TABLE OF CONTENTS
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Abstract…………………………………………………………………….. 3
1.0 Introduction………………………………………………………… 4
2.0 Background to Architectural Education in Nigeria………………. 5
3.0 Architectural Education Curriculum Design for Nigeria Institutions…. 6
4.0 Challenges and Prospects of Architectural Education in the 21st Century.7
5.0 A Paradigm shift: New Approach to Architectural Education in Nigeria. 11
6.0 Conclusion………………………………………………………………..12
7.0 Recommendations……………………………………………………… 13
References ………………………………………………………………..14
LIST OF TABLE
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Table 1 – List of Degree Awarding Universities of Architectural
Education in Nigeria……………………….……………………
ARCHITECTURAL EDUCATION IN THE 21ST CENTURY IN NIGERIA.
ABSTRACT
This paper in content and context seeks to take a critical analysis of the architectural education in Nigeria with man focus on the 21st century. The various developments being witnessed on our urban facades / terrain and the attendant challenges make this attempted evaluation of our architectural curriculum imperative and appropriate. That is to evaluate these enactments and how and whether they are being appropriately tacked.
The treatise in the main therefore attempts an objective appraisal of the instruction, training, education as being presently received by future architects vis-à-vis the likely various challenges that they may likely be prone to in the present and foreseeable future. The urban environment is not static but dynamic, hence architectural education curriculum must be flexible to accommodate emerging challenges or changes of modern day.
In essence, while pragmatic measures are to be taken to make students run through the present curriculum in operation in our schools / colleges, concerted efforts, this paper opines, should be made to prepare them for the future to empower them tackle the latent inherent future challenges.
1.0. INTRODUCTION
It has generally been observed that the only permanent thing in any dynamic society is change. Development is inevitable where the forces of change are at work. There is no doubt, our environment is not static but experiencing dynamism or changes which portends growth and development.
It must be noted that, the evolving changes are not devoid of some attendant challenges / problems which must be tackled in the overall interest of all pose serious challenges that most not be shy away from. This calls for serious and in-depth attention as at appropriate. The designing of our urban centres in all ramifications demands special proactive measures by the designers with not only with sound education coupled with appropriate judgment, that can only be brought about through exposure, experience and determined focus.
The efficient and effective functioning of any society or system depends on the co-ordination of the different sub-systems within it. This in turn depends on good administrative framework for the achievement of set goals and objectives. In essence, the need for an efficient, workable and pro-active plans / programmes can not be over-emphasized. The case of architectural education to its potential or future professionals is not an exemption for this postulation. Education in the right quantum must be impacted to this category of people in order to enable them make meaningful impact(s). The ability of a professional architect is stemmed from his educational abilities acquired over a period of time.
In essence, the curriculum upon which he is made to pass through is germane to his response to the various challenges he is prone to both on the short and long runs. The future of architectural profession in Nigeria holds a remarkable promise to various fundamental changes and challenges over space, simply put urban dynamism. For instance, in the early 70’s, Nigeria recorded a high rate of growth – averaged 4%. This trend was due to the increase revenue from oil and petroleum related products. The country as a result of this witnessed rapid expansion in economic activities – mostly in the following sub-sectors of the economy; viz’ construction, manufacturing, wholesale and retail trades, transportation and communication etc.
As long as the oil boom lasted, the effect of petro-naira was felt in terms of physical structures and changes in the entire environment. Given this scenario therefore, the significant role of architecture in evolving and maintaining a healthy environment, a pragmatic architectural education became imperative.
2.0 BACKGROUND TO ARCHITECTURAL EDUCATION IN NIGERIA
Architectural education in Nigeria has come of age. It has experienced dramatic turn-around over a period of time since it was introduced into the country in 1952. The first school of architecture, science and technology located at Ibadan in 1952, which was later relocated to Zaria, in the present Kaduna State in 1955. It was later to form the core faculty of the present day Ahmadu Bello University, (ABU), Zaria in 1962.
At the onset and within this period, only diplomas in Architecture were awarded to students. The diploma being awarded qualified the students upon graduation to be exempted from parts I and II of RIBA (Royal Institute of British Architects) Professional examinations; but only to sit for the final diet before being certified registered architect. In essence, the Nigerian architectural education was tailored after the British education and to a larger extent in line with the curriculum of our colonial masters.
