British Journal of Arts and Social Sciences
ISSN: 2046-9578, Vol.18 No.I (2014)
©BritishJournal Publishing, Inc. 2014
http://www.bjournal.co.uk/BJASS.aspx
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The State of Teaching Practice-Based Courses in
Nigerian Higher Education: A case study of weaving
Emmanuel Louis Etsename
College of Art and Design,
University of Lincoln, Brayford Pool,
Lincoln, United Kingdom, LN6 7TS.
Tel: +447423118690, Email: etsename@yahoo.com
Abstract
Teaching practice-based courses in Nigeria can be more instructive if localised
instructional tools are created to support the teachers’ demonstrations. This study has
attempted to discuss the challenges of teaching practice-based courses in developing nations
of the world. Using Nigerian higher education as a case study, the challenges have here been
delineated as: overpopulation problems, not enough teachers, poor funding, scarce/decaying
infrastructure and low ICT literacy amongst teachers and students. Owing to the above,
teaching a subject like weaving has become tough and dreary. A university of technology in
Nigeria was selected as a case study and a purposefully selected set of persons representing
the respective social groups that constitute the stakeholders in the education network were
interviewed and the selected department’s equipment were also appraised through the use of
an observation tool. My findings revealed that, instructional video used on mobile phones
could be a solution. Finally it advocated that industries in the country should take up the role
of funding higher education in the country.
Keywords: Instructional tools, practice-based learning, ICT, Nigerian Higher Education