Welcome to DEPARTMENT OF HAUSA LANGUAGE

HAUSA DEPARTMENT

HISTORICAL BACKGROUND AND MILESTONES

The teaching of Hausa as a first language (HLI) in the college was initiated by Malam Aliyu Najatu, a lecturer in the then Department of Nigerian Languages in (1990/1991) Academic Session. Hausa Department was carved out of the then Department of Nigerian language in 1993/1994 Academic Session. Also the teaching of Hausa as a second language (HL2) was introduced by Malam A. Usman in 1995/1996 Academic Session. With a total number of 40 students, 23 in HauL1 and 17 HauL2.

The department has experiences a tremendous staff improvement from only two permanent staff to six including one on sabbatical and a youth corper in 2005. The two staff that were managing the Department were Malam Abdulazak Usman (HOD), and Malam M.A. Garba (Assistant Lecturer). Later on Malam A.S. Hamman (Principal Lecturer) from College of Education, Azare joined the department as a sabbatical staff in April 2005. Similarly Malama Hassana H.H. (Assistant Lecturer) joined the department in June 2005, and Malam Misbahu H. (Assistant Lecturer) was employed in September, 2005. Malam Lawa A.K. a Coper joined the department in October same year in 2006 Malam Gana Isa (a senior lecturer) from College of Education Waka-Biu joined the department as a sabbatical staff.

Presently the department is having only three academic staffs. Mrs. Ambi, H.M. (Lecturer 1) Malam Barba, M.A. (Lecturer 1) and Malam Misbahu, H.M. (Lecturer 1) and the department is running both HauL1 and HauL2 programmes with 26 HauL1 students and 12 HausL2 students.

 

PHILOSOPHY OF THE DEPARTMENT

Modern man can hardly contemplate communal life without the instrument of language performance, especially spoken language, defines personality. For the teacher, his credibility is almost entirely anchored on his competence in communicating ideas and stimulating learning through the use of language. Articulate and well-spoken teacher also invariably win the hearts and respect of their students or pupils.

The mother tongue of the child is closely related to the child’s total growth and development i.e. culture, psychological, mental etc. Teaching and learning in the mother tongue help the quicker acquisition, retention dissemination and use of knowledge in other subjects.

Literature generally is known to be language applied. It is known also to be embody the totality of the world view of a people’s social and political formations, culture, fears, anxieties aspirations etc. To study language without its literature is known to be a serious disservice.

 

VISION AND MISSION STATEMENTS

VISION STATEMENT

The Department of Hausa   shall become   a department   of academic and professional excellence, offering leadership. In the teaching of Hausa at all levels of the nine year Basic Educational Programme with modern techniques.

MISSION STATEMENT

The department mission is to train competent NCE graduates in both Hausa as a first language (L1) and as a second language (L1), making use of modern techniques and employing up-to-date techniques and principles developed in the discipline to equip its graduates with academic competence, professional skills as well as critical minds to enable them adapt to a rapidly changing world, thereby meeting the aspirations of the Nine Year Basic Education Programme.

 

DESCRIPTION OF ACTIVITIES (Schedule of Duties)

(a)   Teaching/Tutorials

(b)   Research

(c)   Community Service

 

LOCATION

The department is located in the school of secondary Education (Languages programme). 

 

 

 

OPERATIONAL MODEL/MODALITIES

The department operates base on directive from the college and at the school level. The primary assignment of the department includes;  

·         Teaching of students

·         Conducting examination and invigilating the examinations

·         Making and giving out scores

·         Project supervision

·         Micro-Teaching Supervision

·         T/P Supervision

·         Student’s recruitment interview

·         Lecturers engage in researches and community services

 

DEPARTMENT GOALS-OBJECTIVES-STRATEGIES

GOALS AND OBJECTIVES OF HAUSA DEPARTMENT

(i), Hausa as a first Language (L1): In addition to the general aims and objectives of teaching language, teaching Hausa as first language (L1) at the NCE level aims at achieving the following:

(a)   Equip the student-teachers with tie basic skills of listening,, speaking, reading and writing the Hausa language.

·         Optimise the use of Belladi e-modern language laboratory of the school languages.

·         Improve students’ exposure to practical’s

·         Intensive drilling in reading and writing (comprehension)

·         Encourage students to be regular listeners to Hausa programmes of International radio stations such as BBC, VOA, DW Radio, Radio France International etc.

(b)   Prepare them adequately for the task of teaching the Hausa language at both the primary and Junior Secondary School levels (i.e. Nine year basic programme)

·         By optimizing the use of micro-teaching.

(c)   Expose the student-teachers to the socio-cultural and political lives of the speakers of the language

·         By encouraging them to participate actively in socio-cultural activities

·         Excursion to socio-cultural and historical sites.

·         Encouraging them to be watching socio-cultural and historical documents

(d)   Help to stimulate their creativity in Hausa language.

·         Exposing them to intensive drilling in composition.

·         Encourage them to cultivate the habit of reading Hausa novels

·         Drilling them in essay writing.

(ii) Hausa as a second language (L2): At the end of the programme the student should:

(a)   Be able to understand clearly simple Hausa whether spoken or written.

·         By drilling them in oral dialogue and guided composition

·         Intensive practicals in oral and written Hausa.

(b)   Be able to reasonably express his/her thoughts and experience in simple spoken or written Hausa

Improving their spoken skill through contact with native speakers as well as learning the culture of the people through acculturation (Hausa L2 125) and mini acculturation (excursion to areas where native speakers are concentrated e.g. Sabo, Elekara etc.)

(c)   Be able to reasonably teach Hausa at the Primary or Junior Secondary School levels in the absence of a trained Li teacher.

·         By utilizing the use of micro-teaching to improve on their teaching capability and experience,

(d)   Be able to pass the SSCE 0/L in Hausa thereby laying a good foundation for further studies in the language

·         By acquiring the ability to read and write competently in the language

·         Know the basic features of Hausa grammar and expose them to the practical techniques of translation

·         Acquire the basic knowledge of Hausa oral and written literature.

·         Ability to appreciate the culture, customs and institutions of the Hausa people.


