilities
Strategies for teaching students with learning disabilities
Programming for the learning disabled
Reading strategies in primary school
Mathematics: strategies and methods for the learning disabled
573 C. COGNITIVE AND INTELLECTUAL DISABILITY
Introduction to Intellectual disability
Curriculum for teaching students with intellectual disability
Strategies for teaching the intellectually disabled
Behavioural approaches to classroom learning
Reading strategies in primary school
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Curriculum for teaching students with educational/behavioural disorder

573 D. EDUCATING THE VISUALLY IMPAIRED
SPE Introduction to visual impairment curriculum and
SPE programming for the VI
SPE Personality Development for the VI
SPE Inclusion for the VI
SPE Strategies for educating the VI
573 E. EDUCATING THE HEARING IMPAIRED
Introduction to hearing impairment
Manual-Communication
Curriculum development for educating the hearing impaired
Inclusion for the hearing impaired
573 F. EDUCATIVE OF THE EMOTIONAL/BEHAVIOURALLY DISABLED CHILD
Introduction to emotional/behviourally disordered child
Characteristics of EBD children
Strategies for teaching the behaviourally disturbed child
Curriculum for teaching students with emotional/behavioural disorder
Behavioural approach to classroom learning
573 G. EARLY CHILDHOOD SPECIAL EDUCATION
 Introduction to ECSE
 Developmental milestones for children
 Disabilities an dearly intervention strategies
 Assessment and intervention in foetal, prenatal and postnal cases
 Research to practice in early childhood special education
 Practicum in early childhood special education
 IFSP (individualized family services plan in early childhood special education)
 Thesis in early childhood special education
COURSE DESCRIPTION FOR MED
SPE 575 Children with Special Need and Services
The course describes the various categories of the definitions of disabilities, and the provision of
educational, therapeutic services available for such children
SPE 571 Psycho-Education Assessment and Programming
A theory and practice of systematic processes of getting students to obtain a holistic understanding of
assessment approaches, and to gather relevant and valid information from students with special needs.
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It highlights students strengths, and needs, while learning environments are planned to include their
placement, intervention and accommodation.

SPE 571 Foundations and Applications of Behavioural Analysis and Intervention

Includes theories and principles of systematic interventions and their applications to behaviour change.
It also reflects experimental and functional analysis of behaviour and applied behaviour analysis it
covers. Ranges of behavioural and cognitive techniques of intervention with individuals and the
limitation of techniques are equally stressed.

SPE 579 Practicum I

This is the study of available resource centres with a view to recommending future improvements and
latest state of the art practices

SPE 576 Practicum II

An intensive analysis of individuals with special needs, stressing developmental factors and etiology
of disability. It uses descriptive analysis to study and report any chosen field of children with special
needs.

SPE 573 Tracking in Varying Areas of Special Needs

Selecting areas of disability and detailed course work on theory and practices of specialized
programmes within the disability

SPE 570 Theories, Principles, Therapies and Programmes in Special Education

Conceptual frameworks, descriptions of theories and guiding principles for developing programmes
for students. Description of psychosocial theories and therapies and guiding principles for programme
development for special education are presented.

SPE 572 Counselling Families and Children with Special Needs

Theoretical frame work for definition of disabilities, needs of the families and available support
system for parents and their children with special needs.

SPE 578 Classroom Management and strategies for teaching children with special needs
Teaches guidelines for working with children with developmental disabilities. Teaching tools and
classroom management are employed to ensure effective service delivery and quality behaviour
management in the classroom.
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EDUCATIONAL PSYCHOLOGY UNIT

POSTGRADUATE DEGREE PROGRAMME (M.Ed)
Philosophy
Educational Psychology focuses on the application of psychological principles in learning
and instructional processes, the development of teaching strategies, and the knowledge, skills and
perspectives which enhance learning environments.
All in all, students are exposed to theories, strategies, analytical processes and procedures
for understanding and intervening in human behaviours from the prenatal stage to adulthood.

Objectives
The main objective of the programme is to train students and equip them with the theoretical
and practical knowledge needed to work as professionals in academics; as consultants in the design
of effective schools and learning environments; and as teachers of teachers in the tertiary
institutions. Other career tracks in Educational Psychology include School Psychology.

Scope
Students are exposed to such courses as Research Methodology and application of ICT in
Research, Child Development, Psychology of Adolescence, Personality and Adjustment,
Psychology of Learning and Instruction, Intelligence and Aptitude testing, Abnormal Psychology
and Education, Seminar in Educational Psychology, as well as the other courses as listed and
described hereunder, in addition to specializing in:
- School Psychology (at the PhD level only)

Entry Requirements
For M.Ed
1. B.Ed in Education with a minimum of Second Class Lower

2. Graduates in related areas with a PGDE (Credit Level)

3. Candidates are expected to satisfy the University Matriculation requirements

For Ph.D
Holders of M.Ed in Educational Psychology who have a minimum GPA of 3.5
Courses to be offered by MEd Candidates:
Candidates for M.Ed in Educational Psychology (no other area of specialization at Masters Level
is offered) are required to take the following courses:
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First Semester
Course No Title Units
PGC 601 Research Methodology and Application of ICT in Research 3
EDU 511 Child Development 2
EDU 513 Psychology of Learning and Instruction 3
EDU 515 Abnormal Psychology and Education 2
EDU 515A Personality and Adjustment 2
EDU 517 Intelligence and Aptitude Testing 2

Total 14 Units

Second Semester

Course No Title Units

EDU 510 Psychology and Moral Development 2
EDU 512 Psychology of Adolescence 2
EDU 514 Attitudes and Education 2
EDU 516 Theory and Practice in Individual Psychological Testing 2
EDU 518 Seminar in Educational Psychology 2
EDU 590 Research Project 6
Total 16 Units

COURSE DESCRIPTIONS
EDU 511 Child Development
Theories of child development. A critical analysis of research findings on the child in the
African environment.
(2 Units)
EDU 512 Psychology of Adolescence
Developmental changes in adolescence with particular references to physical, cognitive,
emotional, social and moral development and their implication for teaching-learning process.
(2 Units)
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EDU 511A Educational Psychology and Contemporary Issues

