JAMB 2018/2019 Change of Course & Institution Form is out

This is to inform all JAMB candidates that 2018/2019 JAMB Change of Course And Institution Form is out. For those who have written jamb and may wish to change their course or institution of choice can do so by following the procedure for Jamb 2018/2019 change of course below.

JAMB Cut Off Mark 2018 For Universities & Polytechnics For All Courses

JAMB Cut Off Mark 2018 For Universities & Polytechnics For All Courses  - A lot of  candidates who took part in JAMB 2018 exercise are probably searching for the official JAMB 2018/2019 Cut off Mark for All Schools  including Universities, Polytechnics and Colleges of Education.

BOWEN University Cut Off Mark for 2018/2019 - www.bowenuniversity-edu.org

BOWEN University Cut Off Mark for 2018/2019 academic session is out. BOWEN potential students are expected to go through this notification. 

How to score high in JAMB 2017 - Case study of mock exams reveals the truth!

A lot of candidates who participated in the JAMB mock exams attested to the fact that they were able to score very high in the mock examination through the use of JAMB CBT mobile app.

The JAMB Mobile App have helped candidates to quickly understand JAMB Exam Layout at a glance. You will can quickly articulate everything you can see, and quickly know how to use the JAMB CBT platform easily.

It is pitiable as so many candidates simply do not know how to use Past Questions and as a matter of fact will attempt to cram all questions and expect the questions to be framed just the same way it was crammed. No!! this is a very wrong approach because if JAMB  decides to simply change the figures, letters or ordinary sentence, the candidate will get confused.

You should always learn how to arrive at an answer, so that if ordinary figures, letters or "English" are twisted, you can simply apply your method and solve the question.

Good news!!! more than 70% of questions that appear on the JAMB Mock Examination were past questions. Forget all the changes in letters, Figures or sentences. It's the same type of question.

For your information, It's not too late for you to start preparing and practicing JAMB past questions. Get the JAMB CBT Mobile App and grab a better and brighter future by your action today.

Please do not expect the exact same questions that came out in your Mock exam.

The ball is now in your court.




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How to Check JAMB Mock Exam Result - www.jamb.org.ng/efacility

There are two ways to check your JAMB mock result... One way is to check it with JAMB result checker app and the other way is to visit www.jamb.org.ng/efacility/.

JAMB Result Online Checker - How to Check JAMB CBT Result 2017 - 2018

This web page is created to help JAMB candidates who in less than about 30 days will be writing their JAMB examination for 2017. We'll show you how to check your 2017 JAMB result without requesting for anyone's assistance. If you really want to see your 2017 JAMB result, kindly use these step by step tutorial guide to access and check your UTME result when the result finally comes out...

Click here to download JAMB Result checker app.

We want you, as well as our esteemed blog followers to have a stress-free result checking experience. Remember that the JAMB UTME website interface has changed, it's not the way it used to be in 2016, so even the steps required to check your result has also changed. This article will nail everything you need to access your UTME result when the result is finally released.

ASUU wants JAMB scrapped

The Chairman, Academic Staff Union of Universities, (ASUU) University of Ibadan Chapter, Dr. Deji Omole is asking the Registrar of JAMB, Professor Ishaq Oloyede to resign.

Dr. Omole had his reasons. He alleged that registration has been difficult for candidates who want to take the exams. He also asked the Minister of Education, Mallam Adamu Adamu, to keep the JAMB Registrar in check and make sure life is easier for candidates.

We’ve learnt a lot from mock exam shift, says JAMB spokesman

The Joint Admissions and Matriculation Board (JAMB) has blamed the teething problems faced by candidates registering for the Unified Tertiary Matriculation Examination (UTME) on panic and pressure occasioned by time specified for the exercise.

ASUU faults registration logjam, asks Oloyede to step aside - JAMB

Chairman, Academic Staff Union of Universities, (ASUU) University of Ibadan Chapter, Dr. Deji Omole has asked the Registrar of Joint Admission and Matriculation Board (JAMB) Professor Ishaq Oloyede to voluntarily resign his position for the lopsided nature of the ongoing JAMB registration coordinated by the Board.

JAMB first National Football Tournament For tertiary Institution

Joint Admission and Matriculation Board, JAMB has organized their first ever tournament for universities, Polytechnics, Monotechnics and Colleges of Education.  The tournament is said to commence in Kwara state. According to my source, the Kwara state Government partnered with JAMB to bring this tournament live.

