Jamb SyllaBus

2013 JAMB RESULT RELEASE STATISTICS!!!!!




A total of 1,629,102 candidates applied to sit for the Paper Pencil Test (PPT), while 15,008 candidates applied for the Dual Based Test, bringing the number of candidates to 1,644,110.


“Ten candidates scored 300 marks and above,while 127,017 candidates scored between 1-159 marks.


“About 40,692 candidates’ results were invalid due to either multiple shading or no shading at all. After processing all the results, the board also discovered that about 47,974 candidates were absent.“


The board, however, withheld 12,110 results for possible disciplinary action.


“However, the results of 68,309 candidates from various centres are undergoing further screening to ascertain the culpability of 12,110 candidates’ results.“


None Of Us Shall be a Victim of Seizure!!!! All Our Results Must come out with Good Grades In Jesus Name!!!! Amen!!!

JAMB Just Released The Tactics they will Use In Finding Out Those Involved In Exams Malpractice in the Just concluded UTME Exam!!!



According the JAMB, they stored the paper types of each student that participated in the just concluded UTME Exam in their Database...

Unlike other years where students can just change their paper type and go away with it, This Year, JAMB will mark your papers according to the paper type they stored in their database for you...

This implies that if your original type was "Paper Type U" and You changed to "Paper Type I" They wont Mark your paper with they type you provided rather they will mark your paper according to paper type U...

The West African Examinations Council (WAEC) will henceforth cancel the entire results of any candidates who cheat in more than one subject.




In a communiqué it issued at the end of the council’s 55th Nigeria Examinations Committee (NEC) meeting, the council said it had become necessary to review its rules on examination malpractice.

The communiqué was signed by the WAEC Deputy Director (Public Affairs), Mr Yusuf Ari, and made available to the News Agency of Nigeria (NAN) on Saturday in Lagos.

The meeting held from April 15 to April 17 in Lagos.

The council said that it observed with concerns the indictment of some candidates for malpractice in more than one subject in the November/December, 2012 West African Senior Secondary Certificate Examination (WASSCE).

“In order to check the ugly trend, the committee subsequently decided that the sanction in the council’s rules and regulations should be reviewed.

“It is clear that there is an urgent need to review the rule on such cases from cancellation of subject result to cancellation of entire results,” it said.

It noted that collusion and irregular activities, inside and outside the examination hall, were the most prevalent forms of examination malpractice.

It said that monitoring by members of staff of the council and other stakeholders and recent innovations were exposing examination cheats.

“Members believed that if the principal of a school decides that examination malpractice should not be allowed in his or her school, incidences of malpractice will be very minimal,’’ it said.

WAEC said that the NEC endorsed posting of WASSCE irregularities, special and clemency cases on the council’swebsite.

It said that it had been alerted of the existence of a rogue website where false questions and answers were posted daily to defraud candidates during examinations, adding that it had neutralised the activities of those operators.

It warned candidates to jettison such website.

NOTE: This write up was not made, in any way, to freak or scare you; on the contrary, it is meant to adequately prepare you for the big task ahead.



So, put your mind at rest and follow these simple guidelines in order to give you leverage even as you achieve success in up-coming UNN Post UTME.


Besides, no undergraduate within the University of Nigeria has a better head than you do. Now, let’s roll!

First of all, let me give you a brief info about the University. The University of Nigeria, commonly referred to as UNN, is a federal university located at Nsukka, Enugu State, Nigeria. Founded in 1955 and formally opened on October 7, 1960, the University of Nigeria has four campuses – Nsukka,Enugu and Ituku-Ozalla – located in Enugu State and one in Aba, Abia State, Nigeria. The main campus of the University is located on 871 hectares of hilly savannah in the town of Nsukka,about eighty kilometers north of Enugu, and enjoys a very pleasant and healthy climate. The University, with a motto ‘To restore the dignity of man’ has been a very successful ivory tower, and has produced important personalities in elevatedpositions in Nigeria. The likes of Chinua Achebe, Dora Akunyili, Chimanda Adichie amongst others are alumnus of this great institution. Before I digress, let’s get to the main points;

1) Leave For Nsukka In Time:
I mean in time, not on time, I hope you know the difference from your Use of English. It’s importantyou be in the School at least two days before the exam especially for those coming from far places like Lagos. As a result of the mammoth crowd coming for this exam, there is bound to be heavy traffic in certain cities around Nsukka. Before now, this exam had been co-hosted/conducted both at Nsukka and Enugu (UNEC) campuses of the University, but this time, all the candidates will have to head to Nsukka, the only venue for this year. Also, statistics shows that over 50,000 candidates will be coming for the exams, that is abreak down from over 60,000 that made UNN their first or second choice and scored 200 or above in the JAMB UTME. Note that a total of 128,776 candidates chose UNN as either their first choice or second choice course in the 2011/2012 JAMB UTME. Official statistics from JAMB is available here. Another point is that there are only about 3 major transport companies (Peace, Ifesinachi, and Globis) that plythe Nsukka route. The points I made above is justto give you a glimpse of what to expect when you decide to come to Nsukka a day before the exam or even on the exam day. Please come ahead of time

2) Transportation in School:
The only means of transportation within the school is via the school’s services known as UNN shuttle (This is clearly written on the shuttles buses and taxis available within and outside the campus). It takes students both in and out of the campus. These shuttles give one a great deal of convenience and a feeling of safety. They have, as their destination, a park in the town, which is very close to Peace Mass Transit park (i.e, in front of the popular Ogige market at Nsukka). It can as well stop you anywhere you wish inside the campus or anywhere within its route. There are also other smaller routes inside the school like the Flat (Zik’s flat) route. The summary of the transport fares is as follows
-Town (Park) to campus:
N 20 by shuttle bus
N 40 by shuttle taxi (mainly V W Golf car)
-Campus to Town (Park):
N 30 by shuttle bus
N 40 by shuttle taxi
-Anywhere within the Campus is N30.

It’s not advisable to ask for lift that day, pay for your transport fares. However, it is more painful not to know anyone or anything about the schoolbefore coming. Guess what? You’re at advantage for having gone through this. Ladies, as the most ‘endangered’ specie, we would say, “OPEN YOUR EYES.” We have our reasons; find out as you read on.

3) Ask for Help If Need be
When you need help in any way like locating a particular place in the school, ask for it, don’t pretend. Once it’s your first time of being to the School, whoever sees you would know, you can’t hide it. Just look for good and innocent looking student (although appearance can be deceptive) and ask for what you want. UNN students are friendly and generous; there’ll always be somebody ready to help.

4a)Accommodation:
In the past, the school provided accommodation for Post UME candidates who are required to pay N500 for the accommodation, and I believe same will be applicable this year. If you prefer a private accommodation, there are few hotels andlodgings in Nsukka, some of which are CEC( the school owned lodging), New & Old Hotel Carolina (outside, but close to the school), Milipat, Conis hotels. These few hotels & lodgings will surely bein hot demands. If you plan on staying with a friend, make sure you contact him or her ahead of time. However, most accommodation problems are been mitigated by the different campus fellowship bodies who will always be available with their buses, helping stranded candidates get an accommodation, and locate their different locations. Though you may have toleave your own faith or fellowship when you are finally admitted into the University as you‘ll get constant SMSs, calls, visits, and pestering to join their fellowship.

b) Don’t worry about what to eat:
Yes, it’s funny but I know some mummy pikins will actually be thinking about this. There is a variety of food to eat in Nsukka, the most popularbeing OKPA, a popular pudding eaten and enjoyed by many in Enugu state. It’s eaten like peanuts here, and I bet you‘ll enjoy it (although some of them can be REALLY pepperish). There are also other native Nsukka foods like aghara agha Ji, aghara agha ede, aghara agha oka. Don’task me how they taste, just taste and see for yourself, lol. You‘ll also get the usual general foods you see in other parts of the country.

5) Come with all the requirements:
You are required to bring the following for the screening exercise:
(i) A copy of ONLINE form duly completed, bearingthe passport-sized photograph.
(ii)JAMB slip
(iii)HB Pencil and Eraser.

Do not go to the exam halls with your mobile phone as you‘ll be forced to drop it outside the hall, and who knows what will happen to it before you could come out to pick it. Information on the halls for the screening will be made available at the P.R.O. office in the campus and will also be available on this site a day before the exam.

6) Come for the exam prepared:
It’s almost impossible to prepare too much. Read extensively and within the JAMB curriculum. In the battle field, no enemy is less important. Do not look down on any question during the exam. Attack each of them like a soldier that is fighting with his last breath. However, DO NOT CHEAT! DO NOT INVOLVE YOUR SELF IN EXAM MALPRACTICE, UNN does not tolerate that. It’s a serious offence here!

7) Have an Alternative Phone Number Other than MTN:
It is important that you have an alternative phone number other than MTN with which you can contact whoever you‘ll stay with when you come to the school or with which you can be contacted easily as time has shown that MTN network in Nsukka most times go down whenever there is a big event like the post UME especially in the evenings.

8)Beware of scammers:
You have to be very careful ‘cos there will be wolves in sheep’s clothing. These fraudsters, whoof course are not bonafide students of the University will be targeting gullible Post Ume candidates with offers of Admission runs, Accommodation (both free and paid), especially to Post ume girls. Don’t ask me why they prefer offering the accommodation to girls ‘cos I don’t know. They will always come as friends. You just have to be wise.

9) You are Secured!!
Once you are inside the University of Nigeria, your security is guaranteed. The university has a vibrant security department with a rapid response unit. You don’t have to panic. So whenever you find yourself in trouble, just raise an alarm and be sure you‘ll get a rapid response.


- Source

Following complains from students ofnot being provided the appropriate writing materials for previous UTME, JAMB has taken the bold step of independently distributing the materials at respective examination venues of candidates.
As at the time of composing this information, the required writing materialsare currently being distributed to various exam centres nationwide.



The materials to be provided by JAMB includes;
- A simple Calculator
- A pencil, Eraser and Sharpener.

During registration, candidates expressed worry over the non distribution of these materials at the registration point.

Candidates are also hereby advised that they should also go to the centre with their own (extra) writing materials as listed above.

Goodluck!

Source - VNTI

We can confirm that the Computer Based Examination for most CBT candidates have been moved further down the month.



