Fine and Applied Arts Programme in Colleges of Education Quality and Relevance to National Educational Objectives from 1989 to 1999

Abstract

The teaching of Fine and Applied Arts in Nigerian schools has a historical origin. It started in Lagos schools with Aina Onabolu as the first Nigerian art teacher. Presently, at the College of Education, Fine and Applied Arts is one of the programmes offered, and it belongs to the School of Vocational and Technical Education. Today, there are about seventy three Colleges of Education and NCE awarding institutions in Nigeria. Out of this number, forty three Colleges of Education comprising of fifteen federal, twenty seven State Colleges and one Polytechnic offer Fine and Applied Arts. Though the National Commission for Colleges of Education supervises the formulation and implementation of curriculum delivery and undertakes the accreditation of academic programmes of all colleges, it appears there has not been any independent study to evaluate the functionality of the subject in terms of quality and relevance to National Educational objectives. This gap calls for a research that is anchored on investigation of the validity of teaching Fine Arts in Colleges of Education. To achieve this objective, the quality of art teaching and learning in Colleges of Education in terms of meeting the needs and aspirations of the Nigeria society was examined, while the factors that . inhibit the achievement of National Educational Objectives were identified. An-ex-post-facto survey research is the type of research design used in the study. Questionnaire instrument based on a four point response Likert Scale was developed and used for data collection. In addition, secondary data were collected from relevant documents and analyzed. Staff and students from fifteen out of forty three Colleges of Education that offer Fine and Applied Arts constitute population of the study. Three main instruments were developed, validated and used. These are a four point Likert response, containing two questionnaires; a semi structured interview schedule and a check-list for taking inventory of Fine and Applied Arts equipment/facilities. The data generated from the study were subjected to statistical analyses, simple frequencies, percentages, mean and standard deviation. The results show that: 1) The NCE courses in Fine and Applied Arts Education equip graduates with skills for national development;. 2) NCE courses in Fine and Applied Arts develop as well as inculcate in the 3) NCE graduates the proper values for survival. 4) NCE courses in Fine and Applied Arts equip graduates with the intellectual skills for self reliance. 5) The NCE Fine and Applied Arts Education provides sufficient entrepreneurial skills for self employment. 6) NCE courses in Fine and Applied Arts equip the graduates with theoretical and practical skills necessary for the promotion of national unity. 7) The quality of NCE graduates in Fine and Applied Arts meets with international standards. Studies in Fine and Applied Arts at NCE level inculcate in the graduates intellectual capabilities to understand and appreciate the local and external environment. 8) Although the popularity of Fine and Applied Arts among the students at NC E level is on the decline in recent time, the quality of teaching and learning of art still remains high. 9) Although there is inadequate funding resulting in lack of adequate resource* materials and modern equipment for the teaching and learning of Fine and Applied Arts, art teachers have maintained high standard through improvisation and use of their personal materials and equipment for instruction. 10) Although there is low students enrolment in art in Colleges of Education, the programme has been sustained by students admitted through the pre- NCE programme. Arising from the discussions of the findings of this study, their educational implications and recommendations were made known. Possible new areas of research from the study were also highlighted.