NSCDC Caught Fake JAMB Registration Fraudsters in Borno - JAMB Update

NSCDC has uncovered fake JAMB registration centre in Borno State. Read more below...

The Nigeria Security and Civil Defence Corps says it has uncovered a fake Joint Admission Matriculation Board centre in Maiduguri. 

2017 JAMB/UTME registration process turns into frustration and stress - Vanguard

The Joint Admissions and Matriculations Board (JAMB) as headed by Prof. Is-haq Olarenwaju Oloyede has introduced a very cumbersome process of registering candidates for the 2017 Unified Tertiary Matriculation Examination (UTME). This process is unlike what was on ground before where over 600 e-registration centres were in use throughout the federation. The centres are now reduced to just about 240.

Advert: Download and Pay Only 2000NGN for JAMB CBT App for your Mobile

Even the previous arrangement with over 600 e-registration points was not without lots of bottlenecks due to the overwhelming number of students seeking various admissions into tertiary institutions of learning.

Then most applicants and the parents/ guardians had expected an improvement on what was on ground, but the Oloyede-led team reduced the centres to just 240, thereby multiplying the problems.



Unlike what has been going on in the past when candidates were made to complete their registration through various accredited cyber cafes spread across the 36 states and Abuja, candidates are now made to cluster around very few CBT Centres to complete their registration with full biometrics.

Instead of making payments and fill the form from one point as was done previously, this new experience requires candidates to go through the rigour of first, generating their Remitta codes from a cyber cafe and then go queue up in banks to make payment for forms where their profiles and pins for registration will be generated. After these long processes which usually takes about one full day or two, the real problem begins as they will now have to go to the approved CBT Centres which are very limited in number to queue up for days before filling the forms online and then do their thumb printing.

The centralization of the registration centres which now requires candidates from more than two local governments to register around just one CBT centre is creating serious bottlenecks, pains and frustrations as candidates who have already made their payments in the bank are compelled to queue up under the scorching sun for days just to complete a simple registration process that a simple mobile app can achieve through smart phones in less than 10 minutes from the comfort of their homes.

Education: Download your WAEC CBT Practice App which contains over 6,000 WAEC past questions and Answer
Call or Text 09034039101 for Activation Key

One cannot help wondering how in today’s world that is highly driven by technology, the JAMB team are still groping in the dark. Under the current JAMB leadership a supposedly “improved automated system” is now running slower than manual and also taking us back to our days in the 80s when every candidate in Lagos State had to go queue up at the Millverton Road office of “almighty JAMB” to buy hard copies of the form amidst fighting, tips, lobbying and even briberies. This situation underscores the necessity of the use or appreciation of technology by many public office holders in Nigeria today.



In today’s world, computer illiteracy is an unpardonable offence and I am of the opinion that before any appointments are made into public offices, candidates selected should be screened to ensure adequate computer literacy, appreciation and competence to be able to ascertain their preparedness to use technology in driving service delivery.

If we really want Nigeria to make progress sensitive public offices must be truly professionalized and in addition to whatever qualifications that appointees may passes, computer literacy and proficiency be made a compulsory criteria.



It is very shameful that in this dispensation our children are made to queue up under the scorching sun just to complete a registration process of JAMB that their counterparts in other African countries achieves in minutes with their smart phones from the comfort of their homes. What a shame!!

Fred Omeri is a Lagos based public affairs commentator.

Group in Ondo gives 100 youths free JAMB forms

Information reaching ScholarsInfo this evening is that a group in Ondo state has offer to give 100 of their youths JAMB form for 2017 UTME.
Here is the full news from Guardian.

A Non Governmental Organization (NGO) in Ondo State, Dele Ologun Foundation (DOF) has committed itself to the development of the nation by investing positively in youth empowerment and education. The President of the NGO, Dele Ologun, said this at Itaogbolu, Akure North Council, when distributing 100 JAMB forms freely to the youths and other academic incentives, saying it was in fulfillment of the 2016 governorship campaign promises.

Ologun disclosed that the beneficiaries were selected from Iju, Itaogbolu, Ogbese, Oba-Ile and other towns of the LGA without bias, stressing that education remains the best legacy anyone can give.