All candidates who fall into the CBT category are advised to recheck their exam dates and re-print their photo-cards from their registration point or the official JAMB website.

Though there are slight changes to date for CBT, the Pen and Paper Test (PPT) version is left unchanged and will hold on 27th April, 2013.
How To Recheck or Reprint your Photocard (UTME 2013 Candidates only)

1. Visit the official portal by clicking here.
2. On the page that loads up, scroll to the section that is labelled “Re-Print Slip”
3. Enter your JAMB registration number in the space provided and click “Re-Print”.
4. Your photocard and exam date will be made available to you.
5. If your exam date or any detail is different from the previous photocardyou had, then you will need to reprint it using your printer or at a business centre or cyber cafe.

If you are a CBT candidate, recheck, confirm and print your photocard, it does not cost you anything, then use the comment box provided below thispage to let us know your previous exam date and the new exam date, if it has changed. Share your worries too.


Source- VNTI

The Joint Admissions and Matriculation Board hasannounced the dates for the JAMB 2013 UTME CBTand PPT examination for the 2013/2013 JAMB UTME.



All candidates who registered the JAMB 2013 UTME PPT and CBT examinations have been scheduled to write their JAMB 2013 UTME on the various dates;

JAMB 2013 UTME PPT Examination date : 27 th April, 2013

JAMB 2013 UTME CBT Examination dates : 22nd, 23rd, 24th, 25th, and 26th of April, 2013.

ABUJA—The Federal Government is scrapping the National Examinations Council, NECO, and the National Poverty Eradication Programme, NAPEP among othergovernment agencies. It is also divesting theJoint Admissions and Matriculations Board ofpowers to conduct examinations into tertiary institutions in the country.


The government is taking the decision in order to streamline agencies of government and reduce the cost of governance.

The decision, Vanguard gathered is part of the recommendations of the Steve OronsayePanel Report on the reform of government agencies and ministries.

The Oronsaye Committee Recommendations
Mr Oronsaye who was the former Head of the Civil Service of the Federation recommended the abolition of 38 agencies, merger of 52 and reversal of 14 to departments in ministries.

According to the white paper, which was drafted by a committee headed by the Attorney General of the Federation, Mohammed Adoke, the Joint Admission and Matriculations Board would be divested of the powers to conduct matriculation examinations into tertiary institutions while universities would be allowed to conduct their entrance examinations to students.

Although the JAMB would not be scrapped, itwould be a mere administrative structure that would set standard for minimum requirements on how the various universities would conduct entrance examinations.

JAMB to be re-modelled
JAMB will be modelled along same line with the body in the United States of America which sets standards for admissions into institutions of higher learning.

Other decisions taken by government on the Oronsaye committee include the scrapping of the National Examinations Council, NECO, the National Poverty Eradication Programme, NAPEP, and the National Complaints commission.

The report seen by Vanguard , recommended that the functions of NECO would be assumed by the West African Examinations Council, WAEC, which will also take over the structures of NECO nationwide.

In order to make up for the deluge of students who sit for the external examinations of Neco, WAEC would be expected to conduct two external examinations, one in January and another inNovember for external students while still running its internal examination programmes for secondary school students.

Under the proposal, the National Poverty Eradication Programme would be replaced by an agency called National Agency for Job Creation and Empowerment (NAJCE) while the National Complaints Commission will be merged with the National Human Rights Commission.

The Government rejected the recommendation urgung the scrapping of the Economic and Financial Crimes Commission, the Independent Corrupt Practices Commission and the Ministry of Police Affairs, saying it would be counter productive.

A member of the committee told Vanguard that the decision was preparatory to government’s plans to overhaul major sectors in the country.
“JAMB will be divested of the admission provision.

It will no longer conduct examinations but will be a clearing house. Every school will admit its students.

“Neco will be scrapped and its infrastructure will be merged with that of the West AfricanExamination Council (waec).

“Universities will be allowed to set their standards but jamb will set the minimum standard for admission into all tertiary institutions” the source said.

Several efforts to reach the Special Adviser to the President on Media and Publicity failed as he did not pick his phones as at the time of this report.

It will be recalled that the Oronsaye report stated that the average cost of governance in Nigeria is believed to rank among the highest in the world.

Oronsaye said in his report that “there are 541 Government Parastatals, Commissions and Agencies (statutory and non-statutory).

“Going by the recommendations of the Committee, the figure of statutory agencies is being proposed for reduction to 161 from the current figure of 263.

“The Committee believes that if the cost of governance must be brought down, then both the Legislature and Judiciary must make spirited efforts at reducing their running costs…”



Source: Vanguardngr

This was officially announced by JAMB on 1st April.
According to JAMB, candidates who register from now until 14th April, 2013 MUST BE READY TO WRITE THE COMPUTER BASED TEST (CBT) type of exam.

All candidates who where not able to complete their registration before the previous closing date can now do so.

To the effect of this announcement, The Joint Admission Matriculation Board (JAMB) has re-opened the Jamb 2013/2014 Registration portal.

If you still intend to write the 2013 UTME, this is your final opportunity as no further extension is expected. You are therefore advised to get your scratch card and head to the nearest registration point around your area.

PLEASE NOTE: If you are to register now, you only have one exam option at this point, which is; The Computer based test (CBT).

The new closing date is 14th April, 2013. Do well to inform your mates, family and friends who are still interested in writing UTME.

Many of you asked if JAMB registration is still on? Well the answer now is YES!
Source: www.Myschool.com.ng

WAEC May/June timetable 2013



Monday, 18th March to Friday, 26th April, 2013
Food and Nutrition 1 (Practical)
Home Management 1 (Practical)
Clothing and Textiles 1 (Practical)
Arabic 2B (Oral)
French 2 (Oral)

Wednesday, 10th April, 2013
Hausa 2 (Essay) 2 hrs – 9.00am – 11.00am
Igbo 2 (Essay) 2 hrs – 9.00am – 11.00am
Yoruba 2 (Essay) 2hrs – 9.00am –11.00am
Hausa 1 (Objective) 1 hr – 4.00pm – 5.00pm
Igbo 1 (Objective) 1 hr – 4.00pm – 5.00pm
Yoruba 1 (Objective) 1 hr – 4.00pm – 5.00pm

Thursday, 11th April, 2013
Chemistry 1 (Practical) Alternative A 2 hrs – 9.00am – 11.00am (1st Set)
Chemistry 1 (Practical) Alternative A 2 hrs – 11.30am – 1.30pm (2nd set)

Friday, 12th April, 2013
Literature in English 2 (Drama and Poetry) 2hrs 30minutes – 9.00am – 11.30am
Literature in English 3 & 1 (Prose& Objective) 2 hrs 15minutes – 2.15pm – 5.00pm

Monday 15th April, 2013
Geography 1 (Objective & Essay) 2 hrs 40minutes – 9.00am – 11.40am
Geography 2 (Essay) 2hrs – 3.00pm – 5.00m
Electronics 2 (objective & Essay) 2 hrs – 3.00pm – 5.00pm

Tuesday 16th April, 2013
Commerce 2 (Essay) 2 hrs 30minutes – 9.00am – 11.30am
Commerce 1 (Objective) 1 hr – 11.30am – 12.30pm
Physics 2 (Objective & Essay) 2 hrs 45minutes 2.00pm – 4.45pm
Music 2 (Objective & Essay) 3 hrs 30minutes 1.30pm – 5.00pm

Wednesday 17th April, 2013
English Language 1 (Essay) 2 hrs 30minutes – 9.00am – 11.30am
English Language 2 (Obective) 1 hr – 2.00pm – 3.00pm
English Language 3 (test of Orals)45 minutes – 3.30pm –4.15pm

Thursday, 18th April, 2013
Financial Accounting 2 (Theory &Practice) 2hrs 30minutes – 9.00am – 11.30am
Financial Accounting 1 (Objective) 1 hr – 11.30am – 12.30pm
Biology 2 (Objective & Essay) 2 hrs 30 minutes – 2.30pm – 5.00pm

Friday, 19th April, 2013
Physics 1 (Practical) Alternative A2hrs 45minutes – 9.00am – 11.45am (1st set)
Physics 1 (Practical) Alternative A2 hrs 45minutes – 12.15pm – 3.00pm (2nd set)
Physical Education 1 (theory of practice) 2 hrs – 3.00pm – 5.00pm

Monday, 22nd April, 2013
Shorthand 1 hr 13minutes – 9.00am – 10.13am
Government 2 (Essay) 2hrs 30minutes – 9.00am – 11.30am
Government 1 (Objective) 1 hr – 11.30am – 12.30pm
Physics 1 (Practical) Alternative B2hrs 45minutes – 9.00am – 11.45am (1st set)
Physics 1 (Practical) Alternative B2hrs 45minutes – 12.15pm – 3.00pm (2nd set)
Foods & Nutrition 2 (objective and essay) 2hrs 30minutes – 2.00pm – 4.30pm

Tuesday 23rd April, 2013
French 1 (Objective & Essay) 2 hrs 15minutes – 9.00am –11.15am
Chemistry 2 (Objective & Essay) 3 hrs – 12.noon – 3.00pm
Woodwork 2 (Drawing & Design)2 hrs – 3.00pm – 5.00pm

Wednesday 24th April, 2013
Woodwork 3 (Objective & Essay) 2 hrs – 9.00am – 11.00am
Auto mechanics 2 (objective & essay) 2hrs 30minutes – 2.30pm – 5.00pm

Thursday, 25th April, 2013
Agricultural Science 1 (Practical) 1 hr 30minutes – 9.00am – 10.30am (1st set)
Metal work 1 (practical) 3 hrs 10minutes – 9.00am – 12.10pm (1st set)
Agricultural Science 1 (Practical) 1hr 30minutes – 11.00am – 12.30pm (2nd set)
Metalwork 1 (Practical) 3 hrs 10minutes – 12.30pm – 3.40pm (2nd set)
Visual Art 1 (Objective & Essay) 3hrs – 2.00pm – 5.00pm

Friday, 26th April, 2013
Economics 2 (Essay) 3hrs – 9.00am – 12.00noon
Economics 1 (Objective) 50minutes – 12.00noon – 12.50pm
Building Construction 1 (Building Drawing & Essay) 2hrs 30minutes – 2.30pm – 5.00pm
Clothing & Textiles 2 (Objective& Essay) 2hrs 30minutes – 2.30pm – 5.00pm

