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nesatilir · 4 years ago

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JAMB expo or exam runz

I have mentioned it several times that there is nothing like JAMB expo or exam runz. If you keep at it, you will end up in the hands of fraudsters that will collect your money and send you fake JAMB questions and answers. Here's the good news, you can definitely pass JAMB 2020 without any runz.

Jamb examination is not as difficult as it is painted by so many persons. Jamb usually give out syllabus. They (Jamb) have never set questions outside their syllabus. If you can go through their syllabus then you are good to go.

First and foremost, we all know that JAMB questions are usually objective and the way you read for objective type questions is not the same way you read for theory or subjective type.

The general entry requirements for admission into the First Degree, National Diploma (ND), National Innovation Diploma (NID) and Nigeria Certi?cate in Education (NCE) programmes in Universities, other degree-awarding Institutions, Monotechnics, Polytechnics, Innovation Enterprise Institutions and Colleges of Education

JAMB is not a theory examination where you can write your thoughts. In objective questions, the answer to a question is among the options. ... To pass for JAMB examination once and above 300, you must prepare your mind and body. You need the mind to understand what you read, you need the body to carry the mind

The length of time a candidate is expected to use and answer all the 250 questions in the JAMB CBT duration is still 3 hours – 30 minutes. The allocated time of 3 hours, 30 Minutes is more than enough to write and review all questions in the CBT examination! Only if you are well prepared for the examination.

Only aspiring will be required to submit JAMB result in addition to other required documents. Now, how many subjects are written in JAMB? The answer is 4 subjects and English Language is compulsory. Mind you, the subjects you choose must be core subjects.

JAMB is a body that conduct the exam called UTME. The body was empowered by Federal Government to conduct matriculation examinations for entry into all polytechnics and colleges of education in the country and to place suitably qualified candidates in the available places in these institutions.

The official score set by JAMB which guarantees your admission to study Pharmacy at any school which offers the course is set at 200 generally.

Yes, Civic Education is a now a matriculated SSCE subject. Hence, if a candidate has it in place of another relevant SSCE subject to the proposed course, schools are ordained to accept it except otherwise stated in the JAMB brochure.

In case we are speaking about JAMB subject combination for law and WAEC, it's a list of nine subjects: Mathematics, English language, literature, Economics, Government CRS/IRS, Biology, one Nigerian language and or Agricultural sciences. ... UI allows exams in sciences

Jamb direct (DE) entry candidates are not to sit for the Jamb examination. However, Jamb has announced that schools are at liberty to set aptitude tests for candidates who apply for direct entry there.

#2021 jamb runz #jamb runz #jamb runs #2021 jamb cbt runz #Jamb expo

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amakvitaa · 8 years ago

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Complete 2017 JAMB Government Syllabus And Key POINTS - Revise For Questions

Complete 2017 JAMB Government Syllabus And Key POINTS – Revise For Questions

Ngstudents.com PART 1: ELEMENTS OF GOVERNMENT TOPICS/CONTENTS/NOTES OBJECTIVES 1. Basic Concepts in Government a. Power, Authority, Legitimacy, Sovereignty; b. Society, State, Nation, Nation-State; c. Political Processes; Political Socialization, Political Participation, Political Culture. Candidates should be able to: i. identify the fundamental concepts in governance; ii. analyse various…

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#2017 government questions #government Syllabus #jamb syllabus

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epinmall02 · 6 years ago

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Maths Syllabus – Mathematics Syllabus from Jamb Part - 1

Mathematics is one of the compulsory subjects stipulated by The Federal Ministry of Nigeria.

Although education is shared between federal, states and local government, making mathematics compulsory for the basic students is agreed upon by the three tiers of government.

The Federal Government of Nigeria, through the Nigerian Educational Research and Development Council (NERDC) stipulates nine (9) years of mandatory education; six years primary education and three years for the Junior Secondary School education.