Ologun, who stated that the foundation has impacted positively in the area in its 17 years of existence, added that the best three-preforming JAMB students would be awarded scholarships to study in tertiary institutions. He also lamented that past administrations had marginalized the town, urging Governor Akeredolu “to accord what is due to us in Itaogbolu and Akure North LG.”

Buy JAMB CBT App for JAMB 2017 preparation.

JAMB Profile Login Procedures - How to Login JAMB Account Profile

JAMB Profile Login Procedures is as easy as your normal Facebook login where your login details are required before you can gain access to your profile.

2017/2018 English Language JAMB Syllabus and Recommended TextBooks

Use of  English Jamb Syllabus 2017

TOPICS/CONTENTS/NOTES     OBJECTIVES

A. Comprehension/Summary
(a) description
(b) narration
(c) exposition
(d) argumentation/persuasion
(i) Each of the three passages to be set (one will be a cloze test) should reflect various disciplines and be about 200 words long.
(ii) Questions on the passages will test the following:
(a) Comprehension of the whole or part of each passage.
(b) Comprehension of words, phrases, clauses, sentences, figures of speech and idioms as used in the passages.
(c) Coherence and logical reasoning (deductions, inferences, etc).
(d) The Last Days at Forcados High School, A. H. Mohammed.
(e) Synthesis of ideas from the passages.

NOTE:
By synthesis of ideas is meant the art of
combining distinct or separate pieces of
information to form a complete whole.
Candidates should be able to:
i. identify main points/topic sentences in passages;
ii. determine implied meaning;
iii. identify the grammatical functions of words, phrases, clauses and figurative/idiomatic expressions;
iv. deduce or infer the writer’s intentions including mood, attitude to the subject matter and opinion.
B. Lexis and Structure
(a) synonyms
(b) antonyms
(c) homonyms
(d) clause and sentence patterns
(e) word classes and their functions
(f) mood, tense, aspect, number,
agreement/concord, degree (positive,
comparative and superlative) and question
tags
(g) punctuation and spelling
(h) ordinary usage, figurative usage and
idiomatic usage are to be tested.
NOTE:
Idioms to be tested shall be those that are formal
and expressed in standard British English.
Candidates should be able to:
i. identify words and expressions in their ordinary,
figurative and idiomatic contexts;
ii. determine similar and opposite meaning of words;
iii. differentiate between correct and incorrect
punctuation and spelling;
iv. identify various grammatical patterns in use;
v. interpret information conveyed in sentences.
C. Oral Forms
(a) Vowels (monophthongs and diphthongs
(b) Consonants (including clusters)
(c) Rhymes (including homophones)
(d) Word stress (monosyllabic and polysyllabic)
(e) Intonation (words emphatic stress)
NOTE:
Emphatic stress involves the placement of normal
stress on words in an utterance for the purpose of
emphasis.
Candidates should be able to:
i. make distinctions between vowel types;
ii. differentiate between consonant types;
iii. identify correct accentuation in individual words and
connected speech.
THE STRUCTURE OF THE EXAMINATION
SECTION A: Comprehension/Summary
(a) 2 comprehension passages – 10 questions, 3 marks each = 30 marks
(b) I cloze passage – 10 questions, 2 marks each = 20 marks
(c) 1 reading text – 15 questions, 1 mark each = 15 marks
= 65 marks
SECTION B: Lexis Structure
(a) Sentence interpretation – 10 questions, 2 marks each = 20 marks
(b) Antonyms – 10 questions, 2 marks each = 20 marks
(c) Synonyms – 10 questions, 1 mark each = 10 marks
(d) Sentence completion – 20 questions, 1 mark each = 20 marks
= 70 marks
SECTION C: Oral Forms
15 questions, 1 mark each = 15 marks
Total: 100 questions 65 + 70 + 15 = 150 marks