Analysis of the relationship between educational psychology and other disciplines in education
and related field. The course emphasizes the acquisition of skills in the psychological analysis
of issues, problems and policies and the specific approaches that might be applied.
(2 Units)
EDU 515A Personality and Adjustment
A critical analysis of theories and principles of personality development and behaviour change.
Issues in personality and creativity, achievement, and performance.
(2 Units)
EDU 514 Attitudes and Education
Theories of attitude change. Coping with social change through planned intervention in
educational systems. Attitude measurement and simulation of social behaviours. Role of
interpersonal communication skills.
(2 Units)
EDU 513 Psychology of Learning
Critical analysis and evaluation of selected learning theories, related research strategies and
findings and their application to practical learning situations. Particular attention will be paid to
the Nigerian learning environment.
(3 Units)
EDU 515 Abnormal Psychology and Education
Perspectives in conceptualizing abnormal behaviour. Classification, assessment, and
remediation of abnormal behaviours in education.
(2 Units)
EDU 516 Theory and Practice in Individual Psychological Assessment
Theoretical considerations and practicum in administering, interpreting, and using
psychological instrument, particularly from the clinical perspective. Exploration of common
problems in individual assessment modes using case studies.
(2 Units)
EDU 510 Psychology and Moral Development
Theory and Research on development of moral judgement. Relation of moral thought to other
aspects of cognition. Development of moral conduct, culture, moral thought and education.
Environmental influences on moral development. Methods of stimulating moral development.
(2 Units)
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EDU 516B Behavioural Management and Analysis in the Classroom

Application of the techniques of behavioural analysis and management to the classroom.
Observation and recording of classroom behaviour. Behaviour change techniques e.g
reinforcement schedules, shaping, token economies, contingency management and evaluation
of behaviour modification in the classroom . Course will focus on research and application.
(2 Units)
EDU 518 Seminar in Educational Psychology
Issues and perspectives in selected areas of psychology and education. Discussion of student
papers focusing on their areas of research interest. Mini research projects are required of them.
(2 Units)

EDU 517 Intelligence and Aptitude Testing

The course is designed to expose students to various conceptions of intelligence; how it is

measured; and some controversies about its use by educators. The course will lay emphasis on
th nature of standardized tests and the comparison of aptitude and achievement testing; their
current use and key issues associated with their uses.

(2 Units)

EDU 590 MEd Project

(6 Units)

PGC 601 Research Methodology and application of ICT in Research

In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study area from
African and western perspectives. Major steps in research: selection of problem, literature
review, design, data collection, analysis and interpretation, conclusions. Study of various
research designs, historical, case studies, survey, descriptive, cross sectional, experimental etc.
Analysis, surveys, and synthesis of conceptual and philosophical foundations of different
disciplines. Identification of research problems and development of research questions and or
hypotheses. Detailed treatment of methods of collecting relevant research dara and the format
for presenting research results (from designing the table of contents o referencing, bibliography
and appendix).Data analysis and result presentation in different disciplines using appropriate
analytical tools. Methods of project/dissertation writing. Application of appropriate advanced
ICT tools relevant in every discipline for data gathering, analysis, and result presentation.
Essentials of spreadsheets, internet technology , internet search engines , statistical packages,
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precision and accuracy of estimates, principles of scientific research, concepts of hypotheses

formulation and testing, organization of research and report writing. All registered Masters
Degree students must attend a solution-based interactive workshop to be organized by the
School of Postgraduate studies for a practical demonstration and application of the knowledge
acquired from the course, conducted by selected experts.

(3 Units)
PGC 701: SYNOPSIS AND GRANT WRITING 3UNITS
Identification of types and nature of grant and grant writing; mining of grants application calls
on the internet. Determing appropriate strategy for each grant application. Study of various grant
application structures and contents and writing of concept notes, detailed project description,
budgeting and budget defense. Study of sample grant writings in various forms and writing for mock
research and other grants. Identification of University of Nigeria synopsis structure and requirements,
(Introduction, methodology and results). Determining the content of each sub-unit of the synopsis.
Steps in writing of synopsis from the Dissertation/Thesis document. Steps in writing of synopsis form
the writing and strategies for avoiding them. The roles of the student and the supervisor in the
production of a synopsis. Writing of mock synopsis. All registered Ph.D students must attend a
solution-based interactive workshop to be organized by the School of postgraduate studies for a
practical demonstration and application of the knowledge acquired from the course, conducted by
selected experts.
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CHILDHOOD EDUCATION
M.ED PROGRAMMES
PROGRAMME STRUCTURE
CHILDHOOD EDUCATION
First Semester/long vacations
Course No Title Units
EDU. 510 Child Development 2
EDU. 513 Psychology of Learning and Instruction 3
EDU. 552 Family Counselling 2
EDU. 560 Approaches & Materials in Childhood Education 2
EDU. 565 Field work in Childhood Education 1
EDU. 540 Introduction to Advanced Research in Education 4
Total 14
Units
Second Semester/Long Vacations
EDU. 500 Philosophy of Education 2
EDU. 561 Seminar in Childhood Education 2
EDU. 562 Policy, organization and Administration 2
EDU. 563 Children’s Literature 2
EDU. 590 Project Report 6
EDU. 601 Research Methodology and Application of ICT
in Research 3
PGC. 701 Synopsis and Grant Writing 3

Total 20 Units
COURSE DESCRIPTIONS
M.ED COURSES
EDU. 500 Philosophy of Education
Aims of Education. Major Theories affecting Education: Idealism. Realism, Scholasticism,
Naturalism, Pragmatism Experimentalism, Progressivism, positivism, Marxism, A critical
appraisal of the educational theories of Locks, Rousseau, Pestalozzi, Froebel, William James, John
Dewey. The problem of knowledge and Education: Subjective and objective approaches to
reality. Philosophical determinants of Nigerian education. Public versus private education, the
open university.
(2 units)
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EDU. 510 Child Development

Theories of child development. A critical analysis of research findings on the child in the
African environment. (2 units)
EDU. 513 Psychology of Learning
Critical analysis and evaluation of selected learning theories, related research strategies
and findings and their applications to practical learning situational. Particular attention
will be paid to the Nigerian learning environments (2 units)
EDU. 540 Introduction to Advanced Research in Education
The scope of research in education. Sources of research data and techniques of data
collection, sampling. Analysis of data-in the use of statistical techniques, mechanical,
electrical and electronic aids to data processing. Thesis and dissertation writing.
(4 units)
EDU. 590 Master’s Degree Project
This is an embodiment of the Master’s Degree project. Its evaluation will be based both
on a proposal approved by the Faculty and the final project report. The registration for
This research work should be effected at the beginning of the session during which the
candidate intends to present the completed project for final examination.
(6 units)