Mathematics is compulsory for these nine years and three more of the Senior Secondary School WAEC Scratch Cards. Although the educational curriculum has experienced changes over the years to keep up with the changes in the educational ecosystem of the world, retaining mathematics as a compulsory subject remains the same.

In this information age and this technologically driven world, it is even more important to keep mathematics as a core subject that Nigerian students should learn in their formative years.

Therefore, the revised national mathematics syllabus is aimed at providing the Nigerian student the opportunity to acquire mathematical literacy, especially at this time. The knowledge of mathematics will make the children stand at par with their colleagues from other countries, even the more advanced nations.

Apart from the fact that mathematics will help the student in their daily life and in simple addition and subtraction, mathematics would also ensure the development of qualitative, quantitative and cognitive skills in the Nigerian child. Mathematical literacy will, thus, be useful for the child to interact with the new technical changes visiting the world.

Putting that in mind, this mathematical syllabus is focused on the structure and strategic implementation of the revised curriculum of NERDC. The focus of the syllabus will give the students a firm background in solving mathematical problems in attending to practical life problems.

This Mathematic Jamb syllabus is divided into five sections:

I. Number and Numeration.

II. Algebra

III. Geometry/Trigonometry.

IV. Calculus

V. Statistics

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naijabullet · 1 year ago

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JAMB Syllabus for Hausa Language Exam 2024/2025

If you are a Hausa student preparing to take the 2024 JAMB exam, then you should have the updated JAMB Syllabus for Hausa Language this year. Having this will give you an edge/advantage in the coming exam as it will serve as a guide to your study. It’s not enough to just study, you need to study the right materials and the right topics for the said subject; in this case, Hausa Language. The…

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mwatech · 8 years ago

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Falling Standard Of Education In Nigeria: Who Is To Be Blame?

INTRODUCTION

The concept ” falling standard of Education” is a relative term because there is no well defined instruments to measure it with utmost reliability and validity. That is why scholars’ views on the concept varies. These scholars view it at different perspectives, depending on the angle each of them is looking at it.

Babalola, A (2006) sees the concept from admission of Nigerian University products in developed countries universities. That the first six Nigerian Universities (University of Ibadan, Ile Ife, Lagos, Benin, Nsukka and Zaria) had their products competing favourably with any other University in the world as their products were sought for by University of Harvard, Cambridge, Oxford and London for admission into their post-graduate courses. That these students record breaking performances and when they graduate are employed by the best multi-national companies and corporate bodies globally unlike today where no Nigerian University is among the top 6,000 Universities of the world (Adeniyi, Bello (2008) in Why no worry about rankings). He sees standard from how universities contribute to knowledge and solving problems besetting mankind.

According to Gateway to the Nation (2010), University of Ibadan is ranked 6,340th University in the world. In Africa, University of Ibadan is ranked 57th, OAU 69th and South African Universities are leading the way in Africa. He also use written and spoken English as a yardstick for measuring standard of education which University of London conducted a research in West Africa and the result showed that teachers trained by colonial masters were better of than those trained by indigenous teachers.

He also used staffing, funding, foundation, origin and students as standard of education.

Standard of education to Dike, V. (2003) is how education contribute to the public health (or sociopolitical and economic development of a Nation).

Standard of education to either passing or failing of external examinations like WAEC, NECO, NABTEB, JAMB,(NOW UTME) among others.

Teachers without Boarders (2006) looks at educational standard from how the products of schools can be measured in terms of outcome. That is how school leavers contribute to the society in terms of cognitive affective and psychomotor. I will be using students to refer to both students and pupils, I will use head teacher to refer to both principal and headmaster.

Which ever way you may view standard of education, for you to conclude whether the standard is falling or not, you must take into consideration all the aforementioned variables including achieving educational goals.

Equally, for justice to be done while measuring these standards one has to look at reliability where all the schools to be measured must have the same infrastructure, teaching materials, quality of teachers, level and degree of learners, condition within which learning takes place, some methods of assessment and some types of contribution to the society among others.