MANAGEMENT AND ORGANIZATION (LEADERSHIP)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 



SWOT ANALYSIS

STRENGTH

HOW TO ENHANCE IT

HOW TO PROJECT IT

HOW TO USE IT ADVANTAGEOUSLY

1.      Qualified and Experienced Staff 

1.      Staff can be encouraged to upgrade themselves by going for Master and Ph.D degree to prepare the department for degree awarding status

1.      Staff should be encouraged to attend retraining programme such as seminars, workshop and conferences

2.      Provision of welfare Packages

1.      Conduct researches that can facilitate teaching and learning of Hausa

2.      Organize workshops and seminar for teachers of the language at primary and post –primary levels

3.      The department can coordinate the programmes of the neighboring Hausa schools

2.      Qualified Bilingual Secretary

1.      Bilingual Secretary  be employed in the Department

2.      Computer with Hausa software 

1.      Questing & other materials can be typesettes  in the Department.

2.      The camputer can be connected with the ICT in the College 

1.      Bulleting, Journals etc production will be easier in the Department.

2.      Lecturers can also be trained to use Hausa software.  

3.      Availability of office accommodations and classrooms

Office accommodations to be expanded to accommodate both academic and non-academic staff of the Department

1.      Proper maintenance of office structures and equipments

Provide lecturers’ offices with teaching instrument like projectors, computers and television sets for teaching small-size classes 

4.      Unique academic programme of combining special education with Hausa 

Cooperate with other relevant departments where students can choose their special of interest

1.      Staff of the department to get involved in the training in the special areas by learning parts of its elementary skills

1.      Staff and the students can use their experiences to facilitate teaching of Hausa to the disabled in their immediate and remote environments

5.      Running part-time and sandwich programme

1.      Expanding the programme to accommodate combining Hausa with different subjects like Yoruba, English Economics etc.

1.      Providing additional teaching infrastructure

2.      Updating the experience of the teaching personnels 

1.      Give the programme more publicity

6.      Introduction of staff to information and communication technology

1.      Comprehensive training in the use of ICT facilities should be given to the staff

2.      Extend training to students          

1.      Provide ICT facilities for each lecturer’s office

2.      Link each office with internet facilities  

1.      Link each office with outside internet for cross fertilization of information and ideas

7.      Availability of modern language laboratory for teaching phonetics, phonology and oral expression   

1.      Give lecturers retraining on its use

2.      Extend the training to the students  

1.      Provide technical staff for monitoring its use.

2.      Give it spontaneous maintenance

1.      Organize work shop for training of teachers of the language in the neighboring primary and post-primary educational institutions 

8.      Availability of a mini-library in the Hod’s office

1.      Provide a separate room for the library

2.      Make annual budget for equipping the library with current relevant books and journals 

1.      Employ a personnel to man the library.

2.      Use the library for inter-library borrowing

9.      Availability of Museum in the Department.

Budget should be made to equip & maintain the Museum 

1.      Employ a staff to maintain the museum

2.      Procure Artifacts & Cultural materials for the Museum

 

1.      The museum can be used to teach the Hausa L2 students

2.      Artifacts and cultural materials can be hired out for money. 

 


 

LIST AND ANALYSIS OF WEAKNESS

WEAKNESS

WHAT IT STOPS US FROM ACHIEVING

HOW TO ELIMINATE IT

HOW TO DISGUISE IT

1.      Relatively low qualification of staff

It may hinder the implementation of the department's proposal to run degree courses

The existing lecturers should be

encouraged to go for doctorate degree

 

There can be exchange of staff programme with other relevant institutions

2.      Poor conditions of Services

1.      It gradually kills enthusiasm of the lecturer.

2.      It reduces the productivity capacities

1.      Conditions of services should be improved in terms rest/leave after work, provision of more incentives such as staff loans

 

1.      Office environment should be made conducive by providing necessary facilities that can make works enjoyable

3.      Inadequate funding

1.      It inhibits the smooth running of the department

1.      There should be prompt payment of imprest and responsibility allowances

1.      The department can organize consultancy services to be rendered to primary and secondary school at reasonably affordable cost

4.      In availability of adequate offices

1.      The Department is  Sharing offices with the Yoruba Department. And there are no convenience for the offices

1.      More offices should  be built with provision for the  existing staff and others yet to come

 

1.      Some of the vacant classrooms can be converted into offices and be adequately equipped

5.      Limited opportunity for staff development

1.      It inhibits enhanced performances

1.  Scholarship
opportunities should
be open to all staff

2.  There should be
full sponsorship of
conferences,
workshops and
seminars

3.  Grant can be
given to any staff that
publishes a book

1.      Part sponsorship of higher degree programmes should be provided.

 

6.      Low ICT literacy among staff

1.      The staff can not avail themselves of opportunities to use ICT resources for teaching and research work

1.      Comprehensive
training on
manipulation of ICT teaching and
research resources should be given to the academic staff.

2.      Effort should be
made to link the
department with
internet worldwide.

3.      Internet facilities
should be provided and made accessible
to all staff

The department can be assisted to enjoy such services from sister institutions that have them for some time.

 

7.      Inadequate teaching and learning resources

1.      It makes teaching difficult

2.      it makes teaching and learning less effective

 

1.      Teaching and
learning resources
like textbooks, CD
ROMS, projector etc. should be provided

2.      The existing language laboratory should be made to
function

 

8.      Inadequate residential accommodation for both staff and students

1.      Reduces level of commitment and dedication to work by both lecturers and student

1.      More accommodation facilities should be provided for both staff and students

1.      Where students cannot all be accommodated in
College, effective
transport service should be provided

9.      Inadequate health facilities for students

1.      It hinders effective learning

College Clinic should be fully equipped with qualified staff and drugs

1.      The college can work out partnership with a reputable hospital

 

 


 

LIST AND ANALYSIS OF OPPORTUNITY

OPPORTUNITY

ASSOCIATED PROBLEM WITH ITS EXPLOITATION

STRATEGIES REQUIRED

PROBABLE DURATION

1.      Access to Internet

 

1.      Epileptic power supply

2.      Ineffective
connection of the
department with
internet.

3.      Low literacy of staff in items internet facilities

 

1.      Efforts should be
made to supply
uninterrupted electric
power

2.      Ensure effective
connection of the
department with
internet

3.      Ensure regular
training and
retraining of staff

For 5 Years

2.      Availability of ETF fund for both infrastructural and man power development

1.      Inadequacy of the fund to provide all services required

1.      The little fund
available should be judiciously used. A policy of setting percentage aside for each area of the development annually should be
adopted

2.      The College can
add part of its fund
to make it adequate

For 5 years

3.      Proximity to some schools and Potentiality of Rendering consultancy Services to them

Luke warm attitude of some of the proprietors and teachers of those schools to innovation and changes