PGC. 601 Research Methodology and Application of ICT in Research

In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study area from
African and Western perspectives. Major steps in research: Selection of problem, Literature
review, Design, Data collection, analysis and interpretation, conclusion, study of various
research design, Historical, case studies, surveys, descriptive, Cross sectional, Experimental
etc, Analysis, surveys and synthesis of conceptual and philosophical foundations of different
disciplines, identification of research problems and development of research questions and or
hypotheses. Detailed treatment of methods of collecting relevant research data and the format
for presenting research results (from designing the table of contents to referencing,
bibliography and appendix). Data analysis and result presentation in different disciplines using
appropriate analysis tools. Methods of project/dissertation writing. Application of appropriate
advanced ICT tools relevant in every discipline for data gathering, analysis and result
presentation, Essentials of spreadsheets, internet technology, and internet search engines. All
registered Masters Degree students must attend a solution-based interactive workshop to be
 14

organized by the School of Postgraduate Studies for a practical demonstration and application
of the knowledge acquired from the course conducted by selected experts. (3 units)
PGC 701 Synopsis and Grant Writing
Identification of types and nature of grant and grant writing: mining of grants Application calls
on the internet. Determining appropriate strategy for each grant Application. Study of various
grant application structures and contents and writing of Concept notes, detailed project
description, budgeting and budget defense. Study of Sample grant writings in various forms
and writing of mock research and other grants. Identification of University of Nigeria synopsis
structure and requirements, (introduction, Methodology and Results). Determining the content
of each sub-unit of the synopsis. Steps in writing of synopsis from the Dissertation/Thesis
document. Structural and language issues. Common errors in synopsis writing and strategies
for avoiding them. The roles of the student and the supervisor in the production of a synopsis.
Writing of mock synopsis. All registered Ph.D students must attend a solution-based
interactive workshop to be organized by the School of Postgraduate Studies for a practical
demonstration and application of the knowledge acquired from the course conducted by
selected experts. (3 units)
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GUIDANCE AND COUNSELLING PROGRAMME COURSES

POSTGRADUATE DEGREE PROGRAMNME (M.ED)
Philosophy

The National Blue Print on Guidance and Counselling by the Ministry of Education (2000)
recommends the specialization of counselling into the areas of school counseling, rehabilitation,
employment, marriage and pastoral counselling. As a result, students are exposed to theoretical
and practical knowledge that will enable them function as counselors in the diverse areas they find
themselves. The philosophy of the master in Education is to produce high, caliber candidates that
will hold away in academic and industry.

Objectives
The main objective of the programme is to train students with theoretical and practical
knowledge needed to function as a helping professional in academics, research and industry,
especially in the areas of mental health, employment, school counselling, marriage and pastoral
cousnelling.

Scope
Students are exposed to courses in Research methodology and application of ICT in Research,
seminar in counselling theories, Advanced Practicum counselling in school and non-school setting
in addition to specializing in:
i. Mental Health and Rehabilitation Counselling
ii. Employment and Human Resources Development Counselling
iii. School Counselling
iv. Family and Marriage Counselling
v. Pastoral Counselling
Entry Requirements

For M.ED
1. B.ED in Education with a minimum of Second Class Lower
2. Graduates of related areas with a PGDE (Credit Level)
3. Candidates are expected to satisfy the University Matriculation requirements.
Ph.D
Holders of M.ED in Guidance and Counselling who have a minimu GPA of 3.5
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Candidates are required to take the following mandatory courses:

(i) ICT Research Methodology and application of Research (3)

(ii) Seminar in Counselling Theories (3)
(iii) Advanced Practicum Assessment in G & C (4)
(iv) Counselling in School and out of school setting (2)
(v) Research Project (6)
(vi) Seminar (3)
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From (i) to (iv) shall be taken in first semester (v) and any of the specialized areas shall be taken
in second semester
SPECIALIZED AREAS:
(1) Mental Health and Rehabilitation Counselling option

- Introduction to Mental Health Counselling (3)

9
- Human Behaviour in illness and Rehabilitation of Special people (3)
- Personality Development (3)
 30

(2) Employment and Human Resource Development

- Career Development and information in Counselling (3) 9

- Manpower Development and Labour Relation (3)
- Job Placement and Development (3)
 30

(3) School Counselling Option

- Adolescence psychology (3)

9
- Career Development and Information (3)
- Contemporary School Situation and issues in Education or Values in Education (3)
30
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(4) Family and Marriage Counselling Option

- Sociology of the society and the family (3)9

- Theories of Family Counselling (3)
- Counselling Families of Special Children (3)
30
(5) Pastoral Counselling Option

- Principles of Pastoral Counselling (3)

9
- The Trans-psychological Reality of Pastoral Counselling 3)
- Theories of Pastoral Counselling (3)
30
COURSE OUTLINE FOR NEW COURSES
Each unit must stress the role counsellors can play in the relevant special area
Manpower Development and Labour Relations
- Concept of Manpower planning
- Need for planning
- Stages in Manpower planning and advertisement
- Management succession and promotion policies
- Concept of Labour (individual) relations
- Industrial Conflicts and management of conflicts
- Trade Unionism and Staff Associations
- Discipline and Grievance Handling

Job Placement and Recruitment

- Recruitment
- Selection
- Employee training and Development
- Performance Assessment and Management Development
- Job Evaluation and Remuneration
- Motivation and Job Satisfaction
- Welfare, Health and Safety at work
- Job Termination – retirement, resignation, dismissal
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Contemporary Social Situation

This course aims at equipping learners with knowledge of prevailing social development/ills and the
part they can play as counselors to bring order in the society

- Youths and unemployment

- Youths in crime
- Youths and drug addiction
- The 419 Saga
- Sexuality Education
- Health problems associated with sexuality
- Conflicts and authority
- Stress
- Family conflicts
- The Nigerian movie industry and censo
- Counseling for Unity in Diversity
- Appraisal Services in Counselling relationship
- Gender inequality in education
- Any other prevailing social problem of the time and its counselling implications

Counselling in School and non-school Setting

- Concept of Guidance and Couneslling
- Major areas of Counselling/Counselling Services
- Counselling in Educational Institutions: aims, principles, processes
- Counselling in industrial setting
- Counselling in Hospitals
- Counselling in Families
- Counselling in Prisons and Remand Homes
- Counselling in Rehabilitation centres
- Counselling Retrenched/Retired workers
- Ethical considerations in Counselling
- Group processes in counselling
- Organization and Administration of counselling
- Modifying Behaviour in Counselling
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Human Behaviour in illness and Rehabilitation of Special people:

- Psychological Stress
- The Body’s response to emotional stress
- The will in everyday living-weakness of the will and its causes
- Referrals: psychiatrist, Clinical psychologists, Physician, Social worker, Police etc
- Grief Counselling- Death, Dying, Divorce, Separation, etc
- Different Rehabilitation Centres available
- The process of Rehabilitation
- Counselling in Rehabilitation centres

Introduction to Marriage Counselling

- Definition of marriage and family
- Types of Marriages and family
- Marriage and family counseling
- Family cycle
- Conflicts in marriage
- Achieving marital unity
- Family- money management
- The grief of marital separation
- Mediation practice in marital crisis in Africa

Principles of Pastoral Counselling

- Definitions of Terms in pastoral Counselling
- Pastoral Counselling in the light of the New Testament
- Pastoral Counselling Tools and their applications
- Personal qualities for pastoral counseling: Spiritual life of the counsellor, Personal attitude of the
counselor etc.
- African Belief system and its implications for pastoral counselling

Trans-psychological reality of Pastoral Counselling

- Psychoanalysis in Pastoral Counselling
- Psychotherapy in pastoral Counselling
- The role of psychology in pastoral Counselling
 20

