Minimum Curriculum and Course Specifications for Geological Engineering Technologists in Nigeria (Published)
In view of the vital role of mineral, petroleum and other earth resources in national development and economic growth, adequate development of quality technical professionals is critical for geological exploration and evaluation of the resources. This paper presents an overview of recent reviews of education programmes for geological engineering technologists. The geological programmes are traditionally offered at Higher National Diploma (HND) levels alongside mining, petroleum, and mineral engineering in several Nigerian polytechnics, and are supervised by the National Board for Technical Education. The HND programmes are preceded by a common-based National Diploma (ND) in Mineral and Petroleum Resources Engineering. The entry requirements for candidates are similar to those for university degrees in engineering, but the curriculum structure and course contents give stronger emphasis to practical and industrial orientation, with a minimum ratio of 60:40 respectively, in the professional course units. The products of the ND and HND are employable as technicians and technologists respectively, in numerous engineering aspects of earth resources exploration, evaluation, exploitation, and construction. The strong blend of geological and engineering courses in their curriculum prepares the geological engineering technologists for a productive career in exploration and mining geology, mining, petroleum, civil and construction, military, chemical, and environmental sectors. It is recommended that the government should derive more benefits from its technical capacity by removing all existing derogatory impediments, and allowing technologists to pursue more effective postgraduate studies and professional development along the path of practical orientation.
Keywords: Engineering, Professional, Technical Education, diploma, postgraduate
Academic Records Management in Ghanaian Basic Schools: A Study of Basic Schools in the Ashiedu Keteke Sub-Metro in the Greater Accra Region (Published)
The study examined the academic records management practices in Basic Schools in the Ashiedu Keteke Sub-Metro in the Greater Accra Region. Adopting the quantity approach to research, the study employed the descriptive survey design which involved the administration of closed-ended questionnaire to 20 head, 20 assistant head teachers and 213 teachers from 20 randomly selected Basic schools in the Ashiedu Keteke Sub-Metro. The study revealed that academic records of basic schools included admission register, attendance register, log book, visitors book, cumulative record folder, students report sheet/card, school timetable, staff attendance register, staff movement book, scheme of work, lesson plan and notes, store ledger/inventory book, and school syllabus. The absence of national policy on records management and the lack of guidelines for academic records management in schools appeared to be the major challenges hindering effective academic records management in basic schools in the sub-Metro. Based on the findings, it was recommended that there should be a national policy on academic records management. In addition, qualified record managers or professional archivists should be employed to manage academic records in Basic Schools.
Keywords: Management, Professional, Record Management, Records