CAUSES OF FALLING STANDARDS

Haven discussed what makes up standard in education, may I crave your indulgence to some of the established facts that constitute falling standard of education in Nigeria.

(1) Discipline: This is one of the outstanding attributes of education when it is rightly observed.

a. Repeating: school no longer observe repeating as every student is promoted to the next class whether they understand or not gives room for falling standard. b. Attendance: The 75% of attendance universally accepted as the bases for someone to sit for examination is no longer observed. c. Late coming: Student that come late are no longer punished, which leads to their losing morning classes. d. Misbehaviour: Students are no longer punished for misbehavior because of their parental influences (lost of jobs or unnecessary transfer). e. Cultism: This could refer to rituals, usually under oath binding the members to a common course. They operate covertly in fulfillment of their objectives to the detriment of other people. Thus, planning secondary needs above primary needs.

These cults exist because of over population of students in schools, wrong admissions not based on merits, hence fear of examination failures and selfish worldly gains.

(2) Quest for paper qualification: Nigerians respect paper qualification above performance in the fields. Hence, cognitive, affective and psychomotor domains are supposed to be measured on the field.

(3) Politicizing education: Merit is no longer regarded as it is now ” who you know” and not “what you can deliver” Technocrats (educationists are not appointed Commissioner of education and education board).

(4) Policy problem: Sometimes the type of policies government make on education adversely affects output. For instance, in College of Education, we have National Commission for Colleges of Education (NCCE), competing with JAMB for admission as the two guidelines vary.

Equally, WAEC, NECO, NABTEB, JAMB ( now UTME) compete with qualifying pre-requisites and regulation of entries into tertiary institutions.

(5) Teachers not being part of the examination bodies. One wonders whether the continuous Assessment submitted by these teachers are used or not.

(6) Accessibility of Schools: The Nigerian population boom has outnumbered the existing schools as the existing schools have to over admit.

This point can be practically seen in the following areas:

(i) Teacher / Student ratio of 1:25 is no longer there as in my class, it is 1:3900. (ii) Students / books / Journals ratio of 1:10 is no longer feasible. (iii) Politics of admission: Schools can no longer set targets for admission to conform with their facilities as powerful notes from above will force the school authorities to either over admit or find themselves in the labour market again. Yet it is those that are giving these notes are suppose to build more schools or provide needed infrastructure etc. to accommodate those collecting these notes.

(7) Over-dependent on cognitive domain: Schools do not give regards to affective domain that will mould characters of our young ones. Little attention is given to psychomotor while no attention is given to affective domain.

(8) Shortage of qualified teachers: Some schools in the rural areas only have the headmaster as government employee while the rest that may be secondary school drop outs are PTA staff. What miracle can these staff perform? Dike, V. (2006) observed that only 23% out of the then 400,000 primary schools in Nigeria have grade II even when NCE is now the minimum qualification for teachers at primary and Junior Secondary schools.

(9) Teachers welfare: It is no longer news that

(a) Politicians do not have negotiation council to negotiate their salary increase. (b) There is no disparity among political office holders from the federal, state and local governments. (c) Their salaries are increased at astronomical manner. (d) Their salaries are increased any time without recourse to whether the nation’s economy can bear it or not. (e) But for teachers, they must negotiate the 10 to 20% of an attempt to increase their salary with consideration of the economy of the nation. How can these teachers contribute and perform miracle when their family members are in the hospitals and the O.S. syndrome is written on their cards by pharmacists while they do not have money to treat.

(10) Constant Strikes: This is an impediment to smooth covering of syllabus. Oefule (2009) explained that one Nigerian guest asked a question on strike at Oxford University community but the vice chancellor could not even remember about strike, only the registrar remembered it for 17 years back. This is what governance means to the people.

(11) Long rule of the military; Education was not properly funded by the military regimes as according to Babalola, A(2006) Obasanjos administration inherited many left over problems of the military such as non- payment of pensions and gratuities of retired University staff, poor remuneration of university staff, dilapidating buildings of schools, libraries with outdated books, obsolete laboratory equipments, bad campus roads, inadequate water and power supply among others.