Get all other Subjects Here => JAMB Syllabus 2017

RECOMMENDED TEXTS for 2017/2018 Use Of English JAMB SYLLABUS

Attah, M. O. (2013) Practice in Spoken English for Intermediate and Advanced Learners, Maiduguri: University of Maiduguri Press
Bamgbose, A. (2002) English Lexis and Structure for Senior Secondary Schools and colleges (Revised Edition), Ibadan: Heinemann
Banjo, A. et al (2004) New Oxford Secondary English Course Book Six for Senior Secondary Schools, Ibadan: UP Plc.
Caesar, O. J. (2003) Essential Oral English for Schools and Colleges, Lagos: Tonad Publishers Limited
Daniel Jones (2011) Cambridge English Pronouncing Dictionary, Cambridge: Cambridge University Press
Egbe, D. I (1996) Mastering English Usage and Communication Skills, Lagos: Tisons
Elugbe, B. (2000) Oral English for Schools and Colleges, Ibadan: Heinemann
Grant, N. J. H, Nnamonu, S. Jowitt, D. (1998) Senior English Project 3, (New Edition) Harlow: Longman
Idowu, O. O, Sogbeson, T. S, Adofo, A. K. Burgess, D. F and Burgess, L. J. (1998) Round-up English: A Complete Guide, Lagos: Longman
Idris, U. (2001) Oral English at Your Fingertips for Schools and Colleges, Lagos, M. Youngbrain Publishers
Igiligi, E. C. and Ogenyi, S. O. (2010) Grammar and Composition in the G.S.M. Age, Enugu: Joe Hills Production Services
Jauro, L. B. (2013) Oral English for Schools and Colleges: A teaching and Learning Approach, Yola: Paraclete Publishers.
Nnamonu, S. and Jowitt, D. (1989) Common Errors in English, Lagos: Longman
Obinna, M. F. (2001) University Matriculation Use of English,(Fourth Edition) Port Harcourt: Sunray Books Limited
Ogunsanwo, O. Duruaku, A. B.C, Ezechukwu, J and Nwachukwu, U. I (2005) Countdown English Language, (Revised Edition), Ibadan: Evans
Olatoye, S. (2006) The Silent Teacher, Ado-Ekiti: Segun and Sons Enterprises
Oluikpe, B. O. A, nnaemeka, B. A, Obah, T. Y, Otagburuagu, E. J. Onuigbo, S. and Ogbonna, E. A. (1998) Intensive English for Senior Secondary School 3, Onitsha: Africana – FIRST Publisher.
Tomori, S. H. O (2000) Objective Tests for School Certificate English: Practice in Lexis, Structure and Idiom (Reprinted Edition), Ibadan: Heinemann
Ukwuegbu, C, Okoro, O., Idris, A. U., Okebukola, F. O. and Owokade, C. O. (2002) Catch-up English for SSCE/UME, Ibadan: Heinemann.



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2017/2018 HOME ECONOMICS JAMB Syllabus and Recommended Textbooks

HOME ECONOMICS JAMB SYLLABUS 2017

GENERAL OBJECTIVES
The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Home Economics is to prepare the candidates for the Board's examination. It is designed to test the candidate achievement of the course objectives, which are to:

1.Acquire knowledge on the concepts and principles of Home Economics education;
2.Apply the principles of foods and nutrition to meal planning and the adoption of safe sanitary habits;
3.Be able to select appropriate clothing for all occasions and body types;
4.Apply the knowledge of housing selection, planning the interior space arrangement of furniture and furnishing the home.

DETAILED SYLLABUS
TOPIC/CONTENTS/NOTES
1.Home Economics
   a. Meaning, scope and importance  of Home Economics
   b. Objectives and ideals of Home Economics

OBJECTIVES
Candidates should be able to
i. examine the importance of Home  Economics;
ii. identify the objectives of  Home  Economics

TOPIC/CONTENTS/NOTES
2.Areas/Careers in Home Economics
a. Home Economics
-Interior decoration
-Credit management
-Florist
-Teaching

b. Foods and Nutrition
-Catering
-Dietetics
-Nutritionist
-Public Health Education

c. Clothing and Textile
-Fashion designing
-Teaching

d. Family and Child development
-Early and childhood educator

e. Counseling

f. Media

g. Research

OBJECTIVES
Candidates should be able to:
i. determine the scope of Home  Economics.
ii. recommend possible vocations in  the different areas of Home  Economics.
iii. relate skills required to each  vocation;
iv. assess the benefits of each vocation  to the individual and society;
v. identify current vocations in  Home Economics;
vi. identify sources of career information.

TOPIC/CONTENTS/NOTES
3. Interrelationship of Home Economics with other subjects:
Biology, Geography, Chemistry, Agricultural Science and Fine Arts.

OBJECTIVES
Candidates should be able to:
i.  compare the different areas of study from which Home Economics derive its knowledge
ii. determine the contributions of these subject to Home Economics

SECTION B: HOME MANAGEMENT
TOPIC/CONTENTS/NOTES
1. Home Management
a.Meaning of Home Management
b.Steps in the management process
c.Decision-making: meaning and process
d.Motivation for home management e.g. goals values, standards and needs.

