About the College

The College of Education is home to the Department of Early Childhood/Primary and Special Education; Department of Business Education; and the Department Kinesiology and Health Education. The teacher education programs prepare undergraduate students for successful, fulfilling careers in early childhood, primary, junior/high school and special education. The health and kinesiology program carries out the College’s mission to educate the whole student — mind and body — through majors in Sports and Exercise Science.  College of Education, Kwara State University is one of the pioneer colleges of Kwara’s innovative and strategic institution.  Lectures began in the College in January, 2010. Regardless of the teething problems of a young institution, faculty, student and staff populations are growing and the College is making steady progress. College of Education has blazed the trail in initiating faculty, staff and students of Kwara State University into community development through the socio-practical dimensions of their courses.  Some highlights are provided below and in individual departmental sites.

Mission and Vision

Learning as well as the learner as they serve in their roles as competent, reflective, resourceful, and committed educators who make a difference. Improve education. We seek to inspire those who pursue careers in education to value are engaged in significant work and ongoing involvement in the public schools to pluralistic society. We strive to be a College of Education where staff and students strong sense of community that encourages inquiry, collaboration, and innovation in a The College of Education is dedicated to preparing educators who are guided by a

Conceptual Framework

The overarching theme of KWASU College of Education's conceptual framework is "Making the Teaching—Learning Connection." As our theme, Making the Teaching and Learning Connection, demonstrates, we highly value learning: our own learning, candidate learning, and, foremost, student learning.

Activities and Achievements

  • Nurturing of Holistic Globalism (Holisticism), “The Philosophy of the New Millennium”, An Innovative Teaching Theory.
  • Introduction of a new model in teacher education, the Developmentalist Teacher Education Model (DTEM)
  • Conduction of Peer Review of Lecturers’ teaching
  • Organization of 300L Student Teaching Practice 2011
  • Production of the first batch of instructional materials and establishment of a Mini-Resource Centre for storage, lending and dissemination of instructional/learning materials
  • Planning for establishment of Centre for Educational Technology (CET)
  • Planning and Implementation of the first Community Development Projects in Malete by Kwara State University Students between March and April 2011.


Processing the introduction of the Early Childhood/Primary Education, and Special Education Programmes up to Senate approval

Learning as well as the learner as they serve in their roles as competent, reflective, resourceful, and committed educators who make a difference. Improve education. We seek to inspire those who pursue careers in education to value are engaged in significant work and ongoing involvement in the public schools to pluralistic society. We strive to be a College of Education where staff and students strong sense of community that encourages inquiry, collaboration, and innovation in a The College of Education is dedicated to preparing educators who are guided by a

Conceptual Framework

The overarching theme of KWASU College of Education's conceptual framework is "Making the Teaching—Learning Connection." As our theme, Making the Teaching and Learning Connection, demonstrates, we highly value learning: our own learning, candidate learning, and, foremost, student learning.

Activities and Achievements

*

Nurturing of Holistic Globalism (Holisticism), “The Philosophy of the New Millennium”, An Innovative Teaching Theory.
*

Introduction of a new model in teacher education, the Developmentalist Teacher Education Model (DTEM)
*

Conduction of Peer Review of Lecturers’ teaching
*

Organization of 300L Student Teaching Practice 2011
*

Production of the first batch of instructional materials and establishment of a Mini-Resource Centre for storage, lending and dissemination of instructional/learning materials
*

Planning for establishment of Centre for Educational Technology (CET)
*

Planning and Implementation of the first Community Development Projects in Malete by Kwara State University Students between March and April 2011.

Processing the introduction of the Early Childhood/Primary Education, and Special Education Programmes up to Senate approval

Professor Olaiya Aina is a Visiting Professor of Early Childhood Education and the Provost, College of Education at KWASU.  Professor Aina is also a Professor in the Division of Curriculum and Instruction at California State University, Los Angeles.  Olaiya is a former teacher and an administrator.  He taught at different levels from Kindergarten to Grade 12 both in Nigeria and in Canada.  He is currently teaching both graduate and undergraduate courses in early childhood education. He coordinates the Masters Program.  He is an author of several children's storybooks, a storyteller, and a consultant and has published several articles on related early childhood education topics both in the international, national and local journals.

Phone: 323-343-6163 (USA); 08162710741 (Nigeria)

Email Address: olaiya.aina@kwasu.edu.ng OR oaina@calstatela.edu

Kinesiology and Health Education

The Department of Educational Psychology, Kinesiology and Health Education is proposing a BSc.(Ed) Programme in Sports and Exercise Science

THE PROGRAMME’S OBJECTIVES

The Bachelor of Science Degree in Sports and Exercise Science is an applied science based on undergraduate programmes that explains the contributions of Chemistry, Nutrition, Physiology, Anatomy, Biomechanics, Motor Learning and Psychology to effective sports and exercise performance.  Students offering this programme are trained to have skills, knowledge and competencies relevant to work in Fitness Laboratories, Health clubs, Industries, Intercollegiate and professional sport teams.

They are also prepared for employment in sales or marketing department of exercise equipment manufacturers, laying foundation for advance studies in Sports and Exercise Science, and preparing students to also teach Physical and Health Education in Secondary schools.