The link with RIBA was maintained till 1968, when the course programme was again restructured into two-tier, with the offer of the Bachelors Science (BSc) and Master of Science (MSc) degrees in architecture.
It is pertinent to note that, the University of Nigeria, Nsukka was established in 1962, thereby making it to be the second school offering course of architect in the country. In 1970, the University of Lagos, Akoka, Lagos established the school of architecture, thereby making it the third school. Olotuah and Adesiji (2000) had noted that at the turn of 1999, the number of degree awarding institutions in Nigeria had risen to sixteen.
Table 1: List of University Awarding Degree in Architectural Education in Nigeria
S/N / NAME OF UNIVERSITY / YEAR ESTABLISHED / OWNERSHIP1. / Ahmadu Bello University, Zaria / 1952 / Federal Government
2. / University of Nigeria, Enugu Campus / 1963 / Federal Government
3. / University of Lagos / 1970 / Federal Government
4. / Obafemi Awolowo University (Formerly University of Ife, Ile- Ife / 1977 / Federal Government
5. / University of Jos / 1979 / Federal Government
6. / Rivers State University of Science and Technology / 1980 / State Government
7. / Ambrose Alli University, Ekpoma / 1981 / State Government
8. / Abia State University, Uturu / 1982 / State Government
9. / Enugu State University of Science and Technology, Enugu / 1985 / State Government
10. / Federal University of Technology, Minna / 1985 / Federal Government
11. / Federal University of Technology, Akure / 1989 / Federal Government
12. / Federal University of Technology, Yola / 1990 / Federal Government
13. / Abubakar Tafawa Balewa University, Bauchi / 1992 / Federal Government
14. / Imo State University, Owerri / 1992 / State Government
15. / Ladoke Akintola University of Technology, Ogbomosho / 1993 / State Government
16. / University of Uyo / 1995 / Federal Government
17. / Kano State University, Kano / 2002 / State Government
18. / Covenant University, Ota / 2002 / Private
19. / Olabisi Onabanjo University, Ago Iwoye / 2003 / State Government
Source: Adapted after Olotuah and Adesiji (2005)
Equally there are also are also nineteen Polytechnics and colleges of Technology awarding National Diploma (ND) and or the Higher National Diploma (HND) (Arayela, 2000).
A detailed analysis of this is depicted in Table 1 above.
3.0 ARCHITECTURAL EDUCATION CURRICULUM DESIGN FOR NIGERIAN INSTITUTIONS.
Olotuah and Adesiji had noted that the objective of architectural education in Nigeria to a large extent is in tandem with the national aspiration as enunciated in the 3rd National Development Plan.
Some of these national aspirations include:
a. Reforming the content of general education to make it more responsive to the socio-economic needs of the country;
b. Consolidating and developing the nation’s system of higher education in response to the economy’s manpower needs;
c. Rationalizing the financing of education with a view to making the educational system more adequate and efficient; and
d. Making an impact in the area of technology education so as to meet the growing needs of the economy.
By and large, architectural education in Nigeria is centered on these seven specializations:-
i. Architectural Design;
ii. Arts and Drawing;
iii. Historical and Theoretical Studies;
iv. Building Systems Technology;
v. Humanities and Social Studies;
vi. Environmental Control System and
vii. Physical Sciences
It must be noted that the Nigerian University Commission (NUC) recommends the spread of these specialization to be taught in school over a 6-years duration in a z-tier structure. Earlier on, there are some universities that were operating a 7-years period in a two-tier structure of Bachelor of Science and Master of Science in Architecture. For instance, the then University of Ife, Ile-Ife, now Obafemi Awolowo University was running a seven year, 2-tier programme. The former i.e. 6-years, 2-tier of bachelor and masters as being canvassed by NUC is widely in vogue by the universities in Nigeria today.
However, a different scenario is being enacted in the polytechnics, colleges of technology which offers 2-tier of 4 year duration leading to National Diploma (ND) and Higher National Diploma (HND). This regulation by the National Board of Technical Education (NABTEB) is only applicable to this group. i.e. polytechnics.