1.      Serious enlightenment campaign can be embarked upon to make them realize the need for innovation and changes

For 5 years

4.      Opportunity of Giving students wide exposure through Acculturation Programme

1.      Poor financing of the programme

1.      The programme should be adequately funded by the College to stop students' running away from the course

 

5 years

 

LIST AND ANALYSIS OF THREATS

THREAT

PROBLEM (S) ASSOCIATED WITH IT

STRATEGIES FOR ELIMINATION OF MINIMIZATION

POSSIBLE DURATION OF STRATEGY

1.    Competition for students with other Tertiary training institutions 

1.    Low Enrolment

2.    Poor performance as a result of poor attitude to the course

1.    Sales of the Pre-
NCE forms to
commence early
ahead of the other
institutions.

2.    Scholarship
opportunities could
be sought for the
students.

3.    Lecturers to make
the course more
attractive through
their personality traits
and teaching

4.    Admission
requirements as
contained in the
minimum standard
should be correctly
inserted to pave way
for interesting
candidates

5.    Committee of Provosts should seek for admission requirement waivers for certain courses as applicable to their respective colleges.

 

2.    Poor attitude of students and people Hausa

1.      Low enrolment

1.      Lecturers and stake holders should continue to enlighten people on the values and importance of Hausa

2.      They should present the language as a living one even in their teaching by using the modern methods of languages learning and acquisition  

 

 

 

CORE COMPETENCIES AND COMPETITIVE ADVANTAGE

The Department of Hausa is relevant in accomplishing the language in education policy of the Federal Government of Nigeria. The teaching of Hausa, must especially as a second language (L2) at the NCE Level is a courageous programme designed in response to the practically motivated language policy component of the National Policy on Education. The idea is that in Nigeria, we might, by teaching Hausa, Igbo, and Yoruba to non-native speakers, be able to achieve trans-ethnic communication in the indigenous languages, and suppress ethnic cleavages. In short, the teaching of the language is hoped to achieve desirable national integration and unity.

 

FINANCIAL GOALS-OBJECTIVES-STRATEGIES

It is hoped that, the department through large impress will be able to cater for some of its needs

 

PROJECTED PHYSICAL AND OTHER NEEDS WITH JUSTIFICATION

Physical Transformation

        i.            Movement from the old school of languages to the new complex

      ii.            HOD’s Office

    iii.            Three offices for lecturers

    iv.            One lecture room

      v.            Clerical staff

    vi.            One convenience

Other Needs With Justification

·         Phase two building of school of languages programme which will include Hausa Department.

·         A mini museum

·         Hausa Library

·         Language Laboratory (Hausa)

As stipulated in the minimum standard

 

PERSONNEL PROJECTIONS (Next 5 years)

Existing personnel by Categories

S/N

NAME

SEX

QUALIFICATION

RANK

AREA OF SPECIALIZATION

YEAR OF EXPERIENCE

1.       

Ambi, Hassana Mamman (Mrs.)

F

B.A. (Lings/Hausa) NCE (Eng/Hausa)

Lect. I

Language

11 Years

Asst. Lect. 2005-08

Lect. III 2008-2011

Lect. II 2011-2014

Lect. I 2014-Date

2.       

Garba, Mustapha Abdullahi

M

B.A. (Hausa)

NCE (Hausa/ISS)

Lect. I

Culture

13 Years

Asst. Lect. 2002-2006

Lect. III 2006-2009

Lect. II 2009-2015

Lect. I 2015 – Date

3.       

Mohammed, Misbau Habu

M

PGDE, B.A. (Hausa)

Lect. I

Literature

11 Years

Asst. Lect. 2005-2008

Lect. III 2008-2011

Lect. II 2011-2015

Lect. I 2015-Date

 

 

 

 

Personnel needed by categories with justification

·         8 Academic Staffs of all Calibres: Assistant lecturer to chief lecturer.

·         4 non Academic Staffs: A Clerical Staff, Laboratory technician, 1Hausa Computer Operator and a Library attendant.

·         Student’s enrolment up to 150

·         Functional laboratory and library

As stipulated in the minimum standard

 

Assumptions upon which projections were based  

It is assume that with the projected number of staffs, students enrolment and other needs, the department would have more causes/ curriculum and that may expand the department to running a degree programme HISTORICAL BACKGROUND AND MILESTONES

The teaching of Hausa as a first language (HLI) in the college was initiated by Malam Aliyu Najatu, a lecturer in the then Department of Nigerian Languages in (1990/1991) Academic Session. Hausa Department was carved out of the then Department of Nigerian language in 1993/1994 Academic Session. Also the teaching of Hausa as a second language (HL2) was introduced by Malam A. Usman in 1995/1996 Academic Session. With a total number of 40 students, 23 in HauL1 and 17 HauL2.

The department has experiences a tremendous staff improvement from only two permanent staff to six including one on sabbatical and a youth corper in 2005. The two staff that were managing the Department were Malam Abdulazak Usman (HOD), and Malam M.A. Garba (Assistant Lecturer). Later on Malam A.S. Hamman (Principal Lecturer) from College of Education, Azare joined the department as a sabbatical staff in April 2005. Similarly Malama Hassana H.H. (Assistant Lecturer) joined the department in June 2005, and Malam Misbahu H. (Assistant Lecturer) was employed in September, 2005. Malam Lawa A.K. a Coper joined the department in October same year in 2006 Malam Gana Isa (a senior lecturer) from College of Education Waka-Biu joined the department as a sabbatical staff.

Presently the department is having only three academic staffs. Mrs. Ambi, H.M. (Lecturer 1) Malam Barba, M.A. (Lecturer 1) and Malam Misbahu, H.M. (Lecturer 1) and the department is running both HauL1 and HauL2 programmes with 26 HauL1 students and 12 HausL2 students.

 

PHILOSOPHY OF THE DEPARTMENT

Modern man can hardly contemplate communal life without the instrument of language performance, especially spoken language, defines personality. For the teacher, his credibility is almost entirely anchored on his competence in communicating ideas and stimulating learning through the use of language. Articulate and well-spoken teacher also invariably win the hearts and respect of their students or pupils.

The mother tongue of the child is closely related to the child’s total growth and development i.e. culture, psychological, mental etc. Teaching and learning in the mother tongue help the quicker acquisition, retention dissemination and use of knowledge in other subjects.