(12) In the secondary and primary schools levels, schools do not even have buildings talk less` of furniture’s, equipments and reading materials. This is the level where the foundation of education should be laid. Any faulty foundation will lead to faulty structures. What do you expect from the tertiary level?

(13) Lack of training of teachers: Teachers are not trained to update their knowledge with latest discoveries based on research, then how can they give what they don’t have?

(14) Poor state of Educational teaching facilities: Dike V. (2006) reported that research result shows that over 2015 primary schools in Nigeria do not have building but study under trees, talk less of teaching materials.

(15) Corruption: leaders of the schools and some Government officials either connive to buy equipments with loan money that cannot be of any use to the school or take such loans and do not even do anything with it.

(16) Poor budgetary allocation to education: A research work of 2001 shows that Nigeria only, allocate less than 20% to education it further reveals that Nigeria spends 0.76% to education as against Uganda 2.6%, Tanzania3.4%, Mozambique 4.1%, Angola 4.9%, Coted Ivore 5% Kenya 6.5% and South Africa 7.9% among others.

WHO IS TO BE BLAMED?

We have seen the causes of falling standards and from these causes we can deduce that the following are to be blamed:

1. Government suppose to carry the lion share of the blame because all the other variables are dependent variables to it.

2. Teachers also have their shares of the blame with regards to their diligent duties.

3. Parents: feeding has to be provided by parents. This is because parents do not leave schools to operate without interference.

4. Students: students who do not abide by school rules and regulations nor pay attention to their studies also contribute to falling standards. Students also seek for paper qualification and disregards to performance they also participate in cult activities that derail the progress of the academy.

5. The society is not left out as it is the way it sees and respects the products of these schools that recycles back again.

SOLUTION

Based on the problems or causes identified above, the following solutions are proffered: Schools should respect and restore back discipline to bring back the lost glory of our educational standards.

Performance should be regarded and respected more than just paper qualification. Equally, education should not be politicized for whatever reason.

Policy makers should be mindful of policies that affect education .eg JAMB(UTME) regulation in admissions.

Teachers should be involved in examination activities and examination bodies should always publish examination reports and distribute it to various schools for them to hold school workshop for training of subject teachers on their areas of weaknesses observed in the students’ scripts with regards to following the marking scheme.

More schools should be built to increase accessibility by all. Cognitive, affective and psychomotor domain should be used for assessment of students.

Teachers’ welfare should be given priority by government to avoid unnecessary strikes in our educational sector while more qualified teachers should be employed to curb the present shortage of teachers in our schools.

Our civilian government should prove to the people that they are better than military government.

Teachers should be trained so that they can meet up with any new challenges Educational facilities should be upgraded to modern standards while teaching facilities should be adequately provided.

Corruption should be eliminated to the barest minimum by all stakeholders while government should increase its budgetary allocations to education to improve the standard of education in Nigeria.

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schoolnews · 4 years ago

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JAMB Syllabus 2022 For All Courses PDF File

Have you been searching for JAMB Syllabus 2022 For All Courses? JAMB Syllabus for 2022? JAMB Syllabus PDF? or have you been asking; What Is Syllabus for JAMB 2022? JAMB Syllabus for Physics, Chemistry, Mathematics, Government, Literature In English, Biology, Accounting, Igbo, etc. If Yes, then this post you are currently reading will benefit you as we are going to show you the JAMB Syllabus For…

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asegbolu · 8 years ago

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Jamb 2017 Government

Government Syllabus from JAMB

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The aim of this 2016/2017 Unified Tertiary Matriculation Examination (UTME) syllabus in Government is to prepare the candidates for the Board's examination. It is designed to test their knowledge in Government, with a view to determining their suitability for placement in institutions of higher learning in Nigeria.