In both cases, it has been observed that, there is lopsided arrangement in the apportionment of credits/ time to the seven areas of specialization identified above. Olotuah and Adesiji noted that ‘greater emphasis is placed on the architectural design module that the other modules, and thus more than 40% of the required credits for the degrees are earned in the studio’. ‘The reason is not far fetched, as Olotuah (2002) observed that, the design studio is the lab and nucleus of the programme since all learning in architecture are geared towards impacting into students skills they require in proffering solution to problems of the bulk environment’. This arrangement calls for a thorough review and policy change/approach as the challenges of 21st century differs in scope and content with the previous decades when the level of urbanization in Nigeria has not assumed high dimension.
4.0. CHALLENGES AND PROSPECTS OF ARCHITECTURAL EDUCATION IN 21ST CENTURY.
Growth and developmental processes are not devoid of attendant challenges. Man by his nature, has the capacities to solve problems that may be confirming him, in order to make life worth while. The major problem most society especially developing like Nigeria is anchored on imported technology. This is two-edged. While it brings about innovation on one side, there are also other problems associated with its introduction into all facets of our lives. Other challenges of architectural education in Nigeria are:
· Rapid urbanization and its attendants problems;
· Cultural importation and our in-ability to correctly adapt to our peculiar local environment;
· Imperfect/wrong value system where has distorted our taste, fashion, focus etc;
· Lack of sincere commitment on the part of governments (federal, state and local) to prioritize education (especially technological education) which is the bedrock of infrastructural developments’
· Obsolete curriculum. i.e. periodic review of curriculum became imperative to reflect the changing tide and trends across the globe;
· Moral decadence in our society. Cultism, urban violence, crime has taken the centre stage while down-playing hard work, diligence, discipline and a just virile and self-sustained society. Students are not willing to learn but want to ‘make it’, hence premium is placed on mediocrity as against excellence and merits. This has resulted in quacks, half-backed “ professional”;
· Lack of correct, un-disputed census figures for proper planning of the county,;
· Un-informed public who can hardly differentiate between a quack and a qualified professional;
· Over-reliance on foreign books, which are written in consonance to their local environment; and
· Technological advancement coupled with industrial revolution causing un-precedented distortion of the ozone layers.
Despite the above enumerated challenges to architectural education, there are prospects entrenched within. Since man has the ability to search (research) the challenges can be conveniently converted to fortune through an in-depth research coupled with attitudinal changes in the part of the citizenry and the governments.
Some of the prospects include but not limited to the following:-
· Exploitation and application of locally building materials that are in abundance;
· Individual and organizational re-orientation to correct the already distorted value system; and
· In-ward looking into our historical perspectives, monuments etc and how to make them more responsive to our educational focus and study.
5.0. PARADIGM SHIFT: EVOLVING A DYNAMIC APPROACH TO ARCHITECTURAL EDUCATION IN NIGERIA
Life is all about facing challenges and moving forward. Challenges makes champions, as it shows the potentials in a particular issue. For instance, the challenge of shelter has brought about the concept of design.
It is also generally believed that man’s challenges are on the increase on each passing day. But the good news is that man has the potentials to convert problems into prospects. This is attainable through education of the mind i.e capacity buildings via education.
The architecture profession is no doubt an important means of solving man’s needs, problems in this evolving/developing contemporary society of ours. The design of architectural education as already noted previously in this paper is to over at least seven modules or areas. However, much emphasis is placed on architectural design, thereby downplaying other six modules.
Obasi (2001) observed that this present lopsided arrangement should give way for a situation whereby students will be proned to other areas of architectural education. Equally, Amole and Amole had noted that, “the current system in operation in architectural education places too much emphasis on design as an end”. They suggested that “architects should be trained as “master builder”. In essence, there is need for paradigm shift for architectural education to be thoroughly and adequately taught in our schools. It should be all encompassing of all the specialized modules (Amole 2000) for students of architecture to be able to perform their traditional roles upon graduation.
This will also afford them to face the challenges of the profession as well as those inherent in our ever dynamic urban/rural environment and thereby convert same to prospects for their living, get fulfillment in the chosen profession.