Literature generally is known to be language applied. It is known also to be embody the totality of the world view of a people’s social and political formations, culture, fears, anxieties aspirations etc. To study language without its literature is known to be a serious disservice.

 

VISION AND MISSION STATEMENTS

VISION STATEMENT

The Department of Hausa   shall become   a department   of academic and professional excellence, offering leadership. In the teaching of Hausa at all levels of the nine year Basic Educational Programme with modern techniques.

MISSION STATEMENT

The department mission is to train competent NCE graduates in both Hausa as a first language (L1) and as a second language (L1), making use of modern techniques and employing up-to-date techniques and principles developed in the discipline to equip its graduates with academic competence, professional skills as well as critical minds to enable them adapt to a rapidly changing world, thereby meeting the aspirations of the Nine Year Basic Education Programme.

 

DESCRIPTION OF ACTIVITIES (Schedule of Duties)

(a)   Teaching/Tutorials

(b)   Research

(c)   Community Service

 

LOCATION

The department is located in the school of secondary Education (Languages programme). 

 

 

 

OPERATIONAL MODEL/MODALITIES

The department operates base on directive from the college and at the school level. The primary assignment of the department includes;  

·         Teaching of students

·         Conducting examination and invigilating the examinations

·         Making and giving out scores

·         Project supervision

·         Micro-Teaching Supervision

·         T/P Supervision

·         Student’s recruitment interview

·         Lecturers engage in researches and community services

 

DEPARTMENT GOALS-OBJECTIVES-STRATEGIES

GOALS AND OBJECTIVES OF HAUSA DEPARTMENT

(i), Hausa as a first Language (L1): In addition to the general aims and objectives of teaching language, teaching Hausa as first language (L1) at the NCE level aims at achieving the following:

(a)   Equip the student-teachers with tie basic skills of listening,, speaking, reading and writing the Hausa language.

·         Optimise the use of Belladi e-modern language laboratory of the school languages.

·         Improve students’ exposure to practical’s

·         Intensive drilling in reading and writing (comprehension)

·         Encourage students to be regular listeners to Hausa programmes of International radio stations such as BBC, VOA, DW Radio, Radio France International etc.

(b)   Prepare them adequately for the task of teaching the Hausa language at both the primary and Junior Secondary School levels (i.e. Nine year basic programme)

·         By optimizing the use of micro-teaching.

(c)   Expose the student-teachers to the socio-cultural and political lives of the speakers of the language

·         By encouraging them to participate actively in socio-cultural activities

·         Excursion to socio-cultural and historical sites.

·         Encouraging them to be watching socio-cultural and historical documents

(d)   Help to stimulate their creativity in Hausa language.

·         Exposing them to intensive drilling in composition.

·         Encourage them to cultivate the habit of reading Hausa novels

·         Drilling them in essay writing.

(ii) Hausa as a second language (L2): At the end of the programme the student should:

(a)   Be able to understand clearly simple Hausa whether spoken or written.

·         By drilling them in oral dialogue and guided composition

·         Intensive practicals in oral and written Hausa.

(b)   Be able to reasonably express his/her thoughts and experience in simple spoken or written Hausa

Improving their spoken skill through contact with native speakers as well as learning the culture of the people through acculturation (Hausa L2 125) and mini acculturation (excursion to areas where native speakers are concentrated e.g. Sabo, Elekara etc.)

(c)   Be able to reasonably teach Hausa at the Primary or Junior Secondary School levels in the absence of a trained Li teacher.

·         By utilizing the use of micro-teaching to improve on their teaching capability and experience,

(d)   Be able to pass the SSCE 0/L in Hausa thereby laying a good foundation for further studies in the language

·         By acquiring the ability to read and write competently in the language

·         Know the basic features of Hausa grammar and expose them to the practical techniques of translation

·         Acquire the basic knowledge of Hausa oral and written literature.

·         Ability to appreciate the culture, customs and institutions of the Hausa people.


MANAGEMENT AND ORGANIZATION (LEADERSHIP)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 



SWOT ANALYSIS

STRENGTH

HOW TO ENHANCE IT

HOW TO PROJECT IT

HOW TO USE IT ADVANTAGEOUSLY

1.      Qualified and Experienced Staff 

1.      Staff can be encouraged to upgrade themselves by going for Master and Ph.D degree to prepare the department for degree awarding status

1.      Staff should be encouraged to attend retraining programme such as seminars, workshop and conferences

2.      Provision of welfare Packages

1.      Conduct researches that can facilitate teaching and learning of Hausa

2.      Organize workshops and seminar for teachers of the language at primary and post –primary levels

3.      The department can coordinate the programmes of the neighboring Hausa schools

2.      Qualified Bilingual Secretary

1.      Bilingual Secretary  be employed in the Department

2.      Computer with Hausa software 

1.      Questing & other materials can be typesettes  in the Department.

2.      The camputer can be connected with the ICT in the College 

1.      Bulleting, Journals etc production will be easier in the Department.

2.      Lecturers can also be trained to use Hausa software.  

3.      Availability of office accommodations and classrooms

Office accommodations to be expanded to accommodate both academic and non-academic staff of the Department

1.      Proper maintenance of office structures and equipments

Provide lecturers’ offices with teaching instrument like projectors, computers and television sets for teaching small-size classes 

4.      Unique academic programme of combining special education with Hausa 

Cooperate with other relevant departments where students can choose their special of interest

1.      Staff of the department to get involved in the training in the special areas by learning parts of its elementary skills

1.      Staff and the students can use their experiences to facilitate teaching of Hausa to the disabled in their immediate and remote environments

5.      Running part-time and sandwich programme

1.      Expanding the programme to accommodate combining Hausa with different subjects like Yoruba, English Economics etc.