OBJECTIVES
Candidates should be able to:
i. Highlight the meaning of home  management
ii. identify steps involved in the management process;
iii. determine issues for decision¬making  in the home;
iv. examine the role of motivators in  home management

TOPIC/CONTENTS/NOTES
2.Resources
a.Human Resources
-Time management; definition/ types
-Types of worktime
-Factors influencing the use of time
-Advantages of time management
-Energy, definition and reasons for energy management
-Work simplication - its purpose
-guidelines for work simplication and time saving gadgets;

b.Material Resource: definition/types
-money management
-meaning and types of income
-principles of money management
-household budgeting; steps in making a budget
-economic security of the family
-bank accounts
-traditional savings, building societies and insurance.

OBJECTIVES
Candidates should be able to
i. identify the resources available to the individual and family;
ii. determine the steps involved in household budgeting.
iii. examine ways of family saving;
iv. apply the principle of time management to work simplification in the home;
v. examine the sources of income available to an individual;
vi. give reasons for saving family income;
v. examine the sources of income available to an individual;
vi. give reasons for saving family income;
vii. suggest alternative  resources for home management;
viii. analyse the principles of money management

TOPIC/CONTENTS/NOTES
3.Family Living
a.Definition and types of family
-Advantages and disadvantages of Family type
-Role of a family life cycle
b. Family relationships
-Husband/wife relationship, parent/child relationship, brother/sister or sibling Relationships
 - Factors that influence family relationship
c. Basic personality profiles
   -Meaning of Personality
   -Extroversion, introversion and Anxiety/stability
   -Adolescents and their problems
d.  Family crises

OBJECTIVES
Candidates should be able to:
i. compare types of family;
ii. differentiate between the types of relationships that exist in the family;
iii. determine the factors that influence family relationships;
iv. assess the influence of family size on family relationships;
v. identify characteristics and problems of adolescents.
vi. compare the basic personality profiles (extrovert, introvert);
vii. identify types of family crises;
viii. suggest ways of solving family Crises

TOPIC/CONTENTS/NOTES
4. Marriage/Sex Education
-  Meaning of marriage
-  Boy/Girl relationship
-  Courtship
-  Factors to consider when choosing a partner
-  Prepare for marriage
-  Meaning and purpose of engagement
-  types of marriage; Islamic,Christian, Court and Traditional
-  Planning a family.

OBJECTIVES
Candidates should be able to:
i  differentiate between types of marriages in Nigeria;
ii. compare the advantages and disadvantages of inter-tribal marriages,
iii. analyse the role of courtship and engagement in marriages;
iv. examine the different ways of planning a family.

TOPIC/CONTENTS/NOTES
5. Pregnancy and childbirth
 a. Menstruation, pregnancy and childbirth, labour delivery and post- natal care
 b. Childcare, baby's layette care of` the baby, bathing, feeding etc.
 c. Care of toddlers
 -  common ailments in children immunization.
 d.  child development
 -  stages, social and emotional
 -  Good habits and character training
 e. Play and play materials

OBJECTIVES
Candidates should be able to:
i. describe the process from conception to birth;
ii. determine the care an infant needs from birth to 5 years;
iii. determine the factors that affect pregnancy;
iv. analyse complications that arise during labour;
v. differentiate between the stages of labour;
vi. identify the symptoms of common ailments in children.
vii. differentiate between the types of
viii. trace the stages of development in children
ix. recommend suitable play materials for children;

TOPIC/CONTENTS/NOTES
6. Housing the family
a. - Houses and home
   - Types of houses
   - Factors that affect the choice of a house Ways of acquiring a house    
   -Ways of acquiring a house

b. Interior decoration
- Wall finishing and the application of principles of art and design to
- colours
- textures
- lines and
- proportions

c. Furniture and furnishings in the home
- Types
- Factors that affect choices and position.

d. Utilities in the Home
- Water light etc.
- Cooking fuels e.g gas, coal,
  Kerosene and fire wood.