Theories of Pastoral Counselling

- Roman Catholic Theory
- Siang-Yang Tans Biblical Theory
- The Pentecostal Charismatic Theory
- Wihemina J. Kalu’s Priestly Prophetic Theory
- Jay E. Adam’s Nouthetic Theory
- Howard Clinebell’s Holistic – Liberation Growth Theory
 21

REVISED PROGRAMME FOR SOCIOLOGY OF EDUCATION:

POST- GRADUATE M.ED PROGRAMME
SOCIOLOGY OF EDUCATION
PHILOSOPHY: The National Universities Commission (NUC) made Sociology of
Education a core course in Faculties of Education in Nigerian Universities. The
importance of Sociology of Education to Education is crucial to social development.
Sociology of Education programme aims at meeting the needs of’ the individual
members of the society. Postgraduate programme in Sociology of Education shall
continuously prepare individuals offering the programme with quality skills in
handling societal issues and promote social advancement as they influence
Education. Graduates of these programmes will be of immense help in different
governmental and private sectors of the labour market. These programmes will
promote the actualization of the primary goals of’ tertiary education in Nigeria,
which is the production of a well-rounded citizen who understands and appreciates
the society.
OBJECTIVES: The PG programmes in Sociology of Education aim at educating
Scholar into being more familiar with the social issues and help to direct Learners to
adapt to the fast changing society and thus become acceptable members of the
society. The involvement of Sociologists of Education in areas such as Social
Theories, Education and Development, Culture, Social Mobility, Socialization,
Social institution, Family, Deviance, Social Inequality, Class and Stratification, the
School, Curriculum, and the problems of teaching as a profession is very crucial in
societal advancement. Theoretical perspectives in Education and society remains of
immense importance to the growth, stability and survival of the society.
SCOPE OF THE PROGRAMME: The scope of’ the programmes in Sociology of
Education shall include offering of courses that will encorporate both core and stress
areas.
ENTRY REQUIREMENTS: M.ED: The candidates who have at least second class
lower honours degree in Education with a 3.50 grade points or Postgraduate
Diploma in Education at merit level or above are legible for the programme.
 22

MODE OF STUDY
M.ED
Admitted candidates for Master’s degree programme will combine course work and
research embodied in dissertation
DURATION OF PROGRAMME
The duration of the programme is as follow:
(a) M.Ed: (Full time) — Minimum of 3 semesters and maximum of 6 semesters
Part-time – Minimum of 5 semesters and Maximum of 8 semesters.
(b) M.Ed/Ph.D
Full-time – Minimum of 6 semesters and maximum of 14 semesters.
Part-time – Minimum of 8 semesters and maximum of 12 semesters.
Minimum of 4 semester and maximum of 10 semester
Part-time – Minimum of 6 semesters and maximum of 14 semesters.
EMPLOYMENT OPPORTUNITIES:
Teaching in Universities and Colleges of Education; working in Social Welfare
Office, Prisons, Rehabilitation Centers and Industries.
SOCIOLOGY OF EDUCATION

Candidates are required to take the following courses:

First Semester/Long Vacation

Course No. Title Units

EDU 501 Values and Systems in Education 2
EDU 504 Education and the Nigerian Society 2
EDU 505 Education and Development 2
EDU 507 Sociology of Education I 2
EDU 540 Introduction to Advanced Research in Education 4
EDU 560 ICT and Research in Education 3

Total 15 Units
 23

Second Semester/Long Vacation

EDU 500 Philosophy of Education 2
EDU 506 Education and Progress in the Developing Nation 2
EDU 507A Seminar in Sociology of Education 2
EDU 508 Sociology of Education II 2
EDU 512A Attitudes and Education 2
EDU 590 Project (Third Long Vacation for Sandwich) 6

Total 16 Units

EDU 500 Philosophy of Education

Aims of Education, Major Theories affecting Education: Idealism. Realism, Scolasticism,
Naturalism, Pragmatism Experimentalism, Progressivism, Positivism. Marxism. A critical
appraisal of the educational theories of Locks, Rousseau, Postalozzi, Froobel, William James,
John Dewey. The problem of knowledge and Education: Subjective and objective approaches
to reality. Philosophical determinants of Nigerian Education. Public versus private education,
the open university. (2 Units)

EDU 504 Education and the Nigerian Society

Examination of indigenous or pre-European education Nigeria: a reflection of indigenous
ideologies. The introduction and propagation of Western-type education. The role of
Missionaries, the Government and private agencies in Nigerian educational endeavour, The
clash of enculteration and acculturation propensities. Patrolism and the Nigerian education.
(2 Units)

EDU 505 Education and Development

Theoretical analysis of the concept of development: its political, economic and social aspects.
Factors of, and conditions of development. Interdependence of education and development.
The role of education in development of advanced capitalist countries of the West and socialist
nations of the East. Extrapolations for Third world countries like Nigerian.
(2 Units)
 24

EDU 506 Education and Progress in the Developing Nation

A study of the attempts developing nations are making to give meaningful education to the
people. Emphasis is on the effect of Education on the political, cultural and economic growth
of the nation, and the production of manpower.
(2 Units)

EDU 507 Sociology of Education I

What is Sociology? Sociology of Education and Educational Sociology; Sociological
Perspective: Consensus and Conflict; Social Institutions- The Home, the School, the State and
the Church. The Stratification System. Home? School relationships. The School and Society.
(2 Units)

EDU 508 Sociology of Education II

Sociology Theories and Education. Stratification system and implications for Social Policy.
Determinants of Educability. The school as an organization. The school as a microcosm of
society. Professionalisation of Teaching. (2 Units)

EDU 508A
Indept Sociological Issues in Family, Matters, Marriage Instability Conflict and Conflict
Resolution Indept Research and Presentation of Student’s Papers

EDU 560
(Science Education Course)
 25

PHILOSOPHY EDUCATION PROGRAMMES

Philosophy of the Programmes
The Master of Education and the Doctor of Philosophy Programmes in
Educational Management are carefully designed to prepare professionally qualified
persons who can assume leadership roles in schools, colleges, other tertiary
institutions and industries. The programmes are meant to offer advanced courses and
research capability studies to equip interested individuals with improved
competences in educational horizon with greater emphasis on the intricacies of
educational management in Nigeria.

Objectives of the MED Programme

The MED programme in Educational Management is designed to:
i. train prospective educational administrators, and lecturers in colleges of
education and polytechnics, educational practitioners in educational
management skills.
ii. provide opportunities for outstanding BA, BSC Hons in Education graduates for
further academic and professional development in chosen field
iii. train students to conduct original research of high quality, interpret and
communicate the results of such research through writing and teaching.
Status T
The M.Ed programme is open to both full and part-time candidates:
a. The duration of full-time programme shall be for a minimum period of 18
calendar months or three semesters of Full-time study and a maximum of 24
calendar months.
b. Part-time programme shall last for a minimum of 24 calendar months and a
maximum of three years.
 26

Admission Requirements
Admission to the Programme shall be open to.
(1) Graduates of the University of Nigeria or of other recognized universities who
have obtained an approved degree on BA and BSC (Hons) in education with
teaching subjects or B.Ed (Educational Management).
(2) Candidates who have a minimum of 3.00 and above in their Bachelors degree
programmes
(3) Candidates must possess NYSC discharge certificate or Exemption letter during
registration.