Tuesday, 30th April, 2013
General Mathematics /Mathematics (Core) 2 (Essay) 2 hrs 30minutes – 9.00am – 11.30am
General Mathematics / Mathematics (Core) 1 (objective) 1hr 30minutes – 2.00pm – 3.30pm

Thursday, 2nd May 2013
Principles of Cost Accounting 2 (Theory & Practice) 2 hrs10minutes – 9.00am – 11.10am
History 2 (Essay) 2hrs 30minutes– 9.00am – 11.30am
History 1 (Objective) 1 hr – 11.30am – 12.30pm
Principles of Cost Accounting 1 (Objective) 50minutes – 3.00pm – 3.50pm

Friday 3rd May, 2013
Biology (Practical) 2 hrs – 9.00am – 11.00am (1st set)
Biology 1 (Practical) 2 hrs – 11.30am – 1.30pm (2nd set)
Metalwork 2 (Objective & Essay) 2 hrs – 30minutes – 2.30pm – 5.00pm

Tuesday, 7th May, 2013
Auto Mechanics 1 (Practical) 2hrs– 9.00am – 11.00am (1st set)
Auto mechanics 1 (Practical) 2 hrs – 11.3am – 1.30pm (2nd set)

Wednesday, 8th May 2013
Agricultural Science 2 (Objective& Essay) 3hrs – 9.00am –12.00noon
Visual Art 2 (Drawing/Painting) 3hrs – 2.00pm – 5.00pm
Applied Electricity 2 (Objective &Essay) 2 hrs 15minutes – 2.00pm– 4.15pm

Thursday, 9th May, 2013
Electronics 1 (Practical) – 3 hrs – 9.00am – 12.00noon (1st set)
Typewriting 2hrs 40mins – 9.00am – 11.40am (1st set)
Typewriting 2hrs 40mins – 12.00noon – 2.40pm (2nd set)
Electronics 1 (Practical) 3hrs – 12.30pm – 3.30pm (2nd set)

Tuesday 14th May, 2013
Applied Electricity 1 (Practical) 2 hrs – 9.00am – 12.00am (1st set)
Physical Education 2 (objective &Essay) 2hrs – 9.00am – 11.00am
Applied Electricity 1 (Practical) 3hrs – 12.30pm – 3.30pm (2nd set)

Wednesday 15th May, 2013
Christian Religious Knowledge 2 (Essay) 2hrs 30mins – 9.00am – 11.30am
Islamic Studies 2 (Essay) 2hrs 30mins – 9.00am – 11.30am
Christian Religious Knowledge 1 (Objective) 1 hr – 11.30am – 12.30pm
Islamic Studies 1 (Objective) 1hr – 11.30am – 12.30pm
Building Construction 2 (Objective & Essay) 1 hr 4mins – 2.00pm – 3.45pm
Visual Art 3 (Creative Design) 3hrs – 2.00pm – 5.00pm

Thursday 16th May, 2013
Further Mathematics / Mathematics Elective 2 (essay) 2 hrs 30mins – 9.00am – 11.30am
Further Mathematics/Mathematics Elective 1 (Objective) 2hrs 10mins
Mathematics Elective 1 (Objectives) – 1hr 30mins 3.00pm– 4.30pm

Friday 17th May, 2013
Technical Drawing 1 (Objective &Geometry) 2 hrs 30mins– 9.00am – 11.30am
Arabic 2A (Essay) 2hrs – 9.00am – 10.00am
Arabic 1 (Objective) 1hr – 11.30am – 12.300pm
Technical Drawing 2 (Practical Drawing) 2hr 30minutes –2.30pm – 5.00pm

-Specimen A= stem of cassava plant/
sugar cane or
sweat potato.

-SpecimenB=plantain/banana/pineaple
sucker.

-SpecimenC=runner of grass

-specimenD=sayrogyra spirament in
water

-specimenE=lung of freshly killed
goat

-specimenF=freshly preserved toad

-SpecimenG1=water leaf plant with
freshly stem

-specimenG2=water leaf plant with
freshly skin(leaf in
coffe solution for six hours)

-SpecimenL=skin of goat or sheep or
cow

-SpecimenM=feather -SpecimenN=shell of a gaint africa
snell -SpecimenO

-SpecimenP=tuber of irish potatoes

-SpecimenQ=hibiscus(weag of hibiscus
or bougainum)

-specimenR=cassava cutton

-specimenS=hind wing of a cockroach.

NOTE:-SPECIMEN H I J K IS Not for Nigeria
Student.

FRENCH

GENERAL OBJECTIVES

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in French is to prepare the candidates for the Board's examination. It is designed to test their achievement of the course objectives, which are to:
1.assess written comprehension in French;
2.identify how French sounds work in speech production;
3.examine the culture of Francophone Africa and France in relation (where possible) to home country;
4.appreciate straightforward literary texts in French;
5.apply the principles governing the structure and use of written French.


TOPICS/CONTENTS/NOTES
1.   Written Comprehension in French
-   Topics of general and emergent Interest e.g. love, life death, politics, Marriage, HIV/AIDS, Communication, child trafficking, Cultism, travel, corruption, money laundering etc.

OBJECTIVES
Candidates should be able to:
(i) deduce answers to question on the content, Intent and style of proposed texts;
(ii) apply reasoning skills.


TOPICS/CONTENTS/NOTES
2.  Principles Governing the
Structure and Use of Written
French
1.   Identification of basic form
classes:
(a) Nouns - simple/compound, Singular/plural masculine/feminine
(b) Pronouns - personal, impersonal, Demonstrative, possessive and Relative.
(c) Verbs - reflexive and non-reflexive, their moods and tenses.
(d) Adjectives û qualifying possessive, interrogative, demonstrative, indefinite (e.g. nul), numeral (e.g. dix) and ordinal (e.g. dixieme)
(e) Adverbs  

OBJECTIVES
Candidates should be able to:
i. identify what constitutes the basic structures of written French.
ii. use the principles governing the structure  of written  French   to determine acceptability, e.g. to transform one from one class to another;
iii. apply the structure to conveydiverse messages;

- Common forms
i)  with-ment (e.g. lentenment)
ii)  with preposition + noun(e.g. par avion, a cheval, En voiture, par bateau)
-  Special forms (e.g. bien, vite, mal, mieux, le mieux, pire, le pis, ne... que)
-  Types
-   Manner (e.g. debout, facilement)
-   Purpose (e.g. pour + Infinitive, afin de + infinitive
-   Cause and consequence (e.g. pour + infinitive perfect, a cause de + noun)
-   Concession (e.g. malgre +Noun)
-   Place (e.g. y, en, ici, la - haut, partout)
-   Time (e.g. hier, aujord'hui, Avant hier, hier, apres, demain, la veille, le matin, dans un mois).
(f)   Prepositions
- Simple (e.g. a, de, avec, vant, Sur, dans)
- compound (e.g. a cote de, au milieu de)
(g)  Conjunctions
- of co-ordinatiion (e.g. mais, ou, et, done, car, cependent, ne...ni)
- of subordination (e.g. afin que, quoique, a condition que, pour' que, parce que).
(h)  Articles
- definite, indefinite and partitive
ii     assessment of vocabulary span (words in contemporary contexts
- meaning, use, opposites, synonyms)
iii   Importance of word order in
(a) affirmative sentences
(b) interrogative sentences
(c) imperative sentences
(d). passive voice formation

iv   Identification and application of basic processes in language structure, e.g.
(a)conjugation - in all tenses except Timpartfait du subjonctif le passe\ compose du subjonctif et. ..... le plus - que parfait du subjonctif.

(b)   negation (e.g. ne...pas, ne.. .plus, he.. .rien, nul he, ni.. .ne, ne.. .personne, personne...ne, aucun....ne rien ne....etc)

(c)   agreement (e.g. les beaux arts, il les a vues les photos)

(d)  pluralisation (e.g. as in cheval/chevaux; beau/beaux)

(e)  derivation
-from adj, to adv - e.g. lent-lentement
-from adj. to adj. e.g. un- premier
-from adj. to noun - e.g. bon-bonte, riche-richesse etc
-from one degree of comparison to another (using plus.. .que, mois.. ..que, aussi....que e.g. plus grand que)
NB - special forms - (e.g. bon, meilleur,le meillure la mailleur, mauvais, pire, le pire)

(v) UseofFrenchinset
Expressions such as in proverbs, idioms and conventional structures as provided for in common speech acts:
(a)    proverbs (e.g. tel pere, tel fils, petit a petit, l'oiseau fait son nid)
(b)   idioms (e.g. avoir une faim de loup; crier su le toit, mourir de peur)
(c)   conventional stretches (e.g. enchante, c'est dommage, formidable, stationnement interdit etc)
(d)   speech acts (e.g. proposer, conseiller, regretter,admirer esperer, interroger, reprocher, s'accorder etc)

OBJECTIVE
v)   apply communicative skills


TOPICS/CONTENTS/NOTES
3.Working of French Sounds via:
(a) Sound discrimination (e.g. tout/tu)
(b)letter-sound correspondence (e.g. ai-/e/, ais-/e/)
(c)syllabification (e.g.con/tente/ment)
(d)liaison (e.g. trios animaux Cas unique)
(e)sense groups in reading (e.g. J'ai mal a la tete)
(f)cognates and faux amis (e.g. president, nation) identification of sounds to determine similarity (e.g. maison/saison, dents/don,fond/ fonde)

OBJECTIVES
Candidates should be able to:
(i) discriminate between French sounds
(ii)   deduce meanings out of sound combinations;
(iii)  use  the  above  to enahcne effective communication;
(iv)  assess   sound   groupings   in terms of how they are affected by such features  as   syllabification, liaison, e-caduc;  pause, intonation, etc;


TOPICS/CONTENTS/NOTES
4.Literature
- study of selected texts: Identification of Characteristics features of Creative writing e.g. plot, Charaters, theme, Setting and style (use of Language, imageries etc,

OBJECTIVES
Candidates should be able to:
(i)  interpret the contents of selected straight-forward creative writings;
(ii) compare the contents interms of the style  and  form of narration;
(iii) assess    their   relevance   to social life.


TOPICS/CONTENTS/NOTES
5.   Culture and Civilization
Characteristic (Aspects, similarities and differences) of the educational system, socio¬economic life, political organization and culture life of Francophone Africa and France with reference (where possible) to home country i.e. Nigeria.

OBJECTIVES
Candidates should be able to:
i.    identify the characteristics features of the culture of Francophone Africa and France-greetings, dressing, food, leisure, marriage, festival, art, profession etc;
ii.     compare these features with those of home country (where possible);
iii.    apply reasoning skills.

RECOMMENDED TEXTS
A.   Literature
(i)    Mbuko, I. (2006) Chaque choose en son temps. Aba: Lynnette Publishers
(ii)   Malot, H. (1995) Sans Famille. Editions Francais Facile
B.(i) Written Language
Ajiboye, T. (2006) Companion to French Grammar (Revised Edition):Ilorin: Info-Links.
Ajiboye, T. (1999) Nouvel Horizon, Book 4, Ibadan: Bounty Press Berard, E. et al (1991) Tempo 2
Byrne and Churchill (1980) A Comprehensive French Grammar Hatier (1980) Ler Nouvean Bescherell: L 'Art de Conjuguer, Ibadan: Spectrum
Ojo, S.'A(2000)J4 Comprehensive Revision Handbook of French Grammar, Ibadan: Agoro Publishing Company. Vercollier, A. (2006) Difficultes expliquees du Francais (for English speakers) Spectrum Books Limited. Spectrum House, Ibadan. Gallier, T. (2007) on y va: Senior Secondary School, Spectrum Books Limited Ibadan Nigeria.
Any other relevant materials on French Grammars

B(ii)Oral: Ajiboye, T. (2003) An Introduction to Practice in Oral French,
Ibadan: Bounty Press
Leon, M. (1978) Initiation a la Pronounciation du Francais
Standard.
Any other materials that emphasise oral practice
C.Culture of Froncophone Countries
Girod R and Ground-Clement, F. (1979) Coment vivent les Francois, Paris: Hachette Mbuko, L. (2000) French Essays on Culture and
Civilisation for Schools and College Ibadan: Bounty Press.
Any other relevant materials, e.g. French newspapers, magazines,
journals, and documentation on Froncophone life.
D.Dictionary
Any good French/English or French dictionary

ARABIC

GENERAL OBJECTIVES
The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Arabic is to prepare the candidates for the Board's examination. It is designed to test their achievement of the course objectives, which are to:
1.answer comprehension question correctly in standard Arabic;
2.translate simple texts from English to Arabic and vice versa;
3.apply the rules of Arabic grammar functionally;
4.see simply Arabic comprehension
5.appreciate Arabic literary texts within the contexts of their environment and eras;
6.use Arabic as a living world language in communication where necessary.

TOPIC/CONTENT/NOTES

SECTION A: COMPREHENSION

It   consists   of two   passages   of seventy   (70)   words   each.   Five multiple-choice questions are to be set on each passage. The contents should be within the experience of the candidates e.g. current affairs, sports, education, politics, economy, health, culture and ethic. The themes of the two passages should vary.

OBJECTIVES
Candidates should be able to:
i. use appropriate words or phrases for specific thought;
ii. deduce the lesson in the passage;
iii. determine  the  main  theme  of a passage;
iv. give   an   appropriate   title   of   a passage;
v. interpret the meanings of particular words.


TOPIC/CONTENT/NOTES

SECTION B: TRANSLATION
This section consists of ten (10) questions.  Five of them are  on translation fron English into Arabic while   the   other   five   are   on translation from Arabic into English. Translation into  English  includes key words and phrases in a sentence.


OBJECTIVES
Candidates should be able to:
i. use an appropriate Arabic word of phrase to convey the meaning of an English word or phrase;
ii. determine  an  appropriate English word or phrase   for an Arabic statement
iii. interpret idiomatic expressions  in both Arabic and English;

FINE ART

GENERAL OBJECTIVES

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Art is to prepare the candidates for the Board's examination. It is designed to test their achievement of the course objectives, which are to:
1. exhibit knowledge of the fundamental elements, principles and terminology of art;
2. demonstrate knowledge of historical dimensions of art with emphasis on Nigerian and African art;
3.demonstrate knowledge of artistic techniques, processes, the use of materials and maintenance of tools and equipment;
4.   display aesthetic sensitivity to the environment and knowledge of the meaning and function of art in society.


SECTION A
TOPICS/CONTENTS/NOTES
1.CLASSIFICATION OF ART:
a.Visual Arts:(Fine and Applied Art)
b.Performing Arts: (Music, Dance and Drama)
c.Literary Art: (Poetry, Prose, Recitals) etc


2.ELEMENTS AND PRINCIPLES OF DESIGN:
a.Elements: line, colour, shape, form, texture, tone, value, space etc.
b.Principles: balance, rhythm, proportion, harmony, contrast, repetition, dominance, variety, etc.

3.ART TERMS:
Pigments, motif, greenware, armature, silhouette, chiaroseuro, cireperdue, terra-cotta etc.

OBJECTIVES
Candidates should be able to:
i.   differentiate between the three branches of art;
ii.  identify the elements of design;
iii. analyse the principles of design;
iv. identify art terms in illustrations;
v. link the terms to their areas of specialization;
vi. use the terms in analyzing art-works

SECTION B
TOPICS/CONTENTS/NOTES
1. CULTURAL AND HISTORICAL DIMENSSIONS OF ART:
a. Prehistoric, Greek and Roman Art,
b.Medieval Art: architecture, surface decorations and calligraphy;
c.Renaissance Art and Artists:
Giotto Di Bondone, Michelangelo Buonarroti, Leanardo da vinci, Raphael (Raffaello Santi) etc.
d.19th and 20th Century art movements; impressionalism, Realism, Futurism, Cubism, Bauhaus, Pop art, Abstract, Expressionism, Fauvism, etc.


TOPICS/CONTENTS/NOTES
2.TRADITIONAL AFRICAN ART:
Egypt, Ashanti, Dogon, Mossi, Fon, Senufo, Bambara, Mende, Kisi, Bamileke, Bakumba etc.


TOPICS/CONTENTS/NOTES
3.TRADITIONAL NIGERIAN ART:
Nok, Ife, Igbo-Ukwu, Benin, Esie, Igala, Jukun, Akwashi, Mbari, etc.


TOPICS/CONTENTS/NOTES
4.NIGERIAN LOCAL CRAFTS:
Pottery, woodworks, cloth-weaving, carving, leather works, metal works, beadworks, body decoration, mat and cane weaving etc.
5.DEVELOPMENT IN CONTEMPORARY NIGERIAN ARTS AND ARTISTS:
a. Art Schools: Zaria, Nsukka, Oshogbo group etc.
b. Nigerian artists and art educators; Aina Onabolu, Ben Enwonwu, S. I.wanggboje, Jimoh Akolo, Dele Jegede etc.
c. Museums, galleries and art centres;
d.Art institutions, Cultural art centres,
National art organizations -
Nigerian Society for Education through Arts (S.N.E.A), Society for Nigerian Artists (S.N.A), National Council for Arts and Culture (N.C.A.C), etc.
e.Major Festivals: Argungu Fishing Festival, Eyo, Egungun, Iri-ji (New Yam), Durbar, Igue, Ekpo, Odo, etc.

OBJECTIVES
Candidates should be able to:
i.  compare their materials, styles and techniques;
ii. classify the periods and styles with emphasis on architecture, surface decoration and calligraphy;
iii. compare the artists, their works and styles;
iv. trace the periods they emerged;
v.  differentiate between the various ait movements;
vi. analyze their styles techniques; innovations and influences;
vii. categorise works in terms of style, materials and locations;
viii. categorise works in terms of styles, materials and locations;
ix. distinguish between crafts in terms of functions, characteristics and location:
x. trace the origins, locations and styles;
xi. determine the influence of the art schools and groups;
xii. assess the artists in terms of their works, specializations, techniques and styles;
xiii. analyse the functions of museums, galleries, art centres and art institutions;
xiv. evaluate their impact on the development     of art;
xv.   assess their roles and functions;
xvi. examine the impact of major festivals on art and culture.

SECTION C
TOPICS/CONTENTS/NOTES
1.ARTISTIC SKILLS,
TECHNIQUES AND PROCESSES
a.Two-Dimensional Art: Drawing, Painting, Graphics and Textile design.
b.Perspective:
i. Linear, angular, aerial, parallel etc.
ii. Perspective terms: foreground, picture plane, eye-level vanishing point, foreshortening, optical illusion, dept etc.
c.Sculpture, Ceramics and Crafts,
d.Computer Graphics:
Corel Draw,

OBJECTIVES
Candidates should be conversant with:
i. the techniques, skills and processes with emphasis on tone, composition and colour application;
ii. the types of perspective;
iii. the use of perspective rules and terms;
iv. techniques, skills and processes with emphasis on composition and forms;
v. the basic tools of designs;


TOPICS/CONTENTS/NOTES
2.TOOLS, EQUIPMENT AND MATERIALS
a.Two-dimensional Art Materials: Pencils charcoal, pastel/crayon, fixatives, fabric, dyes, lino, wood
blocks etc.
b.Two-Dimensional Art Tools:
Brushes, lino cutters, drawing instruments, calligraphy, pens, sharpeners, etc;
c.Two-Dimensional Art Equipment: air compressor, spray gun, enlarger, computer etc.
d. Improvisation of materials:
i.   Two-Dimensional Art: colours, brushes, calligrph etc
ii.  Three-Dimensional Art: spatula, kiln, beater, etc

OBJECTIVES
Candidates should be able to: vi. use art materials and tools;
vii. maintain tools and art materials;
viii.operate art equipment;
ix. maintain art equipment;
x.  improvise alternative local materials for use;

TOPICS/CONTENTS/NOTES
3.PRACTICAL DRAWING
Still life, nature or imaginative composition.

OBJECTIVES
xi.   demonstrate their drawing skills within a maximum of 30 minutes;

SECTION D
TOPICS/CONTENTS/NOTES
1. ART APPRECIATION
a.   Man-made objects: architecture and sculpture
b.   Natural phenomena: Zuma Rock, Ikogosi Warm Springs, etc.

OBJECTIVES
Candidates should be able to:
i.be aware of the existence of natural and man-made aesthetic phenomena in the Nigeria environment;
ii.differentiate between natural and man-made aesthetic phenomena;

TOPICS/CONTENTS/NOTES
2. MEANING AND FUNCTIONS OF ART IN SOCIETY
a.What art is
b.Functions of art in society: Religious, social, cultural, political, therapeutic and economic needs,
c.Functions of art in television: Advertising, educational recreational, etc

OBJECTIVES
i.examine the meaning and functions of art;
ii.use art as a medium of enhancing societal values
iii.assess the role of art in multimedia.

RECOMMENDED TEXTS
Banjoko I. (2000) Visual Arts made Easy: Textbook for Schools and Colleges, Lagos, Movie Publishing Company Ltd.
Egonwa, O.D (1991) African Art: A contemporary Source Book, Benin: Osasu Publishers.
Equilae, S.A (1985) The Essential Ground work in Art and Design, Omotola Standard Press and Bookshop (Nig) Ltd.
Erese, U. O and Ogunsina E. D (1989) Creative Arts and Crafts for J. S. S Onibonoje Press.
Nahab, S. J (2003) Art of the Millennium for Senior Secondary Schools, Ehindero (Nig.) Ltd.
Ogumor, E (1993) Certificate Art for Junior Secondary Schools and Senior Secondary Schools, Ibadan: University Press Pic.
Olaosebikan W. A (1982) Cultural and Creative Arts, Evans
Olurukooba, B. K (1991) Art for Senior Secondary Schools, ABU
Wangboje,!. N (1982) A Textbook on Art for Junior and Senior Secondary Schools, Evans

HAUSA

GENERAL OBJECTIVES

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Hausa is to prepare the candidates for the Board's examination. It is designed to test their achievement of the course objectives, which are to enable the candidates to:
1.acquire the ability to read and write competently in the Hausa language;
2.know the basic features of Hausa grammar;
3.have the basic knowledge of oral and written Hausa literature;
4.have the ability to appreciate the culture, customs and institutions of the Hausa people.
The syllabus covers the following areas:
1.Harshe (Language)
2.Al'adu (culture)
3.Adabi (Literature) - oral and written literature.
CIKAKKEN BAYANIN MANHAJA (DETAILED SYLLABUS)


TOPICS/CONTENTS/NOTES
1. Harshe (Language)
(a)Ka'idojin Rubutu (Orthography)
- alphabetization; spelling; rules of word merger and division;punctuation, paragraphing; all in line with standard Hausa.
(b)Auna Fahimta (Comprehension)
contextual questions from short unseen passages of about 300 words.
(c)Tsarin Sauti (Phonology)
i. consonants - production and classification in terms of phonation, place and manner of articulation;
ii. vowels - production and classification in terms of position of tongue and lips, monophthongs and dipthongs;
iii. tone - e.g. high, low and falling tone patterns;
iv. syllable structure - syllable types, e.g. open and closed syllables, light and heavy syllables;
v. syllabic categories of words - monosyllabic, disyllabic, etc.
vi. vowel length - long and short vowels;
vii. phonological processes - e.g. assimilatory: palatalization,  labialization  and vowel harmony; non-assimilatory: insertion and deletion.
(d)Kirar Kalma (Morphology)
i.  roots and stems;
ii. affixation - e-.g. prefix, infix suffix and their derivational and inflectional functions;
iii. gender and number inflections;
iv. derivation of nouns and adjectives • from verbs; adjectives jind verbs from nouns.
(e)Ginin Jumla (Syntax):
i.  word-classes - e.g.  nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, interjections and ideophones;
ii. grammatical categories - e.g. tense and aspect (general and relative past: general and relative continuous, first and second future, habitual); mood   (subjunctive   and negative); gender (masculine,feminine  and  neuter)   and number (singular and plural);
iii. sentence  structure   -   e.g. verbal   sentence, nominal phrase + verbal phrase and their components, non-verbal sentence:  nominal phrase + stabilizer,   nominal  phrase + complement    +    stabilizer, nominal phrases + continuous frame (yana.Vyake...) (+da) + nominal phrase;
iv. sentence types - e.g. simple sentences, compound sentences and  complex sentences;
v.   clauses - types (e.g. relative and   subjunctive);   functions (e.g. main and subordinate).
(f) Ma'ana (Semantics)
i.  Lexical  aspects  of   word meaning  -  e.g.  ambiguity, synonymy and antonym;
ii. figures of speech - aspects of specialized  meanings  of words and phrase.
(2) Al'adu (Culture)
(a) Rayuwar Hausawa (Hausa Rite de Passage)
i.  haihuwa (birth) -daukar ciki da goyon ciki da haihuwa da shayarwa da al'adun makon haihuwa da wanda banti da yaye da kaciya da samartaka;
ii.   aure (marriage) - ire-irensa da nema da baiko da daurin aure da biki da zaman aure da sakl da zawarci;
iii.   mutuwa   (death)   -   fadar mutuwa da wanka da salla da jana'iza da zaman makoki da sadaka da takaba da gado
(b) Zamantakewa (Social Institutions)
i.  tsarin zamam iyali da zaman gandu da dangantarkar kishiyoyi da 'yan uwantaka da barantaka da agolanci;
ii. makwabtaka;
iii. aikin gandu da na gayya;
iv. abota da kawance
v. gaisuwa da karimci
(c) Sana'oin Gargajiya (Traditional Occupations)
i.   ire-irensu - noma da kira da jima da kasuwanci  da wanzanci da sassakada farauta da dukanci da saka da kitso da rini da fawa da fafar korai, da sauransu;
ii.   yanayinsu - hanyoyin gadon su da kayayyakin yin su da matakan tafiya da su da muhimmancinsu;
iii.   kayayyaki  ko  amfanin  da suke samarwa;
iv.   sarautunsu -   vi. sana'o'i masu dangantaka da jinsi - aikatau da kwadago;kitso d aski.
(d)  kayayyakin   Bukatun   Rayuwa (Material Culture)
i.   na bukatun cikin  gida (household) - tufafi  da karikitan cikin gida;
ii. na sauran bukatu (others) -gine-gine da girke-girke da sauransu.
(e) Bukukuwa da Wasanni (Cultural Festivities):
i.naaddini (religious) - bikin saltan da takutaha (sallar gani) a cika-ciki da saukar karatu, da sauransu;
ii.na gargajiya (traditional) -kalankuwa da budar dawa, da sauransu;
iii.na sana'a (occupational) -bikin kamun kifl da dambe da kokawa da wasan farauta da wasan makcra da hawan kaho da sauransu;
iv.na nishadi - sukuwa;
v.na yara (children's games) -shalle da kulli-kurciya da a-sha-ruwan-tsuntsaye da gada da carafke da sauransu.
(f)Camfe-camfe da Bauta (Traditinal Beliefs and Worship): kan-gida da camfi da bori da maita da tsafi da duba da tsibbu da kambun baka.
(g)Sarautun Gargajiya (Traditional Authority)
i. ire-irensu - sarki da hakimai da dagatai da masu unguwani;
ii. na bayin sarki - shantali da jakadiya da baraya da sauransu;
iii. masu alaka da addini; liman da alkali;
iv. ayyukansu;
(h) Magungunan Gargajiya
(Traditional Medicine)
i.  ire-irensu  - sassake-sassake da sauyoyi da na gari da na ruwa da layu da rubutu;
ii. hanyar amfani da su - sha da shafawa da surace da turare da shakawa da taunawa da tsotsawa da daurawa da likawa;
iii. awo da kimantawa;
iv. ayyukansu - riga-kafi da warkarwa;
vii.tasirin zamananci a kansu
(3) Adabi (Literature)
1.   Adabin Baka
(Oral Literature)
(a)Zuben Baka (Narratives): Tatsuniya da almara da hikaya da kissa da tarihi.
(b)Maganganun Azanci (Folk -Sayings); take da kirari da habaici da zambo da Karin Magana da kacici-kacici da salon magana da adon harshe.
(c)Wakoki (Songs):
i. ire-irensu - na fada da na jama'a da na maza da sauransu:
ii. jigo da salo da zubi da tsari da mawaki da kayan kida da abin da aka wake.
iii. Zababbun Wakokin Makada
Makadi 2011
Dananace Gandi
Binta Zabaya Katsina
2012-2013
Haruna Uji

Garba Supa
iv. wakokin aiki: na nika da dabe da na daka da na talla da sauransu;
v. Wakokin   yara    (maza   da mata); na aure da na dandali da sauransu;
(d) Wasannin Kwaikwayo Na Gargajiya (Traditional Drama):
i.  Na yara:
-ire-iren su langa da wasan ;yartsana da tashe da wasan gauta da dokin kara da sauransu;
-yadda ake yin su.
-muhimmancinsu
ii. Na manya:
-ire-iren su 4yan kama da kalankuwa da hoto da wowwo da tashe, da sauransu;
-yadda ake yin su;
-muhimmancinsu

OBJECTIVES
Candidates should be able to:
i.  recognize the basic Hausa orthographical rules;
ii. apply the Hausa orthographical rules;
iii. detect linguistic errors, such as grammar, wrong choice of words, wrong spelling etc.
i.  read written Hausa texts;
ii. comprehend a given Hausa text;
iii. interpret various meanings and functions of words in given text,
iv. acquire sufficient vocabulary;
v.  recognize central issues in a given text;
vi. draw conclusions based on available evidence in a given text.
i. analyse the process of sound production and combination of sounds to form meanings in Hausa;
ii. appraise the importance of vowels in determining meaning;
iii. distinguish between the phonetic attributes of sounds;
iv. recognize the number of syllables and their types in a word;
v.  recognize the number of syllables and their types in a word;
vi. appraise the importance of vowels in determining meaning;
vii.analyse the phonological processes in Hausa.
i. explain  the inflectional and derivational  processes   in   Hausaword formation;
ii. explain the derivational process of word formation in Hausa;
iii. differentiate between the   two morphological processes;
i. analyse the process governing word combination  to form  phrases; clauses and sentences in Hausa;
ii. detect linguistic errors in the grammar;
iii. observe punctuation rules;
iv. recognize ideas  or  thoughts   in written form;
v. construct meaningful sentences for effective communication:
vi. use the appropriate tenses in spoken and written Hausa;
vii. use the appropriate gender and number  in spoken  and   written Hausa.
viii. differentiate  between  types  of sentence structure;
ix. distinguish between nominal and verbal phrase;
x. distinguish between types of sentences;
xi. compare types of clauses;
i. analyse the  mechanisms  of generating meanings in Hausa;
ii.distinguish between the  speech sounds of the language to reflect the acceptable grammar.
iii.recognize the significance of punctuation rules;
iv. recognize the various meanings and functions  of sentences  in communication;
v. use words and sentences suitable for a particular purpose;
vi. build up their vocabulary;
vii. construct meaningful sentences for effective communication;
Lallai ne masu daukar jarabawa su iya:
i.  bayyana al'adun da ke tattare dadaukar ciki har zuwa haihuwa;
ii.  bayyana al'adun neman aure har zuwa tarewa;
iii . bayyana hanyoyin fadar mutuwa zuwa rabon gado

i.  bayyana  tsarin  dangantaka  da ma'amalar Hausawa;
ii. bayyana  mahimmancinsu  a zamantakewar Hausawa
i. tantance dabi'un masu sana'a;
ii. tantance kayayyakin da ake
iii. sana'antawa; . tantance sana'o'in maza da na mata;
iv. zayyana kayayakin sana'o'in;
v. tantance hanyoyin gadon sana'o'in;
vi zayyana amfanin kayayyakin;
vi. bayyana sarautun sana'o'in;
vii.bambanta sana'o'in maza da namata.

i. tantance  kayayyakin   bukatun rayuwa Bahaushe;
ii. tantance  amfanin   kayayyakin bukatun rayuwar Bahaushe;
i.zayyana ire-iren wasanni da bukukuwan Hausawa;
ii.nuna mahimancinsu;
iii.nuna yadda za a adana su kar su bace;
iv.nuna yadda ake gudanar da su;
i.tantance ire-ire da hanyoyin aiwatar dasu;
ii.bayyana amfaninsu;
iii.bayyana rashin amfaninsu
i.zayyana su ta fuskar ire-iren mukamai;
ii.tantance aikin kowane mukami;
iii.tantance mahimmancin kowane mukami.
i.kasafta ire-iren magunguna da hanyoyin amfani da su;
ii.zayyana hanyoyin amfani da su;
iii.nuna amfaninsu;
iv.nuna tasirin zamananci a kan su.

Lallai ne masu daukar jarrabawa su iya:
i. tantance nau 'o' in zuben baka; ii. amfani da isassun kalmomin da suka dace da kan labari.
i. tantance sigogi da bayyana hanyoyin amfani da su; ii. nakalta da amfani da kalmomin da suka dace da maganganun azanci.
i.mayyaze ire-iren wakokin baka;
ii.tantance masu yin ire-iren wakokin;
iii.rarrabe sigogi da jigo da salailai da zubi da kayayyakin aiwatar da su.
Waka
i.  'Wakar Mai Gidan Gona'
ii. 'Wakar Audu Kai-Kadai-Gayya
i.  'Wakar Zama Da Kishiya' ii. 'Wakar Matan Lanjeriya'
i.  'Wakar Balaraba'
ii. 'Wakar Tantabara'
i.  'Wakar 'Dankuturu Na Jogana' ii. 'Wakar Abu Kamar Wasa'
i. mayyaze nau'o'in wakokin aiki;
ii. tantance masu yin wakokin aiki;
iii. banbance sigogin wakokin yara.
i.  tantance sigogin wasaninkwaikwayo na gargajiya;
ii. tantence    hanyoyin    gudanar   da wasannin kwaikwayo na gargajiya;
iii. tantance   muhimmancin   wasannin kwaikwayo na gargajiya;
wasannin
iv. tantance sigogin kwaikwayo na gargajiya.


TOPICS/CONTENTS/NOTES
11.    Rubutaccen Adabi (Written Literature) Zube (Prose)
Waka (Poetry)
Wasan Kwaikwayo (Drama)

OBJECTIVES
Lallai ne masu daukar jarabawa su iya:
i. tantance sigogi da tsari da jigogi da salailai da taurarin cikin littafin zube tare da nazarin su;
ii. nakaltar ka'idojin rubutu  tare  da amfani da su;
iii.nakaltar ma'anonin kalmomi da na jumloli domin fahimtar labari.
iv. Tantance muhimman sakonni a cikin labari da yanke hukunci game da shi.
i. shaida jigogi da salailai da sigogi da zubi wajen nazarin zababbiyar waka;
ii. yin la'akari da ka'idojin rubutu musamman na waka;
iii.tantance ma'anomin kalmomi da na jumloli domin nazarin waka;
iv. danganta amfani da kalmomi da jumloli da sakon waka;
v. tantance muhimman sakonni a cikin waka da yanke hukunci game da ita.
i. tantance yanayin wurin wasa da jigogi da salailai da y'an wasa da sigogi da tsarin rubutaccen wasan kwaikwayo da aka zaba don nazari;
ii. la'akari da muhimmancin ka'dojin ruburu wajen fitar da ma'ana;
iii. nakaltar isassun kalmomin domin fahimtar wasa;
iv. tantance muhimman sakonni a cikin wasa da yanke hukunci game da su.

ZABABBUN LITTATAFAI
(PRESCRIBED TEXTS)
2011
Nau'iMarubuciLittafi
Zube:(i) Imam, A.
(ii) Kagara, B.Magana Jari Ce (Littafi Na Uku) Zaria: NNPC, 1970
Gandoki Zaria: NNPC, 1988
Waka:(i) Zungur, S.
(ii) ZababbunWakokin Sa'adu Zungur Zaria: NNPC, 1971
Wakokin Na Da Na Yanzu Lagos: Nelson, 1979
Wasan Kwaikwayo:(i) Bambale,M.B.
(ii)    LadariY.KukanKurciya Zaria: Ibramud, 1994
ShaihuUmar Zaria: NNPC, 1966
2012-2013
Nau'IMarubuciLittafi
Zube(i) Imam, A.
(ii) Tafawa Balewa, A.Magana Jari Ce (Littafi Na Uku) Zaria: NNPC, 1966
Shaihu Umar Zaria: NNPC, 1966
Waka:(i) HadejiaM.
(ii)NNPCWakokin Mu'azu Hadejia Zaria: NNPC, 1970
Wakokin Hausa Zaria: NNPC, 1963
Wasan Kwaikwayo:Makarfi, S.
Ladan,Y.Jatau NaKyallu Zaria: NNPC, 1970
Zaman Duniya Iyawa Ne Zaria: NNPCE, 1980
Zababbun Wakoki Daga Zababbun Litttattafi
(Selected Poems from Prescribed Texts)
2011
1.Wakokin Sa'adu Zungur
(a)'Wakar'Yanbaka'
(b) 'Wakar Bida'a'
2.Zababbun Wakokin Na Da Da Na Yanzu
(a)'Wakar Zambon Kazama'
(b)'GadarZare'
2012-2013
1. Wakokin Mu'azu Hadejia
(a)'Karuwa'
(b)'Mu Yaki Jahilci'
2. Wakokin Hausa
(a)'Wakar HanaZalunci'
(b)'Wakar Mu Sha Falala'

Hausa RECOMEMNDED TEXTS
Galadanci, M.K.M. (1976) Introduction to Hausa Grammar, Zaria: Longman
Jinju, M.H. (1980) Rayayyen Nahawan Hausa, Zaria: NNPCE
Muhammad, Y.M. (2005) Fassarar Hausa, Zaria: ABU Press
Sani, M.A.Z. (1999) Tsarin Sauti Da Nahawan Hausa, Ibadan: UP Pic
Sani, M.A.Z. et al (2000) Exam Focus: Hausa Language, Ibadan UP Pic
Skinner, N. (1977) Grammar of Hausa, Zaria:-NNPCE
Yahaya, I.Y. et al (1992) Darussan Hausa 1 - 3, Ibadan, UP Pic
B. ADABI DA AL'ADU (LITERATURE AND CULTURE)
Bichi, A.Y. (1979) Wakokin Bikin aure, Lagos: Nelson
Dangambo, A. (1984) Rabe - Raben Adabin Baka da Muhimmancinsa
Ga Rayuwar Hausawa,
Kano: T.P.C. Gusau, S.M. (1991) Makada Da Mawakan Hausa, Kaduna: Fisbas Media Service Ibrahim, M.S. (1977) Kowa Ya Sha Kida, Zaria: Longman Madauci, I. et al (1992) Hausa Customs, Zaria: ABU Press Umar, M.B. (1976) Danmarya Jos Da Wakokinsa, Ibadan: OUP Umar, M.B. (1977) Wasannin Tashe, Zaria: NNPC
C.  KAMUSAI (DICTIONARIES)
Bargery G.P. (1951) A Hausa - English Dictionary and English-Hausa Vocabulary
London: OUP
Newman, R.M. (1997) An English-Hausa Dictionary, Ibadan: Longman
Newman and Newman (1977) Sabon Kamusa Na Hausa Zuwa Turanci, Ibadan:
UPL
Skinner, N. (1993) Kamus Na Turanci Da Hausa, Zaria: NNPC
CSNL: (2006) Kamunsun Hausa Na Jami'ar Bayero ta Kano, Kano: Dab'in CSNL

History

HISTORY GENERAL OBJECTIVES
The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in History is to prepare the candidates for the Board's examinations. It is designed to test their achievement of the course objectives, which are to:
1. impact knowledge of Nigerian history from earliest times to the present;
2. identify the similarities and relationship between the people of Nigeria as they relate to the issues of national unity and integration;
3. appropriate African history and Africa's relationship with the wider world;
4. analyse issues of modernization and development;
5.evaluate the past and relate it to the present and plan for the future.

DETAILED SYLLABUS
SECTION A: NIGERIA UP TO 1800

TOPIC/CONTENTS/NOTES
1.  LAND AND PEOPLE OF NIGERIA:
a. Geographical zones
b. People within the zones
c. The people's relationship with the environment

OBJECTIVES
candidates should be able to:

i.  identity the geographical zones and the people within them;
ii. establish the relationship between the people and the environment

TOPIC/CONTENTS/NOTES
2. Early centres of civilization:
a. NOK, Daima, Ife, Benin, Igbo Ukwu and Iwo Eleru
b. Monuments and shelter system: Kuyambana and Durbi-ta-Lusheyi

OBJECTIVES
candidates should be able to:

i.  examine the significance of various centres;
ii. differentiate between the various monuments such as caves  and huge rocky areas;
iii. establish their historical significance.