OBJECTIVES
Candidates should be able to:
i. differentiate between a house and home;
ii. determine the factors that  influence residential choice;
iii. identify items that beautify living areas;
iv. suggest suitable colours, textures  and other related factors that should be considered in interior decoration;
v. determine factors that influence choice and arrangement of furniture;
vi. compare different floral arrangements;

TOPIC/CONTENTS/NOTES
7.  Home surface
- Types and care of surface and coverings
- identification, preparation and use of cleaning agents such as water, soap, abrasives and polish
- Wood, tiles, formica, concrete plastics, linoleums, mats rugs and terrazzo.
- care, washing, sweeping, dusting, shampooing, buffing and polishing

OBJECTIVES
Candidates should be able to:
i. identify common surfaces in the homes
ii. suggest cleaning agents and their uses in the home;
iii. identify materials needed for preparing local cleaning agents;
iv. compare the care of the following
a. wood
b. plastic
c. concrete
d. rugs
e. mats
f.  lineum.

TOPIC/CONTENTS/NOTES
8. Sanitation in the Home
- Drainage systems - types
- Disposal of household refuse
- Pest menace
- Pest control
- Pollution and health hazards

OBJECTIVES
Candidates should be able to:
i. differentiate between the types of liquid household refuse;
ii. suggest ways of disposing household refuse;
iii.identify some disease transmitted by pests;
iv. examine sources of pollution;
v. determine the health hazards of pollution.

TOPIC/CONTENTS/NOTES
9. Consumer Education
- Meaning and importance of consumer education
- definition and types of market.
- distributors or consumer agents
- sources of consumer information
- purchasing practices
- advertising
- consumer rights and Responsibilities

OBJECTIVES
Candidates should be able to:
identify the types of media used by advertisers;
ii. assess its advantages and disadvantages
iii. determine sources of consumer,advice and information;
iv. apply the principles of consumer education to wise shopping;
v. analyse the rights and responsibilities of the consumer

SECTION C: FOODS &NUTRITION
TOPIC/CONTENTS/NOTES
1. Foods and Nutrition
a. definition of food and nutrition
-classification of nutrients, their source and function, deficiency diseases
-Classification of foods, cereals, fats and oils, sugars, milk and milk products, meat, fish pulses, nuts, fruits and vegetables.
b. The digestive system
c. Nutrition for special groups e.g.infants, toddlers, adolescents

OBJECTIVES
Candidates should be able to :
i. differentiate between the following terms: food nutrients, carbohydrates, mineral elements, fatty acids enzymes, metabolism and digestion;
ii. analyse the process which break down large food molecules;
iii. recommend the nutritional need for special groups;
iv. determine the reasons for the nutritional needs of the following:
a.expectant / lactating mothers
b.sedentary /manual workers
c.children between 5 and 8 years
d. adolescents.

TOPIC/CONTENTS/NOTES
2. Meal planning
a.Principles of meal planning differentiate between dietary needs and meals for special occasions/groups
-preparation and serving of meals.
-snacks and beverages
b.Table setting, table manners and hostessing

OBJECTIVES
Candidates should be able to:
i. identify factors that influence the choice and preparation of food for  the family;
ii. plan meals for special groups/ occasions:
iii. compare types of table setting;
iv. determine the qualities of a good hostess

TOPIC/CONTENTS/NOTES
3.  Cookers and cooking
a. Types of cookers
b. Reasons for cooking
c. Methods of cooking heat transference by conduction convection and radiation care of cookers moist and dry methods of cooking

OBJECTIVES
Candidates should be able to:

i. suggest reasons for cooking food;
ii. identify types of cooker and their care.
iii. group the methods of cooking into the following:

a.Moist methods
b.Dry methods
c.Fast methods
d.Slow methods

TOPIC/CONTENTS/NOTES
4. Flours and uses
a. Types and uses of flours
b. Raising agent e.g air, yeast palmwine, steam, etc.

OBJECTIVES
Candidates should be able to:
i. identify types of flours and their uses;
ii. select appropriate raising agents for basic mixtures;
iii. use flour to produce assorted food items;

TOPIC/CONTENTS/NOTES
5.Basic mixtures
-Pastries/Batters
Definition/uses

OBJECTIVES
Candidates should be able to:
i.differentiate between batters and pastries;
ii.use batters and pastries for different purposes;

TOPIC/CONTENTS/NOTES
6.Recipes and methods
-Scientific methods in foods and nutrition
-measure units and accuracy
-various nutrients tests in food e.g test for protein, fats and carbohydrates

OBJECTIVES
Candidates should be able to:
i. develop basic recipes in food preparation
ii. demonstrate skills in unit measurements;
iii. detect the nutrient in a given food.