Nature of the Programme

The programme shall be by course work and research.
A. Candidates shall be required to take and pass seven core courses and one elective
course to earn a minimum of 18 credit units,
B. Candidates shall be required to undertake research work under the supervision of
one or two academic staffroom the rank of lecture 1 and above. This shall be a
project report and shall earn 6credit units
C. Candidates shall be required to present proposals before the final defence of their
project reports
Gradation Requirement
To quality for the award of M.Ed degree in Educational Management
(Educational Administration & Planning), a candidate shall meet the following
requirements:
i. Must have fully and duly registered for each session and paid the prescribed
fees.
ii. Must have passed the entire core courses as prescribed in the course work
module of the programme at a grade of C with a GPA of 3.00 or above. A
candidate who fails to meet this CGPA at the end of the shall be asked to
withdraw. Cause work grading shall be on the following scale.
 27

Latter Grade Mark Grade

A 70 or Above 5.00
B 60-69 400
C 50-59 300
D 45-49 2.00
E 40-44 1.00
F 0-39 0.00
The minimum number of credit units a candidate must earn to graduate is 36
credits.
The details are shown in the table bellows
Summary of Required credit units
Course work 30 credit units
Project report 6 credit units
Total 36 credit units
Course Arrangement Per Semester
Candidates for the MED programme in Educational management shall be
required to take core and elective courses. An elective course shall be selected based
on the candidates interest
Course Contents
A First Semester
Cores Courses Credit Units
EDU 630 Policy Making for Public Education 2
EDU 631 Advanced Educational Administration 2
EDU 631A Educational Planning 2
EDU 633 Supervision of Instruction 2
EDU 635B Human Resource Management in Education I 2
EDU 637 Education Finance 3
 28

EDU 601 Research Methodology and application of ICT in Research

3
EDU 600 Philosophy of Education 2
_____________
Total – 18 Credits Unit
Second Semester
EDU 632 Organization & Management 3
EDU 634 Economics of Education 3
EDU 634B Contemporary Issues in Ed Management 2
EDU 636 Social & Political Context in Educational
Administration Planning. 2

EDU 636B Seminar in Educational Administration &

Supervision 3
EDU 638 Leadership in Organizations 2
EDU 632B Theories of Educaitonal Management 3
EDU 602 Research Project 6
___________________
Total – 24 Credits
Course Descriptions
EDU 630 Policy Making for Public Education
The Nature of Educational Policy, important Educational policy Terminologies,
Educational Policy Making Process, the Formulation of Policy Proposals at the
primary secondary and Higher levels, Problems of Planning & implementing
educational policies, the Role of government agencies in the Policy Process, current
Policies in Education & Government Educational Policies before and after
Independence.
EDU. 631 Advanced Educational Administration
Nature and Scope of Educational Administration
The Administrative process, principles of Educational Administration,
management Styles for effective school administration, staff and student personnel
 29

administration, school community relations. Communication in Educational

Management, Administrative Structure.
EDU. 631A Educational Planning
Concepts of Planning and Educational Planning, Aims and Objectives of
Educational Planning.
The planning process, approaches to educational planning, Nigerian Experience
in educational planning, Education & Landmarks in Educational planning
constraints or problems of Educational Planning in Nigeria.
EDU. 633 Supervision of Instruction
Nature and purpose of supervision, supervisory models & techniques, the
theoretical and historical perspectives of supervision, characteristics of modern
Supervision, Instructional supervision, the Principal as supervisor, Recruitment,
Selection, preparation & in-service education of supervisors, Evaluation of school
instruction.
EDU. 632 Organization & Management
The Nature and scope of organization & management, Important concepts in
school organization and management, Organization & Management of education in
Nigeria; Functions of some education Agencies in the management and organization
of education in Nigeria; Educational organizations, Systems approach to
organization, Stress Management & School effectiveness.
EDU 637: Education Finance
Nature and Scope of Education Finance, Theories of Educational Finance, Important
Education Finance Terminologies, Legal basis of school finance, Sources of Funds,
Budgeting, Basic procedures in managing funds in primary, secondary and tertiary
institutions, Finance & Payroll administration, nature of educational expenditures,
Problems of funding educational programmes in Nigeria.
EDU. 635: Human Resource Management in Education
Evolution of human resource Management, Staffing and placement, training and
development of staff, staff compensation, staff safety & discipline, Management of
Staff labour Relations.
 30

EDU. 634: Economics of Education

Nature & Scope of Economics of Education, Reasons for delay in introducing
Economics of Education, justification for the study of economics of Education,
Important Economics of Education Terminologies, Relationship between education
and the economy, Education, Economic growth & national development Education
as consumption or investment, Education & Human Capital Development, Sources
of Funds, Costs in Education.
Ed. 634B: Contemporary Issues in Educational Management
Students Activism, riots, protests; secret cults in educational institutions,
committee system in educational management, accountability in education, conflicts
in Educational Institutions, problems of Autonomy & External control in higher
Educational Institutions.
EDU 636: Social & Political Contexts of Ed. in Ed. Administration & Planning
The concept of authority, power, politics and democracy in education, policies in
Education, pressure groups in the Nigerian Educational System Federal Character in
Educational management, Equalization of Educational Opportunities.
EDU 636B: Seminar in Educational Administration & Supervision
Students are expected to present a well researched paper on issues like management
practices in school, equality of educational opportunity, educational and national
Integration, examination malpractice, drug abuse, cultism, educational imbalances, UBE,
PTA & private sector participation (Deregulation) in Education.
EDU: 638 Leadership in Organizations
The concept of leadership, types, elements and styles of leadership. Characteristics of
effective leaders, leadership and decision making process, problems of leadership in
complex organizations such as educational institutions at all levels.
EDU 601: Indept research work aimed at acquiring full knowledge and preservations in
scholarship writing of the concepts, issues, trends in the definition and development of the
study area form African and Western Perspectives. Major steps in research: Selection of
problem. Literature review, Design, Data Collection, analysis and interpretation,
conclusions. Study of various research designs: Historical, Case studies, surveys
Descriptive cross sectional, Experimental etc. Surveys and synthesis of conceptual and
philosophical foundations of various disciplines. Identification of research problems and
 31

development of research questions and hypotheses. Detailed treatment of methods of

collecting relevant research data and the format for presenting research results (from
designing the table of contents to referencing bibliography and appendix) data analysis and
result presentation in different disciplines using appropriate analytical tools. Methods of
project/dissertation writing. Application of appropriate advanced ICT tools relevant in
everyday discipline for data gathering, analysis and result presentation. Essentials of
spreadsheets, internet technology, and internet search engines. (All registered Masters
degree students must attend a solution-based interactive workshop to be organized by the
school of post graduate studies for a practical demonstration and application of the
knowledge acquired from the course conducted by selected experts.
 32

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA.

Philosophy of the Programmes

The Master of Education in Educational Management are carefully designed to
prepare professionally qualified persons who can assume leadership roles in schools,
colleges, other tertiary institutions and industries. The programmes are meant to
offer advanced courses and research capability studies to equip interested individuals
with improved competences in educational horizon with greater emphasis on the
intricacies of educational management in Nigeria.

Objectives of the MED Programme

The MED programme in Educational Management is designed to:
iv. train prospective educational administrators, and lecturers in colleges of
education and polytechnics, educational practitioners in educational
management skills.
v. provide opportunities for outstanding BA, BSC Hons in Education graduates for
further academic and professional development in chosen field
vi. train students to conduct original research of high quality, interpret and
communicate the results of such research through writing and teaching.
Status T
The M.Ed programme is open to both full and part-time candidates:
a. The duration of full-time programme shall be for a minimum period of 18
calendar months or three semesters of Full-time study and a maximum of 24
calendar months.
b. Part-time programme shall last for a minimum of 24 calendar months and a
maximum of three years.
 33

Admission Requirements
Admission to the Programme shall be open to.
(4) Graduates of the University of Nigeria or of other recognized universities who
have obtained an approved degree on BA and BSC (Hons) in education with
teaching subjects or B.Ed (Educational Management).
(5) Candidates who have a minimum of 3.00 and above in their Bachelors degree
programmes
(6) Candidates must possess NYSC discharge certificate or Exemption letter during
registration.

Nature of the Programme

The programme shall be by course work and research.
D. Candidates shall be required to take and pass seven core courses and one elective
course to earn a minimum of 18 credit units,
E. Candidates shall be required to undertake research work under the supervision of
one or two academic staffroom the rank of lecture 1 and above. This shall be a
project report and shall earn 6credit units
F. Candidates shall be required to present proposals before the final defence of their
project reports
Gradation Requirement
To quality for the award of M.Ed degree in Educational Management
(Educational Administration & Planning), a candidate shall meet the following
requirements:
iii. Must have fully and duly registered for each session and paid the prescribed
fees.
iv. Must have passed the entire core courses as prescribed in the course work
module of the programme at a grade of C with a GPA of 3.00 or above. A
candidate who fails to meet this CGPA at the end of the shall be asked to
withdraw. Cause work grading shall be on the following scale.
 34

Latter Grade Mark Grade

A 70 or Above 5.00
B 60-69 400
C 50-59 300
D 45-49 2.00
E 40-44 1.00
F 0-39 0.00
The minimum number of credit units a candidate must earn to graduate is 36
credits.
The details are shown in the table bellows
Summary of Required credit units
Course work 30 credit units
Project report 6 credit units
Total 36 credit units
Course Arrangement Per Semester
Candidates for the MED programme in Educational management shall be
required to take core and elective courses. An elective course shall be selected based
on the candidates interest
Course Contents
A First Semester
Cores Courses Credit Units
EDU 630 Policy Making for Public Education 2
EDU 631 Advanced Educational Administration 2
EDU 631A Educational Planning 2
EDU 633 Supervision of Instruction 2
EDU 635B Human Resource Management in Education I 2
EDU 637 Education Finance 3
EDU 601 Research Methodology and application of ICT in Research
3
EDU 600 Philosophy of Education 2
Total – 18 Credits Unit
 35

Second Semester
EDU 632 Organization & Management 3
EDU 634 Economics of Education 3
EDU 634B Contemporary Issues in Ed Management 2
EDU 636 Social & Political Context in Educational
Administration Planning. 2

EDU 636B Seminar in Educational Administration &

Supervision 3
EDU 638 Leadership in Organizations 2
EDU 632B Theories of Educaitonal Management 3
EDU 602 Research Project 6
___________________
Total – 24 Credits
Course Descriptions
EDU 630 Policy Making for Public Education
The Nature of Educational Policy, important Educational policy Terminologies,
Educational Policy Making Process, the Formulation of Policy Proposals at the
primary secondary and Higher levels, Problems of Planning & implementing
educational policies, the Role of government agencies in the Policy Process, current
Policies in Education & Government Educational Policies before and after
Independence.

EDU. 631 Advanced Educational Administration

Nature and Scope of Educational Administration
The Administrative process, principles of Educational Administration,
management Styles for effective school administration, staff and student personnel
administration, school community relations. Communication in Educational
Management, Administrative Structure.
 36

EDU. 631A Educational Planning

Concepts of Planning and Educational Planning, Aims and Objectives of
Educational Planning.
The planning process, approaches to educational planning, Nigerian Experience
in educational planning, Education & Landmarks in Educational planning
constraints or problems of Educational Planning in Nigeria.

EDU. 633 Supervision of Instruction

Nature and purpose of supervision, supervisory models & techniques, the
theoretical and historical perspectives of supervision, characteristics of modern
Supervision, Instructional supervision, the Principal as supervisor, Recruitment,
Selection, preparation & in-service education of supervisors, Evaluation of school
instruction.
EDU. 632 Organization & Management
The Nature and scope of organization & management, Important concepts in
school organization and management, Organization & Management of education in
Nigeria; Functions of some education Agencies in the management and organization
of education in Nigeria; Educational organizations, Systems approach to
organization, Stress Management & School effectiveness.
EDU 637: Education Finance
Nature and Scope of Education Finance, Theories of Educational Finance, Important
Education Finance Terminologies, Legal basis of school finance, Sources of Funds,
Budgeting, Basic procedures in managing funds in primary, secondary and tertiary
institutions, Finance & Payroll administration, nature of educational expenditures,
Problems of funding educational programmes in Nigeria.
EDU. 635: Human Resource Management in Education
Evolution of human resource Management, Staffing and placement, training and
development of staff, staff compensation, staff safety & discipline, Management of
Staff labour Relations.
 37

EDU. 634: Economics of Education

Nature & Scope of Economics of Education, Reasons for delay in introducing
Economics of Education, justification for the study of economics of Education,
Important Economics of Education Terminologies, Relationship between education
and the economy, Education, Economic growth & national development Education
as consumption or investment, Education & Human Capital Development, Sources
of Funds, Costs in Education.

Ed. 634B: Contemporary Issues in Educational Management

Students Activism, riots, protests; secret cults in educational institutions,
committee system in educational management, accountability in education, conflicts
in Educational Institutions, problems of Autonomy & External control in higher
Educational Institutions.
EDU 636: Social & Political Contexts of Ed. in Ed. Administration & Planning
The concept of authority, power, politics and democracy in education, policies in
Education, pressure groups in the Nigerian Educational System Federal Character in
Educational management, Equalization of Educational Opportunities.

