Curriculum and Methods of Teaching Architectural Technology in Nigerian Polytechnics: Challenges and Implications on Practice Performance of Graduates

Abstract

This paper discusses the curriculum content and methods of teaching in architectural technology programmes in Nigerian polytechnics, and how these play out in preparing the polytechnic graduate of the programme for the professional practice in Nigeria. Three polytechnics offering architectural technology programmes were purposively selected for the study. The research method involved descriptive and thematic analysis of the curriculum contents and methods of teaching used in the schools, as well as responses from the primary data obtained using structured interviews administered to the tutorial staff of the selected polytechnics, and the HND graduates from December 2013 to October 2015 working in architectural firms or freelancing. Secondary data used were obtained from academic curriculum for architectural technology programmes of the selected polytechnics, refereed journals, some reports available from reliable internet sources and books. Chi square was used to test the significance of the teaching methods and courses taught on the effective performance of the graduates in professional practice. The findings of this study revealed that the core courses have prepared the graduates to the limited challenges of designing and drafting. The paper recommends that a reassessment of the value system is inevitable if the programme in Nigeria must remain relevant in the face of global trends in architectural technology and the emerging roles of the architectural technologist. The paper concludes that tackling the issues of funding for the programme in the polytechnics and increased productivity incentives for the architectural technologists will abate the major challenges of the programme.