Early Childhood/Primary and Special Education

The Department of Early Childhood/Primary and Special Education prepares teachers to meet the educational needs of children and youth in the areas of early childhood, primary, and special education. The curriculum involves coursework on campus as well as field experiences and clinical practice in diverse school settings. 

Department of Early Childhood/Primary and Special Education came into being in 2010 as a result of the general re-organization of programmes and restructuring of Colleges in the University.  Right from inception, this Department blazed the trail in scholarship and human resource development by setting a new vision and mission of education through nurturing a new teacher education model, Developmentalist Teacher Education Model (DTEM) and a new philosophy, Holistic Globalism/Holistic Universalism (Holisticism). The Department is the foundation of College of Education since it houses all the core and compulsory courses that provide the base for all the disciplines in the College.  By the regulations of National Universities Commission, students must pass all the foundation or core courses before they can be awarded any degree in the field of education.

Business Education

The aim of business education is centred on a vision and a set of competencies designed to prepare students to become knowledgeable and ethical decision makers as they fulfill their roles as consumers, workers and citizens.  There are standards for business education, which are based on the conviction that business education competencies are essential for all students.

●  Because all students will participate in the economic system, all students need to be literate in business and economics.

●  Because all students will encounter a business environment that is characterized by diversity – both domestic and international – all students need to practice the interpersonal, teamwork, and leadership skills that will help them function successfully in that environment.

●  Because all students will use technology as a tool for managing information, all students need to hone the lifelong learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling.

Technology has accelerated the pace and frequency of change not only in business but also in life.  Today, life and work activities tend to develop.  This trend is likely to continue and will require more sophisticated decision-making in all spheres.

One corollary is that the workers of tomorrow must be capable of finding, understanding, processing and integrating information that helps them solve a variety of problems in the workplace.  Another is that they must possess a basic knowledge of the various business content areas – accounting, business law, career development, communication, computation, economics and personal finance, entrepreneurship, information technology, international business, management and marketing – and how they interrelate.

The business education concepts can contribute to the development of this “renaissance” worker.  An education for and about business offers students the opportunity to master the fundamental knowledge and skills needed to succeed in business – and more importantly, an equal opportunity to succeed in life.

A Rigorous and Comprehensive Discipline

Business Education - a comprehensive curriculum model that integrates 11 content areas:

●  ACCOUNTING – so that students may competently manage their companies’ financial resources.

●  BUSINESS LAW – so that students understand laws affecting businesses, families and individual consumers.

●  CAREER DEVELOPMENT – so that students gain a developmental understanding of their own skill strengths and weaknesses, the ever-evolving requirements of the workplace, and the relationship of lifelong learning to career success.

●  COMMUNICATION – so that students develop the skills essential to interacting effectively with people in the workplace and in society.

●  COMPUTATION – so that students develop the skills needed to solve mathematical problems, analyze and interpret data, and apply sound decision-making skills in business.

●ECONOMICS & PERSONAL FINANCE – so that students can use knowledge about the economy and about theories and management of economic systems to understand and manage their roles in these systems.

● ENTREPRENEURSHIP – so that students develop an appreciation for the importance of, recognizing and acting on new business opportunities, not only in small business but also in corporate environments.

●  INFORMATION TECHNOLOGY – so that students develop the ability to analyze, synthesize and evaluate situations at home, school, or work, and then apply technology to solve problems and complete tasks efficiently and effectively.

●  MANAGEMENT – so that students learn to utilize human resources, including their own personal resources, effectively and efficiently in the global marketplace.

●  INTERNATIONAL BUSINESS – so that students understand the inter-relatedness of one country’s political policies and economic practices on another.

●  MARKETING – so that students realize the processes and functions involved in transferring business products or services to consumers, as well as gain a clearer picture of how key business functions are directly related to marketing activities.

In addition, each content area emphasizes the twin threads of information technology and human relations – technology because it is the problem-solving and decision-making tool that supports every discipline and human relations because no business, not even a technology-based business, can succeed if it ignores the human factor.

The curriculum as a whole focuses on continuous quality education.  Students master the knowledge, applications, and attitudes that will reinforce workplace competencies.  Assessment is both a measure of competence and a teaching strategy; what is not mastered at one level becomes the focus of successive learning experience.

The Learning Experience:  Relevant, Authentic, Real-Life

Students are motivated and learn best when they understand the relevance of what they are studying. Perhaps more than any other discipline, business education programs provide rich opportunities for relevant, real-world learning experiences.  These experiences reinforce high academic standards and a the same time provide authentic contexts in which students can apply what they learn.

An Education For the Future

As the nature of work continues to cha to change, business education becomes increasingly important for all students.  It is our belief that if young people are to take their rightful place in society as productive and responsible citizens, they should have the chance to study the principles of business as they relate to their personal and professional lives.

Many, if not most, graduates of business education programmes will travel to, live, and work in other countries, or interact with foreign colleagues on Nigerian soil.  More and more Nigerians will earn their living as small business owners and entrepreneurs, perhaps extending their services to international arenas and potentially overlooked markets.  The possibilities are numerous, challenging and exciting; and if students are to take advantage of them, they must be educated in the competencies that facilitate success.