TOPIC/CONTENTS/NOTES
7.The Kitchen:
-types of kitchen;
-arrangement
-tools and equipment
-selection, use and care

OBJECTIVES
Candidates should be able to:
i. compare large and small kitchen equipment and tools;
ii. determine factors to consider in selecting tools and equipment.

TOPIC/CONTENTS/NOTES
8.Safety and hygiene
a.Common accidents in the home
-causes of accidents in t he home preventive measures.
b. First Aid; definition/components of a first aid kit
-simple first aid for burns, scalds,cuts bruises, bleeding, electric shock, poisoning, chocking and bites.
c.Kitchen, personal and food hygiene
-Communicable and non communicable disease.
d.Sense organs: Exercise and cosmetics care of sense organs

OBJECTIVES
Candidates should be able to:
i. identify common accidents in the home;
ii. suggest ways of making the home a safe place to live in;
iii. specify items which should be included in a first aid kit
iv. suggest simple first aid for scalds, cuts, bleeding, bums etc.
v. detect ways in which food is contaminated;
vi. compare communicable and non- communicable diseases and their preventive measures;
vii. determine the effect of exercise and cosmetics on the skin;
viii. describe the structure of the sensory organs;
ix. suggest ways of taking care of the sensory organs

TOPIC/CONTENTS/NOTES
9. Food Storage and Preservation
a.  Meaning and purpose of Preservation
-   causes of food spoilage
-   principles of food preservation methods of food preservation.
b.  Convenience foods
-   definition and types
-   guidelines for selection
-   additives to convenience foods.
c.  Rechauffe dishes
-   meaning, rules and types
-   advantages and disadvantages of rechauffe dishes

OBJECTIVES
Candidates should be able to:
i. identify agents of food spoilage;
ii. analyse the principles involved in the preservation and storage of foods;
iii. compare the advantages and disadvantages of food preservation;
iv. identify convenience foods;
v. compare the advantages and disadvantages of using convenience foods
vi. determine guidelines for selecting convenience foods;
vii. identify additives used in convenience foods;
viii. compare the advantages and disadvantages of rechauffe dishes

TOPIC/CONTENTS/NOTES
10. Home Gardening
- definition
- common gardening tools advantages of home Gardening

OBJECTIVES
Candidates should be able to:
i. determine the procedure involved in home gardening;
ii. identify gardening tools;
iii. assess the economic importance of home gardening;

SECTION D: CLOTHING &TEXTILE
TOPIC/CONTENTS/NOTES
1. Fibres and Fabrics
a. origin of fibres
-  definition oftexile terms, eg fibres, fabrics, yarn, staple, filament,blends and dye
b. classification and properties of fibres e.g cotton, rayon and silk
c. fabric finishes: moth-proofing,embossing, durable pleating, flame-proofing and stain-repellant
d. Textile labelling
-  meaning and types
-  recognition of washing, cleaning and ironing symbols, wool symbols

OBJECTIVES
Candidates should be able to;
i. differentiate between weaves using diagrams;
ii. determine the characteristics of fabrics;
iii. identify reasons for giving finishing to fabrics;
iv. compare types of labels found on clothing.
v. assess the importance of label on garments.

TOPIC/CONTENTS/NOTES
2. Sewing equipment and garment construction
a. Sewing machine
- types, parts, use and its care
b.Basic process in garment construction e.g basic stitches,
seams edge finishes, crossway strips.
c.Style features e.g collars, yokes pockets, frills, cuts and belts.
d.Arrangement of fullness e.g darts tuck gathering, pleats, smocking and shirring.
e.Decorative design decorative Stitches, needlecraft e.g tarring,crotcheting, knitting, applique patch work and soft toys.
f.Simple processes and mend garments e.g patching, darning and renovation, batik/tie and dye
g.Garment construction

 - figure types, body measurement
 - choice of styles for different  f igures
 - factors influencing the choice of fabric.
h.  Wardrobe planning and maintenance
-basic rules in wardrobe planning factors affecting wardrobe. planning, weather, occupation, personal features.
i. good grooming, dress sense and accessories.
-definition

