Scholars at
different flora have severally discussed the state of Architectural Education. This has informed the need to overhaul the
schools of Architecture in Nigeria ,
in order to meet the new challenges of the present day; thus, it has become
expedient for Architectural education in Nigeria
·
School curriculum
·
Information and Communication Technology - ICT
·
Staff development training opportunities
·
Funding
The present NIA/ ARCON / NBTE / NUC minimum academic standards for
the study of Architecture in Nigeria Universities and Polytechnics need to take
into cognisance the prevailing socio-economic and globalization trends,
resulting from the “invasion” of the
world by computer technology and the ongoing “techno-overhauling” of education curricula in most fields of human
endeavour. Little wonder, Adeyemi (1987) stated: “The structure of the
curriculum beyond this point should aim at giving expression to and utilizing
the factors of socio-economic and technological transformation in the Nigerian
nation”. There is therefore the need to
focus attention on improving the standard of Architectural education in Nigeria
SCHOOL
CURRICULUM
The complexity and dynamism of today’s Architecture, has
necessitated the clamour for a change in the Architectural education curricula
in the Nigerian Universities Nigeria
(a) ND
I FIRST SEMESTER
|
COURSE
NO
|
COURSE
TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 111
|
Free-Hand Sketching I
|
4
|
2
|
|
ARC 112
|
Technical Drawing
|
4
|
2
|
|
ARC 113
|
Building Construction
|
5
|
3
|
|
ARC 115
|
Wood-Workshop Practice
|
3
|
2
|
|
ARC 116
|
Mechanics & Heat Energy
|
3
|
3
|
|
ARC 119/MTH 112
|
Logic & Linear Algebra
|
2
|
2
|
|
BCH 111
|
General Chemistry
|
3
|
3
|
|
ARC 114
|
Basic Principle Of Surveying
|
4
|
2
|
|
LGE 111
|
Use of English I
|
2
|
2
|
|
GNS 110/117
|
Introductory Sociology/citizenship Education.
|
3
|
2
|
|
EE 118
|
Introduction to Computer Management.
|
2
|
2
|
|
|
TOTAL
|
35
|
25
|
(b) ND I
SECOND SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 121
|
Free-Hand Sketching II
|
3
|
2
|
|
ARC 122
|
Architectural Graphics I
|
3
|
2
|
|
ARC 123
|
Building Construction II
|
5
|
3
|
|
ARC 124
|
History of Architecture.
|
2
|
2
|
|
ARC 125
|
Basic Design
|
3
|
2
|
|
ARC 126
|
Optics, waves, Electronics & Magnetism
|
5
|
3
|
|
ARC 127
|
Properties of Material
|
4
|
3
|
|
ARC 128
|
Descriptive Geometry
|
2
|
2
|
|
Algebra & Trigonometry (Elective)
|
2
|
2
|
|
|
LGE 121
|
Communication In English I
|
2*
|
2*
|
|
GNS 127
|
Citizenship Education
|
2
|
2
|
|
CE 115
|
Concrete Workshop Practice
|
2
|
2
|
|
|
TOTAL
|
35
|
25/27
|
(c) ND II FIRST SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 211
|
Architectural Design I
|
6
|
3
|
|
ARC 212
|
Architectural Graphics II
|
4
|
2
|
|
ARC 213
|
Building Construction III
|
5
|
3
|
|
ARC 214
|
Traditional Architecture
|
2
|
2
|
|
Calculus (elective)
|
2*
|
2*
|
|
|
ARC 216
|
Photography & Model Making.
|
4
|
2
|
|
ARC 218
|
Strength of materials
|
4
|
3
|
|
ARC 219
|
Mechanical/Electrical Workshop Practice
|
2
|
2
|
|
ARC 130
|
Basic Elect.Tech & Installation Practice
|
2
|
2
|
|
LGE 211
|
Communication in English
|
2
|
2
|
|
GNS 124
|
Government
|
2
|
2
|
|
|
TOTAL
|
35
|
23/25
|
(d) ND II SECOND SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 221
|
Architectural Design II
|
7
|
3
|
|
ARC 222
|
Architectural Graphics III
|
4
|
2
|
|
ARC 223
|
Building Construction IV
|
5
|
3
|
|
ARC 224
|
Introduction to Building Climatology
|
2
|
2
|
|
ARC 227
|
Building Services & Equipment
|
3
|
3
|
|
BA 229
|
Entrepreneurship Development
|
2
|
2
|
|
ARC 229/MTH 229
|
Trigonometry Analytical Geometry (Elective)
|
2*
|
2*
|
|
ARC 226/GNS 125
|
Economics
|
2
|
2
|
|
LGE 221
|
Communication in English II
|
3
|
2
|
|
ARC 225
|
Introduction to Landscape Design
|
3
|
2
|
|
|
TOTAL
|
33
|
21/23
|
(e) HND I FIRST SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 311
|
Architectural Design I
|
5
|
3
|
|
ARC 312
|
Construction Methods I
|
3
|
3
|
|
ARC 313
|
Architectural Delineation I
|
4
|
2
|
|
ARC 315
|
Building Climatology
|
2
|
2
|
|
ARC 316
|
Site Planning
|
3
|
2
|
|
MTH 319
|
Architectural Detailing
|
4
|
2
|
|
ARC 319
|
Advanced Algebra
|
2
|
2
|
|
EE 213
|
Introduction to Computer Mgt.
(New Student)*
|
3
|
2*
|
|
LGE 311
|
Advanced General English Report Writing
|
2
|
2
|
|
ARC 318
|
Theory of Architecture
|
2
|
2
|
|
GNS 117
|
Citizenship Education
(New Student)*
|
2
|
2*
|
|
ARC 314
|
Technical Report Writing
|
2
|
2
|
|
|
TOTAL
|
29/34
|
22/26
|
(f) HND I SECOND SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 321
|
Architectural Design II
|
5
|
3
|
|
ARC 322
|
Construction Methods II
|
3
|
3
|
|
ARC 323
|
Architectural Delineation II
|
4
|
2
|
|
ARC 324
|
Estimating & Tendering
|
2
|
2
|
|
ARC 325
|
Architectural Structures
|
3
|
2
|
|
ARC 326
|
Mechanical Bldg. Services
|
3
|
2
|
|
ARC 327
|
Architectural Detailing Ii
|
4
|
2
|
|
ARC 328
|
Application & Bldg. Materials
|
2
|
2
|
|
MTH 329
|
Advanced Calculus
|
2
|
2
|
|
LGE 321
|
Communication in English III
|
2
|
2
|
|
GNS 321
|
International Relations (Elective)
|
2*
|
2*
|
|
GNS 127
|
Citizenship Education
(New Students)
|
2*
|
2*
|
|
|
TOTAL
|
29/34
|
22/26
|
(g) HND II FIRST SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 411
|
Architectural Design II
|
5
|
3
|
|
ARC 412
|
Construction Drawing I
|
7
|
3
|
|
ARC 413
|
Architectural Delineation I
|
7
|
3
|
|
ARC 415
|
Elect. Building Services
|
3
|
2
|
|
ARC 416
|
Specification Writing
|
2
|
2
|
|
MTH 419
|
Numerical Methods (free elective)
|
2*
|
2*
|
|
BA 215
|
Principles of Management
|
3
|
3
|
|
TRP 312
|
Land Economics
|
3
|
3
|
|
ARC 417
|
Principles of Interior Design
|
2
|
2
|
|
|
TOTAL
|
32/34
|
21/23
|
(h) HND II SECOND SEMESTER
|
COURSE NO
|
COURSE TITLE
|
CONTACT
HOURS/WEEK
|
CREDIT
UNITS
|
|
ARC 421
|
Architectural Design Project
|
9
|
4
|
|
ARC 422
|
Construction Drawing II
|
7
|
3
|
|
ARC 423
|
Professional Administration
|
3
|
3
|
|
ARC 424
|
Introduction to Human Settlement & Housing
|
2
|
2
|
|
ARC 425
|
Project Report Writing
|
3
|
3
|
|
TRP 321
|
Land Appraisal
|
3
|
3
|
|
BA 429
|
Entrepreneurship Development
|
2
|
2
|
|
BUS 116
|
Principle of
Accounting I
(Free elective)
|
2
|
2
|
|
|
TOTAL
|
31
|
20/22
|
A careful study of this curriculum reveals an overview of the
courses in which the students would be taught. These courses are essentially
contained in the NUC curriculum for the schools of architecture in the
universities but are wider in theoretical scope/content. However, in view of
the complexities and dynamism in the practice of the profession, there is the
need to break down this curriculum with a view to incorporating the latest
innovations in the profession such that areas of specializations in various
aspects of the profession can be encouraged. This is why the NBTE / UNESCO
partnership programme on revitalizing technical and vocational education should
focus on the incorporation of computer and technological innovations in the
proposed curriculum. Musa (2002) in an
opinion poll conducted on Ahmadu Bello University, (ABU) Architecture
graduates’ views concerning the curriculum and method of training stated that,
among other things, “the Graduates wanted to see the expansion of the scope
of studies to include courses in the following areas: computer skills
and modern information technology
management with emphasis placed on computer
aided design”.
Similarly, a random sampling of
opinion of students of environmental studies of the Moshood Abiola Polytechnic
on this issue was also conducted through interviews (2004/2005 academic
session). The general outcome also favoured the integration and adoption of ICT
programmes in the school
curriculum.
INFORMATION
AND COMMUNICATION TECHNOLOGY (ICT) IN ARCHITECTURAL TRAINING
Ogunsote and Ogunsote (1987) noted
that development in cybernetics and computer technology has affected many
aspects of life, even such traditional and ancient profession of Architecture. The 1990’s up to the present day has witnessed more rapid
development in computer technology, enhanced application software and improved
computer products thereby suggesting an emergence of increased computing in
Architecture. In her submission, Okpoechi (2003) opined that “the new
millennium has brought with it tremendous advancements in telecommunication and
information technology which have been made possible by improvement in the
computer as a universal tool for work and leisure. Bobadoye (2002) further
corroborated this view thus, “The 1990’s witnessed more rapid development in
computer technology, enhanced application software and improved computer
products suggesting an emergence of increase computing in architecture, at the
dawn of the 20th century, the trend is towards a more universal
application of computers to Architecture”. Information and Communication
Technology (ICT) in the context of architectural training is the processing and
distribution of data using computer hardware and software, telecommunications,
and digital electronics. This finds application with the use of software
applications such as COMPUTER AIDED
DESIGN AND DRAFTING (CADD). Presently, CADD application soft wares are
available for use in Nigeria
It has the following features: import site plans, floor plan work
sheet, 3D window section/ elevation windows, photo-realistic modes, mated
features and so on.
Okpoechi (2003) listed the following among the innumerable benefits
of CAD:
v Creates accuracy in drawings.
v Ability to review a drawing several times,
while exploring various options.
v Allows freedom from distractions and
unproductive activities, thus allowing the designer to devote more time to
design conception.
v Greater ability on the part of the designer to
predict the performance of any design alternative he or she may generate.
v Possibility of sharing and receiving drawing
files with/from other students who are CADD literate e.t.c.
She similarly posited the following as the limitations of CADD to
the Nigerian Students:
v Mechanical failure
v Power outages
v Device storage collapse
v Unauthorized tempering with drawing by another
person.
These are the same limitations of other machines and they could be
guarded against by the use of UPS (Uninterruptible Power Supply), back-up disks
for drawings and a system of security the work environment through the use of
access codes and passwords.
Clearly, the merits far outweigh the demerits as each demerit can be
effectively checked. CADD programs are particularly useful because as
designers, there is the need for visualizing complex forms and shapes that do
not exist. As students there are “assignment deadlines”. CADD programs will
take care of these, clearly interpreting the information it is fed with, giving
satisfaction to the hard working and dedicated students / users.
STAFF
DEVELOPMENT TRAINING OPPORTUNITIES
In the world of
commerce such as the banking sector, seminars workshops and refreshers courses
(within and outside the country) are organized for their personnel who in most
cases are already qualified professionals (for example ICAN registered
accountants). In the academic sector, there is the Ogun state government
sponsorship of selected academic staff for human resources development
programmes. In addition, the “train the trainer” programme designed by the
digital bridge institute to train the lecturers in Nigerian higher institutions
on how to use information technology to deliver their services. This programme
also known as the advanced digital appreciation programme – tertiary, is a
brainchild of the Nigerian Communications Commission (NCC). This has set precedence
for stakeholders in the architectural education sector to upgrade their
personnel skill and knowledge, which at the moment seems to be in short supply.
CHALLENGES
As much as there is the need for improvement in the condition
of architectural education in Nigeria
·
Under-funding
which gave birth to superlative and/or aggressive drive for internally
generated revenue and has in turn jeopardized quality and / or standard of
performance, despite the introduction and the conduct of ‘Post- Jamb’
examination.
·
There
exists spurious correlation of students’ performances at ordinary level (WAEC,
NECO, etc) results, with their respective actual performances in the course of
study at various higher institution of learning (a common knowledge though!!).
This has given rise to corruption, immoral and criminal acts (“Pari ise”,
“tun se” etc in the Yoruba parlance as an expression) among students,
including parents, even teacher/staff as collaborators, in a desperate bid to
secure admission into tertiary institution. Unfortunately, the field of
architecture is not left out of this trend. Little wonder then that the
quality/performances of students keeps dropping.
·
There also
exist a rising profile of incursion into the field of practice of architecture
(activities of quacks, even amongst allied professionals) and a somewhat
stiffer and unnecessary competition dictated by the quest for relevance and economic
survival. Without concerted efforts by all stakeholders, these problems (and
many others) would continue to militate against the progress of the profession,
if enduring concerted efforts are not put in place to check these menace.
·
Some
schools of architecture also experience under –staffing in terms of academic
and supporting staff. There’s no commensurate number of in relation to the
students’ population. Most schools’ do not observe the required carrying
capacity standards. No thanks to owner’/operators’ under- funding and the
attending survival syndrome…! Courtesy, internally generated revenue!!
SOLUTIONS
There is the need for a drastic overhauling of the present structure of
architectural education in all areas such as: training towards and along the
followings:
1.
SPECIALIZATION: The field of architecture is known as a very
wide, broad- based and dynamic field. It is becoming increasingly difficult for
an individual to be a master of all. This, has given rise to specialization (in
which different individuals have different gifts/talents and areas of interest)
along the following options:
·
Landscape architecture,
·
Design with sub-options as housing, health, hospitality, industrial,
institutional, religious etc.
·
Interior design/decor
·
Material specifications
·
Presentation and working/production drawings as 2 and/or 3-dimensional
digital works, model-making etc).
·
Furniture making/building materials and accessories design and
manufacturing and products marketing
·
Construction and project management etc.
Suffice it is to say that, the school curriculum needs to take
cognizance of this trend and make necessary adjustments especially in the area of ICT.
Ugboaja (2003)
opined that, it is pertinent that the ever increasing dependency of education
on computer seems inevitable, because it helps to meet the needs of the
students for greater individualization of instruction and greater relevance of
subject matter, and the growing expectation of the society for a higher degree
of accountability and efficiency in the academic environment and National
development. Therefore the school curricula of study cannot afford to be
stagnant. Despite the somewhat, introduction of computer appreciation courses
in the Architectural programme of the Universities and Polytechnics by the NUC
and NBTE respectively, there is still the need for an improvement in the course
content, especially on the practical aspects, which should be in tune with the
present day realities. To this end, it is important to emphasise the relevant
and pertinence of the introduction of intensive courses in CADD, at all schools
of architecture so that the issue of presentation and general articulation of
complex ideas can be taken care of and such that The curriculum for training
young “Architects” would be fashioned out according to the peculiar and
prevailing needs. It should also help in the orientation of the students
towards adding value to the training.