EDU 636B: Seminar in Educational Administration & Supervision

Students are expected to present a well researched paper on issues like
management practices in school, equality of educational opportunity, educational
and national Integration, examination malpractice, drug abuse, cultism, educational
imbalances, UBE, PTA & private sector participation (Deregulation) in Education.

EDU: 638 Leadership in Organizations

The concept of leadership, types, elements and styles of leadership.
Characteristics of effective leaders, leadership and decision making process,
problems of leadership in complex organizations such as educational institutions at
all levels.
 38

EDU 601: Indept research work aimed at acquiring full knowledge and
preservations in scholarship writing of the concepts, issues, trends in the definition
and development of the study area form African and Western Perspectives. Major
steps in research: Selection of problem. Literature review, Design, Data Collection,
analysis and interpretation, conclusions. Study of various research designs:
Historical, Case studies, surveys Descriptive cross sectional, Experimental etc.
Surveys and synthesis of conceptual and philosophical foundations of various
disciplines. Identification of research problems and development of research
questions and hypotheses. Detailed treatment of methods of collecting relevant
research data and the format for presenting research results (from designing the table
of contents to referencing bibliography and appendix) data analysis and result
presentation in different disciplines using appropriate analytical tools. Methods of
project/dissertation writing. Application of appropriate advanced ICT tools relevant
in everyday discipline for data gathering, analysis and result presentation. Essentials
of spreadsheets, internet technology, and internet search engines. (All registered
Masters degree students must attend a solution-based interactive workshop to be
organized by the school of post graduate studies for a practical demonstration and
application of the knowledge acquired from the course conducted by selected
experts.
 39

REVISED POST GRADUATE PROGRAMME IN MED HISTORY OF EDUCATION

(MASTERS IN HISTORY OF EDUCATION)

The department of Educational Foundations expects higher degree students to possess acceptable
level of competencies in liberal and humanistic education. Undergraduates programme produces
subject specialist. Higher degree programme produces educators with leadership qualities and
skills products will be capable of assuming leadership positions in government and allied
institutions.
Masters and PhD provide advanced learning experiences. The programmes provide learning
opportunities and clear understanding of problems and prospects of the discipline. It provides
theoretical and practical training designed to enable them acquire professional competence that
will help them function effectively in the society.
The MED is prosecuted by course work and research presented in a thesis.
Required Courses for MED Students.
Area of specialization
1. Historical and Sociological Foundation of Education (HSE)
2. Historical Foundations and Diplomacy Education (HDE)

Candidates in Historical and Sociological Foundation of Education (HSE) shall be required to take
the following courses –
First Semester
Course Code Title Credit Units
EDU 503 History of Education I 2
EDU 505 Education and Development 2
EDU 540 Introduction to Advanced Research in Education 4
EDU 733 Emergence of Education Laws – Legal Aspect of Education 2
EDU 733BLabour Laws and Education 2
14
Second Semester:
Course Code Title Credit Units
EDU 504 Education and Nigerian Society 2
EDU 506 Education and progress in Developing Nations 3
EDU 590 Project 6
Candidate for MED Programme in Historical Foundation and Diplomacy Education (HDE) shall
be required to take the following course:
First Semester
 40

Course Code Title Credit Units

EDU 503 History of Education I 2
EDU 505 Education and Development 2
EDU 540 Introduction to Advanced Research in Education 2
EDU 733 Emergence of Education Laws-Legal Aspects of Education 4
EDU 733BLabour Laws and Education 2
EDU 737 Advanced Seminar in Historical Foundation and Diploma Education 2
EDU 731 Advanced Diplomacy Education 2
EDU 735 Advanced Studies in History and International Studies
16
 41

Second Semester
Course Code Title Credit Units
EDU 504 Education Nigerian Society 2
EDU 506 Education and progress in Development Nations 2
EDU 500B History of Education II 2
EDU 500C Research in Historical Foundation and Diplomacy Education 2
EDU 590 Project Report 6
14
Course Description
EDU 503 History of Education I
Chronological Development of Education from Ancient Period to 21 st Century. The Development
of African Education with particular reference to Nigeria. 3 Units.
EDU 504: Education and Nigerian Society
Examination of Indigenous or pre European Education in Nigeria: a reflection of indigenous
African ideologies propagation of Western education.
Role of missionaries, the Government and Private Agencies in Nigerian educational endeavour.
Clash between Acculturation and Enculturation propensities:
Patriotism and Nigerian Education. 2 Units
EDU 505: Education and Development: Theoretical Analysis of the concept of Development: its
political economic and social dimensions.
Factors affecting development: conditions for Development. Interdependence/synergy between
Education and Development.
The role of education in the development of advanced capitalist countries of the West and the
socialist nations of the East. Extrapolation for third world countries like Nigeria. 3 Units
EDU 506: Education and Progress in Developing Nations.
A study of the attempts by developing nations to give meaningful education to their people.
Emphasis is on the effect of education on the political, cultural and economic growth of the nation
and manpower production. 3 Units.
EDU 590: Project Report (MED)
A supervised research project in the students area of specialization 6Unit.
EDU 690: Thesis (PhD)
Comprehensive Research in the student’s area of specialization
EDU 500B: History of Education II
Considering the vision and mission of Nigerian leadership to be nationally and internationally
relevant the course aims at producing world class leaders in politics and academics. No nation can
 42

survive or chart a course for its future without a look at its past as a basis for future progress.
Students should examine contemporary global issues and their relevance to education and
diplomacy: Peace studies and international understanding Role of History Education and
diplomacy.
National Unity and Social Justice Boko Haram, bad governance and Diplomacy.
EDU 500B History of Education II
Major Theoretical Considerations in Education: Perenialism Progressing, Essentialism,
Recoustructionism, Progmatism Pre European African Idealogies and Education – Communalism,
Funtionalism, Preparationism, Functionalism, Pansophism/Holistcism. Need for History and
Diplomacy Education..
EDU 500C Research in Historical Foundation and Diplomacy Education Techniques used by early
academic historians.
Modern Historiography and nationalism. Contemporary methods of historical research.
Application of historical research findings.
Collection, Analysis, Interpretation of evidence and preservation of knowledge of significant past
visaris the challenges of the present.
 43

M.ED IN PHILOSOPHY OF EDUCATION

YEAR 1 FIRST SEMESTER
Course Code Course Title Credit
S/No Units
1 EDU 501 Values and systems in
Education 3
2. EDU 503 History of Education or
3
Or 520 Curriculum Theory &
practice 3
3. EDU 507 Sociology of Education
2
4. EDU 509 Graduate seminar in
philosophy education 2
5 EDU 513 Psychology of Learning
2
10 EDU 515 History of Educational Ideas 2