1.      Providing additional teaching infrastructure

2.      Updating the experience of the teaching personnels 

1.      Give the programme more publicity

6.      Introduction of staff to information and communication technology

1.      Comprehensive training in the use of ICT facilities should be given to the staff

2.      Extend training to students          

1.      Provide ICT facilities for each lecturer’s office

2.      Link each office with internet facilities  

1.      Link each office with outside internet for cross fertilization of information and ideas

7.      Availability of modern language laboratory for teaching phonetics, phonology and oral expression   

1.      Give lecturers retraining on its use

2.      Extend the training to the students  

1.      Provide technical staff for monitoring its use.

2.      Give it spontaneous maintenance

1.      Organize work shop for training of teachers of the language in the neighboring primary and post-primary educational institutions 

8.      Availability of a mini-library in the Hod’s office

1.      Provide a separate room for the library

2.      Make annual budget for equipping the library with current relevant books and journals 

1.      Employ a personnel to man the library.

2.      Use the library for inter-library borrowing

9.      Availability of Museum in the Department.

Budget should be made to equip & maintain the Museum 

1.      Employ a staff to maintain the museum

2.      Procure Artifacts & Cultural materials for the Museum

 

1.      The museum can be used to teach the Hausa L2 students

2.      Artifacts and cultural materials can be hired out for money. 

 


 

LIST AND ANALYSIS OF WEAKNESS

WEAKNESS

WHAT IT STOPS US FROM ACHIEVING

HOW TO ELIMINATE IT

HOW TO DISGUISE IT

1.      Relatively low qualification of staff

It may hinder the implementation of the department's proposal to run degree courses

The existing lecturers should be

encouraged to go for doctorate degree

 

There can be exchange of staff programme with other relevant institutions

2.      Poor conditions of Services

1.      It gradually kills enthusiasm of the lecturer.

2.      It reduces the productivity capacities

1.      Conditions of services should be improved in terms rest/leave after work, provision of more incentives such as staff loans

 

1.      Office environment should be made conducive by providing necessary facilities that can make works enjoyable

3.      Inadequate funding

1.      It inhibits the smooth running of the department

1.      There should be prompt payment of imprest and responsibility allowances

1.      The department can organize consultancy services to be rendered to primary and secondary school at reasonably affordable cost

4.      In availability of adequate offices

1.      The Department is  Sharing offices with the Yoruba Department. And there are no convenience for the offices

1.      More offices should  be built with provision for the  existing staff and others yet to come

 

1.      Some of the vacant classrooms can be converted into offices and be adequately equipped

5.      Limited opportunity for staff development

1.      It inhibits enhanced performances

1.  Scholarship
opportunities should
be open to all staff

2.  There should be
full sponsorship of
conferences,
workshops and
seminars

3.  Grant can be
given to any staff that
publishes a book

1.      Part sponsorship of higher degree programmes should be provided.

 

6.      Low ICT literacy among staff

1.      The staff can not avail themselves of opportunities to use ICT resources for teaching and research work

1.      Comprehensive
training on
manipulation of ICT teaching and
research resources should be given to the academic staff.

2.      Effort should be
made to link the
department with
internet worldwide.

3.      Internet facilities
should be provided and made accessible
to all staff

The department can be assisted to enjoy such services from sister institutions that have them for some time.

 

7.      Inadequate teaching and learning resources

1.      It makes teaching difficult

2.      it makes teaching and learning less effective

 

1.      Teaching and
learning resources
like textbooks, CD
ROMS, projector etc. should be provided

2.      The existing language laboratory should be made to
function

 

8.      Inadequate residential accommodation for both staff and students

1.      Reduces level of commitment and dedication to work by both lecturers and student

1.      More accommodation facilities should be provided for both staff and students

1.      Where students cannot all be accommodated in
College, effective
transport service should be provided

9.      Inadequate health facilities for students

1.      It hinders effective learning

College Clinic should be fully equipped with qualified staff and drugs

1.      The college can work out partnership with a reputable hospital

 

 


 

LIST AND ANALYSIS OF OPPORTUNITY

OPPORTUNITY

ASSOCIATED PROBLEM WITH ITS EXPLOITATION

STRATEGIES REQUIRED

PROBABLE DURATION

1.      Access to Internet

 

1.      Epileptic power supply

2.      Ineffective
connection of the
department with
internet.

3.      Low literacy of staff in items internet facilities

 

1.      Efforts should be
made to supply
uninterrupted electric
power

2.      Ensure effective
connection of the
department with
internet

3.      Ensure regular
training and
retraining of staff

For 5 Years

2.      Availability of ETF fund for both infrastructural and man power development

1.      Inadequacy of the fund to provide all services required

1.      The little fund
available should be judiciously used. A policy of setting percentage aside for each area of the development annually should be
adopted

2.      The College can
add part of its fund
to make it adequate

For 5 years

3.      Proximity to some schools and Potentiality of Rendering consultancy Services to them

Luke warm attitude of some of the proprietors and teachers of those schools to innovation and changes

1.      Serious enlightenment campaign can be embarked upon to make them realize the need for innovation and changes

For 5 years

4.      Opportunity of Giving students wide exposure through Acculturation Programme

1.      Poor financing of the programme

1.      The programme should be adequately funded by the College to stop students' running away from the course

 

5 years

 

LIST AND ANALYSIS OF THREATS

THREAT

PROBLEM (S) ASSOCIATED WITH IT

STRATEGIES FOR ELIMINATION OF MINIMIZATION

POSSIBLE DURATION OF STRATEGY

1.    Competition for students with other Tertiary training institutions 

1.    Low Enrolment

2.    Poor performance as a result of poor attitude to the course

1.    Sales of the Pre-
NCE forms to
commence early
ahead of the other
institutions.

2.    Scholarship
opportunities could
be sought for the
students.

3.    Lecturers to make
the course more
attractive through
their personality traits
and teaching

4.    Admission
requirements as
contained in the
minimum standard
should be correctly
inserted to pave way
for interesting
candidates

5.    Committee of Provosts should seek for admission requirement waivers for certain courses as applicable to their respective colleges.

 

2.    Poor attitude of students and people Hausa

1.      Low enrolment

1.      Lecturers and stake holders should continue to enlighten people on the values and importance of Hausa

2.      They should present the language as a living one even in their teaching by using the modern methods of languages learning and acquisition  

 

 

 

CORE COMPETENCIES AND COMPETITIVE ADVANTAGE

The Department of Hausa is relevant in accomplishing the language in education policy of the Federal Government of Nigeria. The teaching of Hausa, must especially as a second language (L2) at the NCE Level is a courageous programme designed in response to the practically motivated language policy component of the National Policy on Education. The idea is that in Nigeria, we might, by teaching Hausa, Igbo, and Yoruba to non-native speakers, be able to achieve trans-ethnic communication in the indigenous languages, and suppress ethnic cleavages. In short, the teaching of the language is hoped to achieve desirable national integration and unity.