These objectives are to:

i. appreciate the meaning of government; ii. analyse the framework and specify the institutions

appreciate the basic principles of democratic governance and their application in Nigeria;iv. explain the concept of citizenship and define the duties and obligations of a citizen;v. appreciate the process of political development in Nigeria;vi. evaluate the political development and problems of governance in Nigeria;vii. understand the determinants and dynamics of foreign policy as it relates to Nigeria;viii. assess the role of Nigeria as a member of the international community and the workings of international organizations.

PART 1: ELEMENTS OF GOVERNMENT

TOPICS/CONTENTS/NOTESOBJECTIVES

1. Basic Concepts in Government

a. Power, Authority, Legitimacy, Sovereignty; b. Society, State, Nation, Nation-State; c. Political Processes; Political Socialization, Political Participation, Political Culture.

Candidates should be able to:

i. identify the fundamental concepts in governance; ii. analyse various political processes;

2. Forms of Government:

Monarchy, Aristocracy, Oligarchy, Autocracy, Republicanism, Democracydefinitions, features, merits and demerits.

Candidates should be able to:

i. distinguish between different forms of government.

3. Arms of Government:

a. The Legislature - types, structure, functions, powers; b. The Executive - types, functions, powers; c. The Judiciary - functions, powers, components. d. Their relationships

Candidates should be able to:

i. identify the duties and obligations of the various arms of government and their agencies; ii. relate each arm to its functions; iii. appreciate how these arms interrelates.

4. Structures of Governance:

a. Unitary - features, reasons for adoption, merits and demerits b. Federal - features, reasons for adoption, merits and demerits c. Confederal - features, reasons for adoption, merits and demerits.

Candidates should be able to:

i. compare the various political structures of governance.

5. Systems of Governance:

Presidential, Parliamentary and Monarchical.

Candidates should be able to:

i. distinguish between the different systems of governance.

6. Political Ideologies:

Communalism, Feudalism, Capitalism, Socialism, Communism, Totalitarianism, Fascism, Nazism.

Candidates should be able to:

i. differentiate between the major political ideologies; ii. contrast modes of production,

7. Constitution:

Meaning, Sources, Functions, Types - Written, Unwritten, Rigid and Flexible.

Candidates should be able to:

i. Define and identify sources and functions of constitutions; ii. compare the nature of constitutions.

8. Principles of Democratic Government:

Ethics and Accountability in Public Office, Separation of Power, Checks and Balances, Individual and Collective Responsibility, Constitutionalism, Rule of Law, Representative Government.

Candidates should be able to:

i. identify the principles of democratic government; ii. determine the application of these principles;

9. Processes of Legislation:

Legislative Enactments - acts, edicts, bye-laws, delegated legislation, decrees.

Candidates should be able to:

i. analyse the processes involved in the making of laws.

10. Citizenship:

a. Meaning, types; b. Citizenship rights; c. Dual citizenship, renunciation, deprivation; d. Duties and obligations of citizens; e. Duties and obligations of the state.

Candidates should be able to:

i. differentiate between the various methods of acquiring citizenship; ii. specify the rights and responsibilities of a citizen; iii. assess the obligations of the state.

11. The Electoral Process:

a. Suffrage - evolution, types; b. Election - types, ingredients of free and fair election; c. Electoral System - types, advantages and disadvantages of each; d. Electoral Commission - functions, problems.

Candidates should be able to:

i. distinguish the different types of franchise ii. identify and explain the types of electoral systems iii. analyse the various electoral processes.

12. Political Parties and Party Systems:

a. Political parties - Definition, Organization, functions. b. Party Systems - Definition, organization, functions.

Candidates should be able to:

i. assess the role of political parties; ii. distinguish between types of party systems.

13. Pressure Groups:

a. Definition, types, functions and modes of operation. b. Differences between Pressure Groups and Political Parties.

Candidates should be able to:

i. evaluate the functions and the modus operandi of pressure groups; ii. distinguish between pressure groups and political parties.

14. Public Opinion:

a. Meaning, formation and measurement. b. Functions and limitations.