TOPIC/CONTENTS/NOTES

3.Origin and Development of Nigerian states and societies

a.  Central Sudan - Hausa,Fulani and Kanuri
b.  Niger/Benue valley - Nupe, Jukun, lgala, Idoma, Tiv and Ebira
c.  Eastern forest Belt - Igbo and Ibibio
d.  Western forest Belt - Yoruba and Edo
e.  Coastal and Niger-Delta -Efik, Ijo, Itsekiri and Urhobo

i.  Factors influencing their origin and migration
ii. Economic, social and political organizations
iii. Inter-group relations, war, peace, trade and religion.

OBJECTIVES
Candidates should be able to:

i. relate the different groups of people occupying the various zones to their traditions of origin;
ii. determine their inter-group relations;
iii. account for their economic, social and political organizations.

TOPIC/CONTENTS/NOTES

4. Economic Activities:

a.  Agriculture - hunting, farming, fishing, animal husbandry and horticulture.
a.  Industries - pottery, salt- making, iron-smelting,   blacksmithing, leather-working, wood-carving,  cloth-making, dyeing and food processing.
b.  Trade and trade routes:- local,  regional, long distance, including trans-Sahara trade
c.  Trade and trade routes: local, regional, long distance,  including trans - Sahara trade

OBJECTIVES

Candidates should be able to:

i. compare the various economic activities of the people;
ii. differentiate between crafts and other forms of occupation  of the people;
iii. relate the trade routes, to their importance to Nigerian   history.

TOPIC/CONTENTS/NOTES
5. External Influences:

a. Europeans:
  i. early European trade with the coastal states.
  ii. early Christian missionary activities.
  iii. the trans-Atlantic slave trade (origin, organization and Impact)
b. Arabs
  i. introduction, spread and impact of Islam;
   ii. trans-Saharan trade

OBJECTIVES
Candidates should be able to:

i. examine the impact of early European contact with the coastal  people;
ii. assess the early Christian missionary activities;
iii. trace the origin, organization and impact of the trans-Atlantic  slave trade;
iv assess their impact;
v. assess the impact of Arab contact on the people South of the  Sahara.

SECTION B: NIGERIA 1800-1900
TOPIC/CONTENTS/NOTES

1.The Sokoto Caliphate

a.The Sokoto Jihad - causes, courses and consequences.
b.The rise of the caliphate
c.The administration of the caliphate and relations with neighbours.
d.Intellectual activities in the caliphate
e.The collapse of the caliphate

OBJECTIVES
Candidates should be able to:

i.  examine the causes, courses and consequences of  the Jihad;
ii. determine the factors that led to the rise of the caliphate;
iii. examine the administrative set-up of the caliphate and its relations with its neighbours;
iv. examine the significance of the writing of the jihadists;
v. trace the internal and external factors that led to the collapse of the caliphate.


TOPIC/CONTENTS/NOTES

2.Kanem-Borno
a.The collapse of the Saifawa dynasty
b.Borno under the Shehus
c.Borno under Rabe

OBJECTIVES

Candidates should be able to:
i.  determine the factors that led to the collapse of the Saifawa  dynasty;
ii. examine Borno under the administration of the Shehus;
iii. assess the role of Rabeh in Borno's history.

TOPIC/CONTENTS/NOTES
3.Yorubaland:
a.The fall of the Old Oyo Empire
b.The Yoruba wars and their impact
c.The peace treaty of 1886 and its aftermath

OBJECTIVES
Candidates should be able to:
i.  examine the causes of the fall of the Old Oyo;
ii. examine the causes and effects of the Yoruba wars:
iii. assess the impact of the 1886 peace treaty.

TOPIC/CONTENTS/NOTES
4.Benin
a. Internal political development
b. Relations with neighbours
c. Relations with the Europeans

OBJECTIVES

Candidates should be able to:
i.  examine the internal political development;
ii. establishher relations with her neighbors;
iii  assess her relationship with the Europeans;


TOPIC/CONTENTS/NOTES
5. European Relations with Nigeria:
   a. The suppression of the trans-Atlantic slave trade.
   b. The development of commodity trade and rise of consular authority.
   c. Christian missionary activities.
   d. Impact of European activities on the coast and the  hinterland.

OBJECTIVES
Candidates should be able to:

i.  give reasons for the suppression of the trans Atlantic slave  trade;
ii.  trace the development of commodity  trade;   
iii. examine, missionary and European activities in the area;
iv. account for the rise of consular authority,

TOPIC/CONTENTS/NOTES
6. The British Conquest of Nigeria:
     a. Motives for the conquest
     b. Methods of the conquest and its result.
     c. Resistance to and aftermath of the conquest.

OBJECTIVES
Candidates should be able to:
i. determine the reasons for the conquest and the method used;
ii. evaluate the results of and the reactions to the conquest.

SECTION C: NIGERIA 1900 û 1960

TOPIC/CONTENTS/NOTES
1. The Establishment of Colonial Administration up to 1914:
a. Administration of the protectorates.   
 b. Local administration, forced labour, foreign currency, taxation and monetization

OBJECTIVES
Candidates should be able to:
i.  examine the administrative set-up of the protectorates;
ii. examine the system of administration with emphasis on forced labour, foreign currency,taxation and monetization.

TOPIC/CONTENTS/NOTES
2. The Amalgamation of 1914:
a. Reasons
   b. Effects

OBJECTIVES
Candidates should be able to:
i.  examine the reasons for the 1914 Amalgamation and its effects.

TOPIC/CONTENTS/NOTES
3. Colonial Administration after the Amalgamation:.
  a. Central Administration:- Legislative and Executive Councils
  b. Indirect Rule - reasons, working and effects
  c. Local government institutions, native authorities, native courts and native treasuries.
  d. Protest against colonial rule - Ekumeku Movement in Asaba hinterland 1898 - 1911, the Satiru uprising 1906, Egba and the Anti-tax Agitation 1918, the rising in Okeho and Iseyin 1918, Warri Tax  Revolt in 1927 -28, Aba Women Movement in 1929 and the Water Rate Agitation in Benin

OBJECTIVES
Candidates should be able to:

i. relate the composition of the central Administrative set-up to its consequences;
ii. identify the reasons for the  introduction and workings of the indirect rule system;
iii. assess the effects of indirect rule;
iv. account for the anti-colonial movements;
v. examine their significance.


TOPIC/CONTENTS/NOTES
4. The Colonial Economy:
a. Transportation
b. Agriculture
c. Mining
d. Industry
e. Commerce
f.  Banking.

OBJECTIVES

Candidates should be able to:
i. examine the nature of the economy as it affects transportation, agriculture, mining, industry, commerce and banking.

TOPIC/CONTENTS/NOTES
5. Social Development under Colonial Rule:
a. Western education
b. Urbanization
c. Improvement unions  
d. Health institutions

OBJECTIVES  
Candidates should be able to:
i.   identify the areas of social development under colonial rule;
ii.  examine the impact of social development on the people;

TOPIC/CONTENTS/NOTES
6. Nationalism and Constitutional Development:
a. The rise of nationalist movements;
b. The 1922 Clifford Constitution and the rise of Nigeria's first political parties.
c. The Richards Constitution of 1946
d. The Macpherson Constitution of 1951.
e. Party politics - regionalism, federalism and minorities agitations.
f. The dawn of independence the Littleton Constitution of 1954, constitutional conference in Lagos in 1957; and
g. In London in 1958, the general elections of 1959 and independence 1960.

OBJECTIVES
Candidates should be able to:
i. trace the emergence of the  nationalist movement;
ii. assess the roles of the different constitutions in constitutional development;
iii. determine the factors that aided the attainment of independence;
iv. examine the impact of the constitutions on the people;
v. trace the development or party politics and its impact;
vi. examine the 1945 constitutional conference.

SECTION D: NIGERIA SINCE INDEPENDENCE
TOPIC/CONTENTS/NOTES
1. The politics of the First Republic and Military intervention
     a. Struggle for the control of the centre;
     b. Issue of revenue allocation
     c. The 1962/63 census controversies
     d. The Action Group crisis
     e. Military intervention-reasons and significance of the Ironsi Regime

OBJECTIVES
Candidates should be able to:
i.  give reasons behind the struggle for the control of the centre;
ii. account for the controversies in revenue allocation;
iii. account for the controversies generated by the 1962/63 census and the Action Group crisis;
iv. provide reasons behind military intervention;
v. assess the significance of military intervention and the role of the military under Ironsi.

TOPIC/CONTENTS/NOTES
2. The Civil War:
Causes and effects
a. Causes
   b. Causes
    c. Effects

OBJECTIVES
Candidates should be able to
i.  examine the remote and immediate causes of the war;
ii. assess the effects of the war;
iii. examine the courses.

TOPIC/CONTENTS/NOTES
3 The Gowon Regime:
a.Reconstruction, Reconciliation, Rehabilitation.
b.The era of oil boom, social and economic development
c.State creation
d.The fall of Gowon


OBJECTIVES
Candidates should be able to:
i. examine the effects of Gowon's plans to re-integrate the East;
ii. account for the economic and social development during the oil boom;
iii. give reasons for the creation of states;
iv. examine the reasons for and the effects of the overthrow of Gowon.

TOPIC/CONTENTS/NOTES
4.Murtala/Obasanjo Regime

OBJECTIVES
Candidates should be able to:

i.  assess the achievements of the  Murtala/Obasanjo Regime;

TOPIC/CONTENTS/NOTES
5. The Second Republic

OBJECTIVES
Candidates should be able to:
i.  evaluate the legacies of the Shagari Administration

TOPIC/CONTENTS/NOTES
6. The Buhari Regime

OBJECTIVES
Candidates should be able to:

i.  assess the achievements of Nigeria under Buhari

TOPIC/CONTENTS/NOTES
7. The Babangida Regime

OBJECTIVES
Candidates should be able to:
i. assess the strengths and weaknesses of the Babangida era;
ii. examine the transition programme under Babangida.