EXCHANGE
PROGRAMME needs to be revived for both staff and students of architecture
within and amongst schools’ of architecture and industries/practice
(especially) at National and International Levels. This would afford every one
the opportunity of exposure, which would in turn enhance quality of
architectural education and practice.
CONTINUING
EDUCATION: this is necessary for the lecturers / trainers in the areas of professional practice, academic
and research be engaged on regular/periodic and/or continuous training
exercises in the form of workshop, seminar/symposia, conferences etc as
enhancement to the profession.
CONCLUSION
There is the need
to make Architecture fit into a tidy study mould that has stable tradition
within the academia as some other professional disciplines like medicine, law
and engineering. This implies that the method of teaching architecture in our
various tertiary institutions need to rise above the usual obsolete traditional
methods of theory and project method of studio design modules, and move up to
the more innovative, integrated and dynamic methods, which are the hall-mark of
the present times. It is rather apt for the present generation of Architecture
students and practitioners to be equipped in line with the modern trends just
as it is the case with their contemporaries in the developed/developing world.
It is a situation like this, which had led to the Architecture programme
curricula ‘revolution’ in
Europe and America in the 1970s (McLaughlin, 1970). Thus, it is time for such
to take place here in Nigeria
Architectural
education in the 21st century no doubt, has gone beyond pencil,
paper and chalkboard. The art and science of using lines, shapes to design and
create functional spaces for human use no longer solely rely on the use of
draughting pens and drawing boards. The versatility of computer aided design
programmes has now become a necessity to all students in the design and
construction field, not only to be in tune with the trends of the 21st
century but also to be useful to the Nigerian society.
The supervisory
umbrella of the profession NIA/ ARCON / NBTE / NUC have a role to play. They
are required to expand their regulation on architectural education/supervision,
vis-à-vis helping in sensitising the appropriate authorities on the need for
the students of Architecture to keep up with the challenges of this millennium,
and incorporating the application of CADD into the Architecture curriculum at
all levels of studies.
These bodies can
also set up a committee charged with the responsibility of reviewing and/or
harmonising the existing architecture curricular, with a view to making
Architecture a full professional and academic discipline in the Universities
and Polytechnics. Architectural educators who are versed in the use of CADD
should team up to write textbooks/study-manual that will be good alternatives
to the foreign ones. These texts will take into cognisance the prevailing
socio-economic situation.
In order to
achieve this, modern architecture studio must possess all the relevant and
necessary tools to condition and/or re-condition the students’ mindset towards
meeting the needs of the environment and thus improving their architectural
skills. This will in turn, make them competitively relevant in this
ICT/computer age.
REFERENCES
Abiodun Olukayode Olotuah (2002): Architectural Education
Nigeria: Realization and actualization. AARCHES
Journal Vol.2, Number 1, 2002 Pp 1-5.
Emmanuel
Babatunde Jayeola (2002): Travails of the
Nigerian Young “Architect” AARCHES Journal Vol.2, Number 1, 2002 Pp 30-35.
Musa Lawal
Sagada (2002): Architectural Education and
Practice in Nigeria
Nkwogu Uche (2002): Editorial
future of Architectural Education in Nigeria AARCHES Journal Vol.2, Number 1, 2002 Pp II.
Okpoechi
C.O. (2003): The relevance of CAD in Architectural education NAASCOPE: National
Association of Architecture students. 9th edition. Vol.1 2001. Pp
69-73.
Ugboaja u.c.a. (2003): The Internet and the Academic environment: The way forward. 3rd
ASUP National Conference 2003 Book of
Abstract. Pp 85.
Microsoft ® Encarta ® (2006): 1993-2005 Microsoft Corporation.
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