 

FINANCIAL GOALS-OBJECTIVES-STRATEGIES

It is hoped that, the department through large impress will be able to cater for some of its needs

 

PROJECTED PHYSICAL AND OTHER NEEDS WITH JUSTIFICATION

Physical Transformation

        i.            Movement from the old school of languages to the new complex

      ii.            HOD’s Office

    iii.            Three offices for lecturers

    iv.            One lecture room

      v.            Clerical staff

    vi.            One convenience

Other Needs With Justification

·         Phase two building of school of languages programme which will include Hausa Department.

·         A mini museum

·         Hausa Library

·         Language Laboratory (Hausa)

As stipulated in the minimum standard

 

PERSONNEL PROJECTIONS (Next 5 years)

Existing personnel by Categories

S/N

NAME

SEX

QUALIFICATION

RANK

AREA OF SPECIALIZATION

YEAR OF EXPERIENCE

1.       

Ambi, Hassana Mamman (Mrs.)

F

B.A. (Lings/Hausa) NCE (Eng/Hausa)

Lect. I

Language

11 Years

Asst. Lect. 2005-08

Lect. III 2008-2011

Lect. II 2011-2014

Lect. I 2014-Date

2.       

Garba, Mustapha Abdullahi

M

B.A. (Hausa)

NCE (Hausa/ISS)

Lect. I

Culture

13 Years

Asst. Lect. 2002-2006

Lect. III 2006-2009

Lect. II 2009-2015

Lect. I 2015 – Date

3.       

Mohammed, Misbau Habu

M

PGDE, B.A. (Hausa)

Lect. I

Literature

11 Years

Asst. Lect. 2005-2008

Lect. III 2008-2011

Lect. II 2011-2015

Lect. I 2015-Date

 

 

 

 

Personnel needed by categories with justification

·         8 Academic Staffs of all Calibres: Assistant lecturer to chief lecturer.

·         4 non Academic Staffs: A Clerical Staff, Laboratory technician, 1Hausa Computer Operator and a Library attendant.

·         Student’s enrolment up to 150

·         Functional laboratory and library

As stipulated in the minimum standard

 

Assumptions upon which projections were based  

It is assume that with the projected number of staffs, students enrolment and other needs, the department would have more causes/ curriculum and that may expand the department to running a degree programme HISTORICAL BACKGROUND AND MILESTONES

The teaching of Hausa as a first language (HLI) in the college was initiated by Malam Aliyu Najatu, a lecturer in the then Department of Nigerian Languages in (1990/1991) Academic Session. Hausa Department was carved out of the then Department of Nigerian language in 1993/1994 Academic Session. Also the teaching of Hausa as a second language (HL2) was introduced by Malam A. Usman in 1995/1996 Academic Session. With a total number of 40 students, 23 in HauL1 and 17 HauL2.

The department has experiences a tremendous staff improvement from only two permanent staff to six including one on sabbatical and a youth corper in 2005. The two staff that were managing the Department were Malam Abdulazak Usman (HOD), and Malam M.A. Garba (Assistant Lecturer). Later on Malam A.S. Hamman (Principal Lecturer) from College of Education, Azare joined the department as a sabbatical staff in April 2005. Similarly Malama Hassana H.H. (Assistant Lecturer) joined the department in June 2005, and Malam Misbahu H. (Assistant Lecturer) was employed in September, 2005. Malam Lawa A.K. a Coper joined the department in October same year in 2006 Malam Gana Isa (a senior lecturer) from College of Education Waka-Biu joined the department as a sabbatical staff.

Presently the department is having only three academic staffs. Mrs. Ambi, H.M. (Lecturer 1) Malam Barba, M.A. (Lecturer 1) and Malam Misbahu, H.M. (Lecturer 1) and the department is running both HauL1 and HauL2 programmes with 26 HauL1 students and 12 HausL2 students.

 

PHILOSOPHY OF THE DEPARTMENT

Modern man can hardly contemplate communal life without the instrument of language performance, especially spoken language, defines personality. For the teacher, his credibility is almost entirely anchored on his competence in communicating ideas and stimulating learning through the use of language. Articulate and well-spoken teacher also invariably win the hearts and respect of their students or pupils.

The mother tongue of the child is closely related to the child’s total growth and development i.e. culture, psychological, mental etc. Teaching and learning in the mother tongue help the quicker acquisition, retention dissemination and use of knowledge in other subjects.

Literature generally is known to be language applied. It is known also to be embody the totality of the world view of a people’s social and political formations, culture, fears, anxieties aspirations etc. To study language without its literature is known to be a serious disservice.

 

VISION AND MISSION STATEMENTS

VISION STATEMENT

The Department of Hausa   shall become   a department   of academic and professional excellence, offering leadership. In the teaching of Hausa at all levels of the nine year Basic Educational Programme with modern techniques.

MISSION STATEMENT

The department mission is to train competent NCE graduates in both Hausa as a first language (L1) and as a second language (L1), making use of modern techniques and employing up-to-date techniques and principles developed in the discipline to equip its graduates with academic competence, professional skills as well as critical minds to enable them adapt to a rapidly changing world, thereby meeting the aspirations of the Nine Year Basic Education Programme.

 

DESCRIPTION OF ACTIVITIES (Schedule of Duties)

(a)   Teaching/Tutorials

(b)   Research

(c)   Community Service

 

LOCATION

The department is located in the school of secondary Education (Languages programme). 

 

 

 

OPERATIONAL MODEL/MODALITIES

The department operates base on directive from the college and at the school level. The primary assignment of the department includes;  

·         Teaching of students

·         Conducting examination and invigilating the examinations

·         Making and giving out scores

·         Project supervision

·         Micro-Teaching Supervision

·         T/P Supervision

·         Student’s recruitment interview

·         Lecturers engage in researches and community services

 

DEPARTMENT GOALS-OBJECTIVES-STRATEGIES

GOALS AND OBJECTIVES OF HAUSA DEPARTMENT

(i), Hausa as a first Language (L1): In addition to the general aims and objectives of teaching language, teaching Hausa as first language (L1) at the NCE level aims at achieving the following:

(a)   Equip the student-teachers with tie basic skills of listening,, speaking, reading and writing the Hausa language.

·         Optimise the use of Belladi e-modern language laboratory of the school languages.

·         Improve students’ exposure to practical’s

·         Intensive drilling in reading and writing (comprehension)

·         Encourage students to be regular listeners to Hausa programmes of International radio stations such as BBC, VOA, DW Radio, Radio France International etc.

(b)   Prepare them adequately for the task of teaching the Hausa language at both the primary and Junior Secondary School levels (i.e. Nine year basic programme)

·         By optimizing the use of micro-teaching.