Total=
17

YEAR 1 SECOND SEMESTER

S/No COURSE COURSE TITLE CREDIT
CODE UNITS
6 EDU 502 The Nigeria Educational 2
Ideology of the concept of
the 6-3-3-4 Education system
7 EDU 508 Sociology of Education II 2

8 EDU 512 Philosophical Concept of 2

Teaching and Learning

9 EDU 514 Philosophy of Mind

2
10 EDU 500 Philosophy of Education 2

11 EDU 500A Research in Philosophy of 2

Education
12 EDU 540 Introduction to Advanced 4
Research Method in
Education

Total=16

1st SEMESTER SECOND YEAR

 44

S/No COURSE COURSE TITLE CRDIT

CODE UNIT
14 PGC 601 Research methodology 3
& application of ICT in
research

2ND SEMESTER SECOND YEAR

S/No COURSE COURSE CREDIT
CODE TITLE UNITS
Research 6
15 EDU 590 project
GRAND TOTAL =42

COURSE DESCRIPTION
M.ED IN PHILOSOPHY OF EDUCATION

1. EDU 500 Philosophy of Education (2 CREDIT UNITS)

Aims of Education. Major Theories affecting Education: Idealism, Realism,
Scolasticism, Naturalism, Experimentalism, progressivism, Positivism, Marxism. A
critical appraisal of the educational theories of Locks, Rousseau, Postalozzi, Froobel,
William James, John Dewey. The problem of Knowledge and Education: Subjective
and objective approaches to reality. Philosophical determination of Nigerian
education. Public versus private education, the Open University.

2. EDU 500A Research in Philosophy of Education (2CREDITS UNITS)

Techniques of research adopted by philosophers of antiquity. Contemporary
methods of philosophical research. Practicalisation of philosophical research
concepts.

3. EDU 501 VALUES AND SYSTEMS IN EDUCATION (2CREDITS UNITS)

Concepts of value. Idealist approach to values realists approach to values.
Education-aims of education, Aims in Historical perspective. Modern approaches to
aim of education. Dewey, Nunn, Hutchins, et al. Organizational perspectives of aims
of education. Public Versus private Education.
4. EDU 503 HISTORY OF EDUCATION (CREDITS UNITS 3)
Chronological development of Education from the Greeks to the twentieth Century
including the Renaissance and post Renaissance education. The development of
African education with practical reference to Nigeria
OR
 45

EDU 520 CURRICULUM THEORY AND PRACTICE OF CURRICULUM

(CREDIT UNITS)
An intensive study in theory and practice of curriculum. The field of education and
curriculum theory Sources of curriculum theory and their limitations Curriculum
theory and the world of Knowledge. A model for devising an appropriate curriculum
theory for Nigeria

5. EDU 507 SOCIOOLOGY OF EDUCATION 1 (2 CREDIT UNITS)

What is Sociology? Education and Educational Sociology; Sociological
perspectives: Consensus and Conflict; Social Institutions – The Home, the Scholl,
the state and the Church. The Stratification System. Home/School relationships. The
School and Society.

6. EDU 509 GRADUATE SEMINAR IN PHILOSOPHY OF EDUCATION (3

CREDIT UNITS)
Critical appraisal of education theories application of theories to specific situation

7. EDU 513 PSYCHOLOGY OF LEARNING AND INSTRUCTION

Critical Analysis and evaluation of selected learning theories, related research

strategies sand findings and their applications to practical learning situations.
Particular attention will be paid to the Nigerian learning environments.

8. EDU 502 THE NIGERIAN EDUCATIONAL IDEOLOGY AND THE

CONCEPT OF 9-3-4 EDUCATION SYSTEM
(CREDITS UNITS 3)
Aims of Nigerian Education based on the five main national objectives. The 9-3-4
System as a means of achieving the national objectives. The importance of teaching
education and the economic Concomitant.

9. EDU 508 SOCIOLOGY OF EDUCATION II (2 CREDIT UNITS)

Sociology theories and Education. Stratification system and implication for social
policy. Determinants of Educability. The School as an Organization. The School as a
microcosm of society. Professionalization of teaching

10. EDU 512 PHILOSOPHICAL CONCEPT IONS OF TEACHING AND

LEARNING (2 CREDIT UNITS)
Examination and analysis of the teaching in classical philosophical works and in
contemporary literature on the philosophy of education
11. EDU 514 PHILOSOPHY OF MIND (2 CREDIT UNITS)

Students are expected to learn how our expanding understanding of mind informs
education. Is the mind sociological or psychological? We explore the nature of
 46

human mind, human knowledge and human learning – looking at the philosophy
of John Dewey, Lev Vygotsky, Piaget etc.

12. EDU 515 HISTORY OF EDUCATIONAL IDEAS (2 CREDIT UNITS)

A critical examination of educational ideas from Socrates, Plato, Aristotle,
Quintilian, Cicero to Russell with sequence to the concept, the substance and the
relevance of each idea

13. EDU 540 INTRODUCTION TO ADVANCED RESEARCH IN

EEDUCATION (4 CREDITS UNITS)
The scope of research in education; sources of research data and techniques of data
collection; sampling, Analysis of data in the use of statistical techniques,
mechanical, electrical and electronic aids to data processing. Thesis and dissertation
writing.

14. PGC 601 RESEARCH METHODOLOGY AND APPLICATION ICT IN

RESEARCH (MASTER’S DEGREE COURSE (3 CRDITUNITS)

In-dept research work aimed at acquiring full knowledge and preservations in

scholarly concepts issues, trends in the definition and development of the study area
from African and western perspective. Major steps in research: Selection of
problem, Literature review, Design, data collection, analysis and interpretation,
conclusion study of various research design Historical, Case studies surveys,
Descriptive, Cross Sectional, Experimental, etc. Analysis surveys and synthesis of
conception and philosophical foundations of different disciplines. Identification of
research problems and development of research questions and/or hypothesis.
Detailed treatment of methods of collecting relevant research data and the format for
presenting research results (from designing the table of contents to referencing,
bibliography and research results (from designs the table of content to referencing,
bibliography, and appendix). Data analysis and result presentation in different
disciplines using appropriate advanced analytical tools, Method project/dissertation
writing. Application of appropriate advanced ICT tools relevant in every discipline
for data gathering, analysis and result presentation. Essentials of Spreadsheets,
Internet technology, based interactive workshop to be organized by the school of
postgraduate studies for a practical demonstration and application of the knowledge
acquired from the course conducted by selected experts.

15. EDU 590 MASTER’S DEGREE PROJECT

OR (RESEARCH PROJECT) (6 CREDIT UNITS)

This is an embodiment of master’s degree project. Its evaluation will be based both
on a proposal approved by the faculty and the final project report. The registration
 47

for this research work should be effected at the beginning of the session during
which the candidate intends to present the completed project for final exam.