Candidates should be able to:

i. compare methods of assessing public opinion; ii. assess the functions of public opinion; iii. analyse the limitations of public opinion.

15. The Civil Service:

Definition, characteristics, functions, structure, control and problems.

Candidates should be able to:

i. analyse the significance of civil service in governance.

PART II POLITICAL DEVELOPMENT IN NIGERIA

1. Pre - colonial Polities:

Pre-jihad Hausa, Emirate, Tiv, Igbo, Yoruba a. Their structural organization; b. The functions of their various political institutions.

Candidates should be able to:

i. appreciate the effectiveness of the pre-colonial political systems; ii. compare pre-colonial systems of governance.

2. Imperialist Penetration:

a. The British process of acquisition - trade, missionary activities, company rule, crown colony, protectorate; b. The British colonial administrative policy - direct and indirect rule; c. The French colonial administrative policy - assimilation and association; d. Impact of British colonial rule- economic, political, socio-cultural; e. Comparison of British and French colonial administration.

Candidates should be able to:

i. trace the processes of imperialist penetration; ii. assess the impact of British and French policies; iii. distinguish between British and French colonial practices.

3. Process of Decolonization:

a. Nationalism - Meaning, Types; b. Nationalist Movements - emergence, goals, strategies; c. Nationalist Leaders - Herbert Macaulay, Nnamdi Azikiwe, Obafemi Awolowo, Ahmadu Bello, Ladipo Solanke, Aminu Kano, J. S. Tarka, Tafawa Balewa and others; d. Emergence of nationalist parties; e. Influence of external factors.

Candidates should be able to:

i. evaluate the process of decolonization; ii. assess the roles of nationalist leaders and parties; iii. assess the impact of external forces and ideas (Pan-Africanism, Back-to-Africa Movements, Second World War etc).

4. Constitutional Development in Nigeria:

a. Hugh Clifford Constitution (1922) b. Arthur Richards Constitution (1946) c. John Macpherson Constitution (1951) d. Oliver Lyttleton Constitution (1954) e. Independence Constitution (1960) Their features, merits and demerits.

Candidates should be able to:

i. compare the various constitutional developments.

5. Post - Independence Constitutions:

1963, 1979, 1989 and 1999- characteristics and shortcomings.

Candidates should be able to:

i. assess the workings of the various constitutions.

6. Institutions of Government in the Post - Independence Nigeria:

a. The Legislative - structure, functions and working. b. The Executive - structure, functions and workings. c. The Judiciary - structure, functions and workings.

Candidates should be able to:

i. evaluate the operations of the arms of government and their agencies, e.g the civil service, armed forces, police, courts and others.

7. Public Commissions Established by the 1979 and Subsequent Constitutions:

The Civil Service Commission, the Public Complaints Commission, Electoral Commissions, National Boundary Commission and others - objectives functions and problems .

Candidates should be able to:

i. evaluate the operations of public commissions; ii. assess the problems of the Public Commissions and their constraints.

8. Political Parties and Party Politics in Post-Independence Nigeria:

a. First Republic b. Second Republic c. Third Republic d. Fourth Republic - Evolution, membership spread, structure etc.

Candidates should be able to:

i. contrast political processes in the republics; ii. evaluate the ideologies, structure and composition of the political parties.

9. The Structure and Workings of Nigerian Federalism:

a. Rationale for a Federal System; b. Tiers of government and their relationship; c. Creation of States - 1963, 1967, 1976, 1987, 1991, 1996; d. Problems of Nigerian Federalism - census, revenue allocation, conflicts etc. solutions e.g. Federal character, etc.

Candidates should be able to:

i. examine the workings of Nigerian federalism; ii. identify its problems; iii. evaluate the corrective measure adopted.

10. Public Corporations and Parastatals:

a. Definition, types, purpose and functions; b. Finance, control and problems; c. Deregulation, privatization, commercialization - objectives, features, merits and demerits; d. Comparison between public corporations and parastatals.