TOPIC/CONTENTS/NOTES
8. The Interim National Government (ING)


OBJECTIVES
Candidates should be able to:
i.  examine the role of the interim National Government in the history of Nigeria.

TOPIC/CONTENTS/NOTES
9. The Abacha and Abdulsalami Regimes

OBJECTIVES
Candidates should be able to:
i.  assess the role of theAbacha and Abdulsalami regimes in the history of Nigeria
TOPIC/CONTENTS/NOTES
1O. Nigeria's role in conflict resolution, ECOMOG in Liberia, Sierra Leone and Guinea.

OBJECTIVES
Candidates should be able to:

i.  identify the West African states that benefited from  Nigeria's  military assistance;
ii. examine the impact of Nigeria's role in ECOMOG

TOPIC/CONTENTS/NOTES
ll. Nigeria in international organization; AU, ECOWAS, UN, the Commonwealth of Nations and OPEC

OBJECTIVES
Candidates should be able to:

i.  assess the role of Nigerian in the formation of AU and ECOWAS
ii. examine the benefits accruing to Nigeria as a member of the U.N, Common wealth and OPEC.

PART II: AFRICA AND THE WIDER WORLD SINCE 1800

SECTION A: WEST AND NORTH AFRICA

TOPIC/CONTENTS/NOTES
1. Islamic Reform Movements and State Building in West Africa:
a.Relationship between Sokoto and other Jihads.
b.The Jihads of Seku Ahmadu and Al-Hajj Umar
c.The activities of SamoriToure

OBJECTIVES
Candidates should be able to:
i.  establish the relationship between the Sokoto Jihad and other Jihads in West Africa:
ii. compare the achievements of the Jihads of Seku Ahmadu and Al-Hajj Umar.
iii. assess  the  significance  of the literary works of the period
iv. examine the activities of Samori Toure of the adinka   Empire

TOPIC/CONTENTS/NOTES
2. Christian missionary activities in West Africa
a.The foundation of Sierra Leone and Liberia and the spread of Christianity
b.The impact of Christian Missionary activities.

OBJECTIVES
Candidates should be able to:

i. determine the factors that led  to founding of Sierra Leone  and Liberia;
ii. examine the importance of  Sierra Leone and Liberia in the spread of Christianity;
iii. assess the impact of Christian missionary activities in West Africa.

TOPIC/CONTENTS/NOTES
3. Egypt under Mohammed AH and Khedive Ismail:

a.The rise of Mohammad Ali and his reforms
b.Mohammad Ali's relations with the Europeans
c.Ismail's fiscal policiess
d.The British occupation of Egypt

OBJECTIVES
Candidates should be able to:

i. determine the factors that Aided Mohammad Ali's rise to power and his reforms;
ii. establish the relationship between Mohammad Ali's  
Empire and the Europeans;
iii. account for the fiscal policies of Ismail;
iv. examine the reasons for the British occupation of Egypt.

TOPIC/CONTENTS/NOTES
4.The Maghrib and European
incursion:
a.Turkish rule in the Maghrib
b.French occupation of Algeria,Tunisia and Morocco
c.Italy in Libya
d.Maghribian reaction to European rule


OBJECTIVES
Candidates should be able to:

i. determine the factors that led toTurkish rule in the Maghrib;
ii. give reasons for the French occupation of Algeria, Tunisia and Morocco;
iii. account for Italian presence in Libya
iv. assess the Maghribians reaction to European rule.

TOPIC/CONTENTS/NOTES
5.The Mahdi and Mahdiyya Movement in the Sudan
a.Causes
b.Courses
c.Consequences

OBJECTIVES
Candidates should be able to:

i. examine the causes, coursesand consequences of the Mahdiyya Movement in the Sudan.

SECTION B: EASTERN AND SOUTHERN  AFRICA
TOPIC/CONTENTS/NOTES
1.The Omani Empire
a.SayyidSa'idandtheriseofthe Omani Empire
b.The empire's commercial and political relations with the coast and the hinterland.
c.The Empire's relations with the Europeans

OBJECTIVES
Candidates should be able to:
i. determine the factors that led to the rise of the Omani Empire;
ii. establish commercial and political relations between the Omani Empire, the coast and the hinterland.
iii. examine the relationship that existed between the Omani Empire and the Europeans

TOPIC/CONTENTS/NOTES
2.Buganda in the 19th century
a.The British occupation of Bugansa
b.Religious politics

OBJECTIVES
Candidates should be  able to:

i.  give reasons for the British occupation of Buganda and show the effect of religion had on the politics of Buganda.

TOPIC/CONTENTS/NOTES
3.Ethiopia in the 19th century
a.The rise of Theodore II and his attempt at the unification of Ethiopia
b.Menelik II and the survival of Ethiopian independence

OBJECTIVES
Candidates should be able to:

i.  examine the factors that led to the rise of Theodore II as the Emperor of Ethiopia;
ii. analyse the strategies that were adopted to achieve Ethiopian unification.
iii. assess the effects of Menelik II in the survival of Ethiopian independence


TOPIC/CONTENTS/NOTES
4. TheMfecane:
a.The rise of Zulu nations
b.Courses and consequences of the fecane

OBJECTIVES
Candidates should be able to:

i. trace events in Nguniland before the Mfecane;
ii. determine for the factors that led to the rapid rise of Shaka.
iii. examine the courses and consequences of the Mfecane

TOPIC/CONTENTS/NOTES
5. The Great Trek
a.The frontier wars
b. British intervention in the Boer African relations
c. The Great Trek and its  consequences


OBJECTIVES
Candidates should be able to:
i.  determine the factors that led to the frontier wars;
ii.  account for British intervention in the Boer-African relations;
iii. describe the nature of the Great Trek;
iv. examine its consequences

SECTION C: THEMES IN AFRICAN HISTORY   SINCE THE SCRAMBLE

TOPIC/CONTENTS/NOTES
1. The new imperialism, the partition and the European occupation of Africa
a.Causes of the scramble
b.The Berlin Conference
c. The occupation and the reaction of Africans

OBJECTIVES
Candidates should be able to:

i.  examine the causes of the scramble;
ii. account of the decision  reached at the Berlin Conference and its aftermath.
iii. examine African reaction to the occupation.

TOPIC/CONTENTS/NOTES
2. Patterns of colonial rule in Africa:
a.The British
b.The French
c.The Portuguese
d.The Belgians

OBJECTIVES
Candidates should be able to:

i.  compare the patterns of colonial rule by the various European powers.

TOPIC/CONTENTS/NOTES
3.The Politics of decolonization

a.Colonial policies and African discontent
b.The impact of the two world wars
c. Nationalist activities and the emergence of political parties and associations
d.Strategies of attaining independence


OBJECTIVES
Candidates should be able to:
i. examine the policies employed by the colonial masters;
ii. show the magnitude of African discontent;
iii. assess the impact of the First and Second World Wars on African nationalism.
iv. determine the strategies used in the attainment of independence.

TOPIC/CONTENTS/NOTES
4. Apartheid
a.Prelude to apartheid
b.Rise of Afrikaner nationalism
c.Enactment of apartheid laws
d.Internal reaction and the suppression of African nationalist movements
e.External reaction to apartheid, AU, the Commonwealth of Nations, UN and the frontline states.
f.The dismantling of apartheid
g. Post-apartheid development

OBJECTIVES
Candidates should be able to:

i. trace the origin of apartheid in South Africa;
ii. give reasons for the rise of Afrikaner nationalism;
iii. describe how apartheid laws were enacted;
iv. relate the internal reaction to apartheid to the African struggle for majority rule;
v. relate the contributions of African states and international organizations to the fight against apartheid;
vi. identify the steps taken towards the dismantling of apartheid development in South Africa
vii. assess the post-apartheid development in South Africa.

TOPIC/CONTENTS/NOTES
5. Problems of Nation-building in Africa
a.Political and economic constraints
b.Ethnic and religious pluralism
c.Military intervention and political instability.
d.Neo-colonialism and under development.
e.Boundary disputes and threat to African unity
f. Civil wars and the refuge problem

OBJECTIVES
Candidates should be able to:
i.  examine the political and economic problems faced by African countries in nation-building;
ii. determine the role of ethnic and religious problems in African;
iii. examine the role of the military in African politics;
iv. examine the role of neo-colonialism in Africa;
v. assess the problems of boundary disputes;
vi. establish the relationship between refuge problems and civil wars in Africa

History
RECOMMENDED TEXTS
Abba, A (2000): The Example of NEPU, Centre for Democratic Research and Training, Zaria, Hanwa:
Abba, A (2006): the Politics of Mallam AminuKano, Kaduna Vanguard and Publishers.
Abun-Nast, J. M (1977): A History of the Maghrib, London, Cambridge Universiy Press.
Afigbo, A. E. et al (1986): The Making of Modern Africa, The Twentieth Century Vol 2. Longman.
Ajayi and Cowther (1971): History of West Africa Vol. I, London, Longman.
Ajayi and Crowther (1974): History of West Africa Vol. II.London, Longman
Ake, C (1981): A Political Economy of Africa, London: Longman.
Akinloye, S. A. (1976): Emergent African States; Topics in Twentieth Century African History, Longman.
Akinyemi, A. B., Agbi, S. O and Otunbanjo, A. O. (eds) (1989): Nigeria since Independence: The First 25 years. (International Relations) Vol x, Heinemann. Ibadan.
Alubo, O, Nigeira (1988): Ethnicity and Citizenship Crisis in;(he Central Region: Programme on Ethnic and Federal Studies.   Department of Political Science, University of Ibadan, Nigeria,
Anene J. C. and Brown, G (1966): African in the 19th and 20th centuries, Ibadan:
University Press.
Anene J. C.(1966): Southern Nigeria in in Transistion, 1885 û 1906, Cambridge University Press.
University Press.
Anene, J; C and Brown, G (eds) (1972): Africanin the Nineteenthand Twentieth Centuries: A Handbook for Teachers and Students, Ibadan: University Press and Nelson,
Anthony, D. A (2002): Poison and Medicine: Ethnicity, Power and Violence in a .   Nigerian City, 1906 to 1986, Portsmouth: Heinemann.
Ashiwaju A. I., Croder, M and Denzer, I. R. (eds) Tariki 25, Grassroots
Leadership in Colonial West Africa, Vol.7, London: Longman.
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