(c)   Expose the student-teachers to the socio-cultural and political lives of the speakers of the language

·         By encouraging them to participate actively in socio-cultural activities

·         Excursion to socio-cultural and historical sites.

·         Encouraging them to be watching socio-cultural and historical documents

(d)   Help to stimulate their creativity in Hausa language.

·         Exposing them to intensive drilling in composition.

·         Encourage them to cultivate the habit of reading Hausa novels

·         Drilling them in essay writing.

(ii) Hausa as a second language (L2): At the end of the programme the student should:

(a)   Be able to understand clearly simple Hausa whether spoken or written.

·         By drilling them in oral dialogue and guided composition

·         Intensive practicals in oral and written Hausa.

(b)   Be able to reasonably express his/her thoughts and experience in simple spoken or written Hausa

Improving their spoken skill through contact with native speakers as well as learning the culture of the people through acculturation (Hausa L2 125) and mini acculturation (excursion to areas where native speakers are concentrated e.g. Sabo, Elekara etc.)

(c)   Be able to reasonably teach Hausa at the Primary or Junior Secondary School levels in the absence of a trained Li teacher.

·         By utilizing the use of micro-teaching to improve on their teaching capability and experience,

(d)   Be able to pass the SSCE 0/L in Hausa thereby laying a good foundation for further studies in the language

·         By acquiring the ability to read and write competently in the language

·         Know the basic features of Hausa grammar and expose them to the practical techniques of translation

·         Acquire the basic knowledge of Hausa oral and written literature.

·         Ability to appreciate the culture, customs and institutions of the Hausa people.


MANAGEMENT AND ORGANIZATION (LEADERSHIP)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 



SWOT ANALYSIS

STRENGTH

HOW TO ENHANCE IT

HOW TO PROJECT IT

HOW TO USE IT ADVANTAGEOUSLY

1.      Qualified and Experienced Staff 

1.      Staff can be encouraged to upgrade themselves by going for Master and Ph.D degree to prepare the department for degree awarding status

1.      Staff should be encouraged to attend retraining programme such as seminars, workshop and conferences

2.      Provision of welfare Packages

1.      Conduct researches that can facilitate teaching and learning of Hausa

2.      Organize workshops and seminar for teachers of the language at primary and post –primary levels

3.      The department can coordinate the programmes of the neighboring Hausa schools

2.      Qualified Bilingual Secretary

1.      Bilingual Secretary  be employed in the Department

2.      Computer with Hausa software 

1.      Questing & other materials can be typesettes  in the Department.

2.      The camputer can be connected with the ICT in the College 

1.      Bulleting, Journals etc production will be easier in the Department.

2.      Lecturers can also be trained to use Hausa software.  

3.      Availability of office accommodations and classrooms

Office accommodations to be expanded to accommodate both academic and non-academic staff of the Department

1.      Proper maintenance of office structures and equipments

Provide lecturers’ offices with teaching instrument like projectors, computers and television sets for teaching small-size classes 

4.      Unique academic programme of combining special education with Hausa 

Cooperate with other relevant departments where students can choose their special of interest

1.      Staff of the department to get involved in the training in the special areas by learning parts of its elementary skills

1.      Staff and the students can use their experiences to facilitate teaching of Hausa to the disabled in their immediate and remote environments

5.      Running part-time and sandwich programme

1.      Expanding the programme to accommodate combining Hausa with different subjects like Yoruba, English Economics etc.

1.      Providing additional teaching infrastructure

2.      Updating the experience of the teaching personnels 

1.      Give the programme more publicity

6.      Introduction of staff to information and communication technology

1.      Comprehensive training in the use of ICT facilities should be given to the staff

2.      Extend training to students          

1.      Provide ICT facilities for each lecturer’s office

2.      Link each office with internet facilities  

1.      Link each office with outside internet for cross fertilization of information and ideas

7.      Availability of modern language laboratory for teaching phonetics, phonology and oral expression   

1.      Give lecturers retraining on its use

2.      Extend the training to the students  

1.      Provide technical staff for monitoring its use.

2.      Give it spontaneous maintenance

1.      Organize work shop for training of teachers of the language in the neighboring primary and post-primary educational institutions 

8.      Availability of a mini-library in the Hod’s office

1.      Provide a separate room for the library

2.      Make annual budget for equipping the library with current relevant books and journals 

1.      Employ a personnel to man the library.

2.      Use the library for inter-library borrowing

9.      Availability of Museum in the Department.

Budget should be made to equip & maintain the Museum 

1.      Employ a staff to maintain the museum

2.      Procure Artifacts & Cultural materials for the Museum

 

1.      The museum can be used to teach the Hausa L2 students

2.      Artifacts and cultural materials can be hired out for money. 

 


 

LIST AND ANALYSIS OF WEAKNESS

WEAKNESS

WHAT IT STOPS US FROM ACHIEVING

HOW TO ELIMINATE IT

HOW TO DISGUISE IT

1.      Relatively low qualification of staff

It may hinder the implementation of the department's proposal to run degree courses

The existing lecturers should be

encouraged to go for doctorate degree

 

There can be exchange of staff programme with other relevant institutions

2.      Poor conditions of Services

1.      It gradually kills enthusiasm of the lecturer.

2.      It reduces the productivity capacities

1.      Conditions of services should be improved in terms rest/leave after work, provision of more incentives such as staff loans

 

1.      Office environment should be made conducive by providing necessary facilities that can make works enjoyable

3.      Inadequate funding

1.      It inhibits the smooth running of the department

1.      There should be prompt payment of imprest and responsibility allowances

1.      The department can organize consultancy services to be rendered to primary and secondary school at reasonably affordable cost

4.      In availability of adequate offices

1.      The Department is  Sharing offices with the Yoruba Department. And there are no convenience for the offices

1.      More offices should  be built with provision for the  existing staff and others yet to come

 

1.      Some of the vacant classrooms can be converted into offices and be adequately equipped

5.      Limited opportunity for staff development

1.      It inhibits enhanced performances

1.  Scholarship
opportunities should
be open to all staff

2.  There should be
full sponsorship of
conferences,
workshops and
seminars

3.  Grant can be
given to any staff that
publishes a book

1.      Part sponsorship of higher degree programmes should be provided.

 

6.      Low ICT literacy among staff

1.      The staff can not avail themselves of opportunities to use ICT resources for teaching and research work

1.      Comprehensive
training on
manipulation of ICT teaching and
research resources should be given to the academic staff.

2.      Effort should be
made to link the
department with
internet worldwide.

3.      Internet facilities
should be provided and made accessible
to all staff

The department can be assisted to enjoy such services from sister institutions that have them for some time.

 

7.      Inadequate teaching and learning resources

1.      It makes teaching difficult

2.      it makes teaching and learning less effective

 

1.      Teaching and
learning resources
like textbooks, CD
ROMS, projector etc. should be provided

2.      The existing language laboratory should be made to
function

 

8.      Inadequate residential accommodation for both staff and students

1.      Reduces level of commitment and dedication to work by both lecturers and student

1.      More accommodation facilities should be provided for both staff and students

1.      Where students cannot all be accommodated in
College, effective
transport service should be provided

9.      Inadequate health facilities for students

1.      It hinders effective learning

College Clinic should be fully equipped with qualified staff and drugs

1.      The college can work out partnership with a reputable hospital

 

 


 

LIST AND ANALYSIS OF OPPORTUNITY

OPPORTUNITY

ASSOCIATED PROBLEM WITH ITS EXPLOITATION

STRATEGIES REQUIRED

PROBABLE DURATION

1.      Access to Internet

 

1.      Epileptic power supply

2.      Ineffective
connection of the
department with
internet.

3.      Low literacy of staff in items internet facilities

 

1.      Efforts should be
made to supply
uninterrupted electric
power

2.      Ensure effective
connection of the
department with
internet

3.      Ensure regular
training and
retraining of staff

For 5 Years

2.      Availability of ETF fund for both infrastructural and man power development

1.      Inadequacy of the fund to provide all services required

1.      The little fund
available should be judiciously used. A policy of setting percentage aside for each area of the development annually should be
adopted

2.      The College can
add part of its fund
to make it adequate

For 5 years

3.      Proximity to some schools and Potentiality of Rendering consultancy Services to them

Luke warm attitude of some of the proprietors and teachers of those schools to innovation and changes

1.      Serious enlightenment campaign can be embarked upon to make them realize the need for innovation and changes

For 5 years

4.      Opportunity of Giving students wide exposure through Acculturation Programme

1.      Poor financing of the programme

1.      The programme should be adequately funded by the College to stop students' running away from the course

 

5 years

 

LIST AND ANALYSIS OF THREATS

THREAT

PROBLEM (S) ASSOCIATED WITH IT

STRATEGIES FOR ELIMINATION OF MINIMIZATION

POSSIBLE DURATION OF STRATEGY

1.    Competition for students with other Tertiary training institutions 

1.    Low Enrolment

2.    Poor performance as a result of poor attitude to the course

1.    Sales of the Pre-
NCE forms to
commence early
ahead of the other
institutions.

2.    Scholarship
opportunities could
be sought for the
students.

3.    Lecturers to make
the course more
attractive through
their personality traits
and teaching

4.    Admission
requirements as
contained in the
minimum standard
should be correctly
inserted to pave way
for interesting
candidates

5.    Committee of Provosts should seek for admission requirement waivers for certain courses as applicable to their respective colleges.

 

2.    Poor attitude of students and people Hausa

1.      Low enrolment

1.      Lecturers and stake holders should continue to enlighten people on the values and importance of Hausa

2.      They should present the language as a living one even in their teaching by using the modern methods of languages learning and acquisition  

 

 

 

CORE COMPETENCIES AND COMPETITIVE ADVANTAGE

The Department of Hausa is relevant in accomplishing the language in education policy of the Federal Government of Nigeria. The teaching of Hausa, must especially as a second language (L2) at the NCE Level is a courageous programme designed in response to the practically motivated language policy component of the National Policy on Education. The idea is that in Nigeria, we might, by teaching Hausa, Igbo, and Yoruba to non-native speakers, be able to achieve trans-ethnic communication in the indigenous languages, and suppress ethnic cleavages. In short, the teaching of the language is hoped to achieve desirable national integration and unity.

 

FINANCIAL GOALS-OBJECTIVES-STRATEGIES

It is hoped that, the department through large impress will be able to cater for some of its needs

 

PROJECTED PHYSICAL AND OTHER NEEDS WITH JUSTIFICATION

Physical Transformation

        i.            Movement from the old school of languages to the new complex

      ii.            HOD’s Office

    iii.            Three offices for lecturers

    iv.            One lecture room

      v.            Clerical staff

    vi.            One convenience

Other Needs With Justification

·         Phase two building of school of languages programme which will include Hausa Department.

·         A mini museum

·         Hausa Library

·         Language Laboratory (Hausa)

As stipulated in the minimum standard

 

PERSONNEL PROJECTIONS (Next 5 years)

Existing personnel by Categories

S/N

NAME

SEX

QUALIFICATION

RANK

AREA OF SPECIALIZATION

YEAR OF EXPERIENCE

1.       

Ambi, Hassana Mamman (Mrs.)

F

B.A. (Lings/Hausa) NCE (Eng/Hausa)

Lect. I

Language

11 Years

Asst. Lect. 2005-08

Lect. III 2008-2011

Lect. II 2011-2014

Lect. I 2014-Date

2.       

Garba, Mustapha Abdullahi

M

B.A. (Hausa)

NCE (Hausa/ISS)

Lect. I

Culture

13 Years

Asst. Lect. 2002-2006

Lect. III 2006-2009

Lect. II 2009-2015

Lect. I 2015 – Date

3.       

Mohammed, Misbau Habu

M

PGDE, B.A. (Hausa)

Lect. I

Literature

11 Years

Asst. Lect. 2005-2008

Lect. III 2008-2011

Lect. II 2011-2015

Lect. I 2015-Date

 

 

 

 

Personnel needed by categories with justification

·         8 Academic Staffs of all Calibres: Assistant lecturer to chief lecturer.

·         4 non Academic Staffs: A Clerical Staff, Laboratory technician, 1Hausa Computer Operator and a Library attendant.

·         Student’s enrolment up to 150

·         Functional laboratory and library

As stipulated in the minimum standard

 

Assumptions upon which projections were based  

It is assume that with the projected number of staffs, students enrolment and other needs, the department would have more causes/ curriculum and that may expand the department to running a degree programme

Contact Us

The Registrar, P.M.B 1089 , Oyo. Oyo State, Nigeria

info@fcesoyo.edu.ng

College Contact Info

Office of The Registrar
P.M.B 1089, Oyo.
Oyo State, Nigeria