Candidates should be able to:

i. examine the operations of public corporations and parastatals; ii. identify the processes involved in privatization and commercialization; iii. assess the economic importance of privatization and commercialization.

11. Local Government:

a. Local government administration prior to 1976; b. Features of local government reforms (1976, 1989) - structure, functions, finance and inter-governmental relations; c. Traditional rulers and local governments; d. Problems of local government administration in Nigeria.

Candidates should be able to:

i. trace the evolution and structure of local government; ii. identify the major problems faced by local governments.

12. The Military in Nigerian Politics:

a. Factors that led to military intervention; b. Structure of military regimes; c. Impact of military rule - political, e.g creation of states, introduction of unitary system (Unification Decree NO. 34) etc. economic, e.g SAP, etc. d. Processes of military disengagement.

Candidates should be able to:

i. evaluate the reasons given for military intervention; ii. assess the achievements of military rule; iii. determine the conditions that necessitated withdrawal from governance.

PART III: FOREIGN POLICY AND NIGERIA'S RELATIONS WITH THE INTERNATIONAL COMMUNITY

1. Foreign Policy:

- Definition, purpose, determining factors; formulation and implementation.

Candidates should be able to:

i. Define foreign policy, identify and explain its determinants

2. Nigeria's Foreign Policy:

a. Relations with major powers; b. Relations with developing countries, e.g the Technical Aid Corps (TAC), etc. c. Nigeria's Non-Alignment Policy.

Candidates should be able to:

i. identify the major objectives of Nigeria's foreign policy. ii. analyse Nigeria's non-aligned posture.

3. Relations with African Countries:

a. Africa as the "centre piece" of Nigeria's forieign policy - guiding principles, implementation and implications; b. NEPAD - origin, objectives and implications.

Candidates should be able to:

i. evaluate the role of Nigeria in continental affairs; ii. assess the role of NEPAD in developing Africa.

4. Nigeria in International Organizations

a. The United Nations; b. The Commonwealth; c. The Organization of African Unity; d. The African Union; e. The Economic Community of West African States (ECOWAS); f. The Organization of Petroleum Exporting Countries (OPEC).

Candidates should be able to:

i. analyse the dynamics of Nigeria's involvement in international organizations; ii. assess their contribution to the development of Nigeria.

PART IV: INTERNATIONAL ORGANIZATIONS:

1. International Organizations:

a. ECOWAS; b. OAU, AU; c. Commonwealth; d. OPEC; e. UNO; f. African Petroleum Producers Association; - Origin, objectives, structure, functions, achievements, problems and prospects of these organizations.

Candidates should be able to:

i. evaluate the operations of these international organizations; ii. assess the role of these organizations in world affairs; iii. appreciate the challenges of these organizations and how they can be overcome.

RECOMMENDED TEXTS

Adigwe, F (1985) Essentials of Government for West Africa, Ibadan: University Press Plc. Anifowose, R and Enemuo, F. C (eds)(1999) Elements of Politics, Lagos; Malthouse Press Limited. Appadorai, A. (1978) The Substance of Politics, London: Oxford University Press. Ball, A. R. (1983) Modern Politics and Government, London: Macmillan. Ofoegbu, R. (1977) Government for the Certificate Year, London: George Allen and Unwin. Olawale, J. B (1987) New Topics on Ordinary Level Government, Ilesha: Jola Publishing. Oyediran, O. Nwosu, H., Takaya, B., Anifowoshe, R., Femi, B., Godwill, O. and Adigun, A. (1990) Government for Senior Secondary Schools, Books 1, 2 and 3, Ibadan: Longman. Oyeneye, I., Onyenwenu, M. and Olusunde, B. E. (2000) Round-Up Government for Senior Secondary School Certifcate Examination: A Complete Guide, Ibadan: Longman. Oyovbaire, S., Ogunna, A. E. C., Amucheazi, E. C., Coker, H. O. and Oshuntuyi, O. (2001) Countdown to Senior Secondary Certificate Examination: Governme

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