OBJECTIVES
Candidates should be able to:
i. identify the types and parts of a sewing machine;
ii. describe various process in garment constructions;
iii. apply basic process in garment construction;
iv. determine style features on garments;
v. determine style features to enhance the beauty and quality of garments;
vi. apply decorative designs on  fabrics;
vii. differentiate between types of household clothing using various designs;
viii. apply the knowledge of sewing to mend and renovate garments;
ix. compare the process of making batic/tie and dye;
x.. relate body figures to the selection of styles and fabrics;
xi. determine factors which affect the choice of clothing;
xii. identify factors to consider in wardrobe planning;
xiii. compare the following terms:        
   a. Good grooming
   b. Dress sense
   c. Accessories
   d. Colour harmony

TOPIC/CONTENTS/NOTES
3.  Laundry and care of clothes a.Washing and finishing process, sorting, mending, removal of stains, soaking, rinsing, drying and ironing
b.laundry agents - water, detergents, soaps, stiffness and disinfectants
c.Stain
 - meaning, types, removing
 - agents,
 - process of remova
d.  Iron and ironing temperature

OBJECTIVES
Candidates should be able to:
i. arrange in correct order the processes involved in the washing finishing of clothing;
ii. compare the role of stifTeners and disinfectants in laundry work
iii. suggest ways of removing common stains;
iv. differentiate between the following:
a.Laundry agents
b.Stains
c.Ironing temperatures.

RECOMMENDED TEXTS

Antani-Joe, M.E. and Ogunjide, L.O. (1993) Home Management for Senior Secondary Schood 1-3, Ibadan: University Press
Anyakoha, E.U. and Eluwa, M.  (1990)  Home  Management for Schools and Colleges: Onitsha: Africana FIRST Publishers.
Anyakoha, E.U (2006) Home Economics for  Junior  Secondary  Schools Books 1 - 3 Years): Onitsha Africana FIRST Publishers
Neil, A and Hesmondhalgh, Z. (1985)  Revised Home Economic: A Complete Revision Course for O 'Level and GCE, Charles Co. Ltd.
Ogunjide, L.O., Egbuchulam, B., Eyisi, O. Anifani-Joe, M.E  and Olusanya, J.O. (1993) Clothing and Textiles for Senior Secondary Schools I
-3, lhadan: University
Olusanya, J.O.,   Eyis, O. Anfani-Joe, M.E. Ogunjide, L.O. and Egbuchlam, B.   (1990) Foods and Nutrition for Secondary Schools Books I
-3, Ibadan: University Press Pic.
Olusanya, J. O., Olojala, S. O.,  Bala, F and  Eyisi, O. (2000) Exam Focus, Food and Nutrition for WASSCE andSSCE, Ibadan: University Press Plc.

2017/2018 Fine Arts JAMB Syllabus and Recommended Textbook

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

OBJECTIVES

Candidates should be able to:
i.   differentiate between the three branches of art;


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.

OBJECTIVES

Candidates should be able to:
i. identify the elements of design;
ii. analyse the principles of design;

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

OBJECTIVES

Candidates should be able to:
i. identify art terms in illustrations;
ii. link the terms to their areas of specialization;
iii. 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.

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 art movements;
vi. analyze their styles techniques, innovations and influences;


TOPICS/CONTENTS/NOTES

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


OBJECTIVES

i. categorise works in terms of style, materials and locations;


TOPICS/CONTENTS/NOTES

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

OBJECTIVES

i.categorise works in terms of styles, materials and locations;

TOPICS/CONTENTS/NOTES

4.NIGERIAN LOCAL CRAFTS:
Pottery, woodworks, cloth-weaving, carving, leather works, metal works, beadworks, body decoration, mat and cane weaving etc.

OBJECTIVES

i. distinguish between crafts in terms of functions, characteristics and location,


TOPICS/CONTENTS/NOTES

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
i. trace the origins, locations and styles;
ii. determine the influence of the art schools and groups;
iii. assess the artists in terms of their works, specializations, techniques and styles;
iv. analyse the functions of museums, galleries, art centres and art institutions;
v. evaluate their impact on the development     of art;
vi.   assess their roles and functions;
vii. 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

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

2017/2018 History JAMB Syllabus and Recommended Textbooks

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JAMB CBT Centres/CAfe's Approved for 2017 UTME Registration

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JAMB Registration Guide For 2017 UTME Exercise

JAMB Registration Guide For 2017 UTME Exercise: This is the few tips we've come up with to guide you upon JAMB UTME registration. Continue reading below: