At the Crossroads of Architectural Education in Nigeria

Olotuah, Abiodun Olukayode

doi:10.11120/tran.2006.03020080

Cited by 11 publications

(19 citation statements)

References 2 publications

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“…The second tier should allow for specialization 'which may provide alternative routes to professional qualification ' (p. 192). The book reiterates the opinions of the author as expressed in some of his publications on architectural education (Adeyemi, 1988(Adeyemi, , 1990(Adeyemi, , 1996 which were critiqued in Olotuah (2006).…”

Section: Contemporary Architecture In Nigeria and Architectural Educamentioning

confidence: 76%

In the making of an architect: the Zaria experience

Olotuah

2016

Higher Education Pedagogies

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Section: Contemporary Architecture In Nigeria and Architectural Educamentioning

confidence: 76%

In the making of an architect: the Zaria experience

Olotuah

2016

Higher Education Pedagogies

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“…Notable scholars have challenged the Nigerian universities curriculum structure, particularly, courses offered in some programmes of studies. In the case of architecture as a field of study, the courses offered at various schools of architecture are not systemic and characterised by complex criticism (Adewale, 2014;Olotuah & Adesiji, 2005). Up till now the architecture graduating students' dominant training approaches are based on fragmentation rather than connection, linkages and innovative courses for sustainable development.…”

Section: Literature Reviewmentioning

confidence: 99%

An Assessment of Architecture Students’ Perception on the Soft and Practical Skills Integration into the Curriculum Structure for Sustainable Development in Nigeria

Raji

M²

2018

JTMB

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Graduates' unemployment is a critical issue in Nigeria. The government and Higher Learning Institutions (HLIs) emphasis on the soft and practical skills integration in the curriculum structure is to turn out graduates with balanced capacities, diversities and flexibilities to survive the competitive labour market. Even though, little empirical findings are available on the level of soft and practical skills integration in the Nigeria public universities, particularly architecture programmes, the construction industry is seen as a major contributor to national economic development. Contemporary skills requirement for the graduating architects' selfempowerment is still contentious in the academic circle. This paper aimed to propose Architects' Career Skills Development (ArCaSD) assessment model and ten hypotheses were postulated to test the model. It is premised that the architecture students' perception on the level of infusion and acquisition of the entire range of soft skills and practical workshop practice embedded in the architecture's curriculum structure for self-empowerment be evaluated. Quantitative research methodological approach and structural equation modelling were employed to analyse the data collected from 153 students. The finding showed that all the ten hypotheses were supported and positively significant. In addition, the perception of the students on the soft skills integration is substantially positive and above average. The findings further indicates that, despite the practical skills acquisition, there is need to focused more on the architectural design rather than combining it with practical training in entrepreneurship and pragmatic workshop practice. In conclusion, students' narrow-mindedness on the importance of entrepreneurship and practical skills development call for innovation in architecture's curriculum structure and pedagogical approach to facilitates capacity building for employment creation and national economic development in Nigeria.

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“…This implies that it is germane to the study of architectural technology and as such dependent on the pedagogy and curriculum of the school [8]. [9] asserts that since the central issue in architecture is the quality of the human habitat, the goal of architectural education is generally directed towards the attainment of a humane and responsive environment. The extent to which this goal is successfully attained depends on the curriculum content as approved by the regulatory body and various polytechnics, and methods of teaching the courses adopted by the lecturers and technologists.…”

Section: Curriculummentioning

confidence: 99%

Curriculum and Methods of Teaching Architectural Technology in Nigerian Polytechnics: Challenges and Implications on Practice Performance of Graduates

Marcel-Okafor¹

2017

IJI

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This paper discusses the curriculum content and methods of teaching in architectural technology programmes in Nigerian polytechnics, and how these play out in preparing the polytechnic graduate of the programme for the professional practice in Nigeria. Three polytechnics offering architectural technology programmes were purposively selected for the study. The research method involved descriptive and thematic analysis of the curriculum contents and methods of teaching used in the schools, as well as responses from the primary data obtained using structured interviews administered to the tutorial staff of the selected polytechnics, and the HND graduates from December 2013 to October 2015 working in architectural firms or freelancing. Secondary data used were obtained from academic curriculum for architectural technology programmes of the selected polytechnics, refereed journals, some reports available from reliable internet sources and books. Chi square was used to test the significance of the teaching methods and courses taught on the effective performance of the graduates in professional practice. The findings of this study revealed that the core courses have prepared the graduates to the limited challenges of designing and drafting. The paper recommends that a reassessment of the value system is inevitable if the programme in Nigeria must remain relevant in the face of global trends in architectural technology and the emerging roles of the architectural technologist. The paper concludes that tackling the issues of funding for the programme in the polytechnics and increased productivity incentives for the architectural technologists will abate the major challenges of the programme.

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At the Crossroads of Architectural Education in Nigeria

Cited by 11 publications

References 2 publications

In the making of an architect: the Zaria experience

In the making of an architect: the Zaria experience

An Assessment of Architecture Students’ Perception on the Soft and Practical Skills Integration into the Curriculum Structure for Sustainable Development in Nigeria

Curriculum and Methods of Teaching Architectural Technology in Nigerian Polytechnics: Challenges and Implications on Practice Performance of Graduates

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