University College Ibadan Research Articles

Tropical Skins

This essay is concerned with how architecture was imagined to mediate tropical climate in the interest of forming productive postcolonial national subjects. It charts a transition in approach from late colonial to postcolonial modernist architecture as it was exemplified in the design of the University of Ife campus in Nigeria in the 1960s by an Israeli team led by Arieh Sharon in collaboration with the Department of Landscape Architecture at the University of Wisconsin–Madison. Sharon's team formed an alternative to the postwar predominance of sun-shading devices, specifically as the British colonial architects Maxwell Fry and Jane Drew employed them in their design of the neighboring University College Ibadan campus. The essay considers the midcentury discourse on sun-shading devices in relation to the contemporaneous theory of “human capital” and demonstrates how this discourse drew from the eighteenth-century notion of architectural “character,” which links the productive capacities of different races with architectural representation.

How medical education holds back health equity

The first medical school in Nigeria was founded in 1948 as part of University College Ibadan. Its curriculum, modelled on that of the University of London in the UK, was not designed for Nigerians—neither was its sparkling teaching hospital. The alternative would have been to centre equity-promoting primary health care tailored to diverse local needs and built on Indigenous health systems, knowledge, and social organisation. Nigeria's first medical school was a colonial edifice, as were many medical schools founded by colonial governments across Africa and elsewhere.

ARABIC SOURCES AND THE SEARCH FOR A NEW HISTORIOGRAPHY IN IBADAN IN THE 1960s

According to the late Ali Mazrui, modern Africa is the product of a triple civilizational legacy: African, Arabo-Islamic, and Western (Mazrui 1986). Each civilization left Africa with bodies of knowledge rooted in particular epistemologies and transmitted in written and/or oral form. In the first half of the twentieth century, what became known as the colonial library (Mudimbe 1988: x) had provided the sources and conceptual apparatus for studying African history, but from the mid-twentieth century onwards, nationalist intellectuals sought to deconstruct European colonial intellectual hegemony through the search for alternative sources and interpretations of African history. Notable among these intellectuals is Cheikh Anta Diop, whose work highlighted the close connections between Egypt and the rest of the continent to claim Ancient Egypt's historical legacy for the continent. Nigeria's first university – University College Ibadan, which later became the University of Ibadan – provided a forum for talented Africans and Europeans to pursue the project of decolonizing African history. Jeremiah Arowosegbe's survey provides insights into the rise and decline of academic commitment in the African continent, with particular reference to South Africa and Nigeria.

Inadequate Funding as the Bane of Tertiary Education in Nigeria

History and growth of the University system started in 1948 with establishment of the University College Ibadan (now University of Ibadan) by the British Colonial Masters. Overtime, this has grown into a three tier of system consisting of Federal, State and Private Universities. Each tier is financing its own established institutions. The last strike by Academic staff of public schools in Nigeria (Federal and State) when they were agitating for government’s positive action on inadequate funding of higher Institutions is a reference point. These kinds of strikes had adversely affected the standard of education in Nigeria to the extent that none of Nigeria’s higher institution is ranked among the first seven institutions in Africa. Based on past experience in this country, several efforts of the Federal Government to address this issue have not yielded any progressive result. It is certain that our tertiary Institutions need to raise funds to supplement government funding, and not only this, there is need for proper monitoring of how such funds are being used judiciously because of the corrupt nature of some of our officials in the African continent, most especially Nigeria. It is in doing this that our Tertiary Institutions, especially Universities will be able to conduct relevant and quality researches, improve the quality of graduates being produced and make sustainable contributions to the National development of the country. Consequent upon this, the paper critically examines sources of funding higher education, problems and prospects and posits that one way out of this problem is to focus on internally generated Revenue projects which can be used for research works and other development projects. This I believe will catalyze government‘s role and create an enabling environment for consistency and better standard of education in the Country.

‘Suitable lodgings for students’: modern space, colonial development and decolonization in Nigeria

ABSTRACTThis article argues that development and modernity have had spatial manifestations. It considers understandings of modern space in colonial and post-colonial Nigeria through the study of University College Ibadan, the country's first university institution founded in 1948. It contends that the university was shaped by existing West African conceptions of modern space and university buildings took on new meanings with the shifting politics of decolonization. The article also suggests that colonial development involved a range of groups and forms of knowledge. It seeks to recognize the strength of colonial institutions and cultures but also the limits to and contingencies in late colonial power.

Medical education: Should undergraduate medicine be post-baccalaureate?

In 1960 the first 13 medical students fully trained in Nigeria to internationally accepted standard graduated from the then University College Ibadan, earning the Bachelor of Medicine, Bachelor of Surgery (MBBS) London degree. Since then thousands of doctors trained to international standard have been produced from different medical schools in Nigeria. The Medical & Dental Council of Nigeria has now registered about 50, 000 doctors most of whom trained locally in Nigerian universities. The doctors were admitted into the universities with SSCE or its equivalent as the minimum entry requirement. These doctors have acquitted themselves by admirably working hard to in various capacities, including research, teaching and clinical services, to address and solve the health needs of Nigerians and beyond. Recently the National Universities Commission (NUC) proposed and may soon implement a policy that would make the university first degree the minimum qualification for entry into medical schools in Nigeria. The new policy advocates a 4 year medical undergraduate curriculum. However this would in effect translate to a minimum of 9 years post-secondary school to produce a medical doctor. Given the perennial instability in the health and educational sectors in Nigeria as well as the difficulties in obtaining placement for internship, it may practically take up to 15 years post-secondary school to fully register a doctor. Therefore the new NUC policy will have the effect of producing aging young doctors which will in turn put the lives of Nigerians at increased risk. Whatever be the flaw with the current 5 or 6 year straight MBBS programme is not due to the fact that SSCE or its equivalent is the minimum entry qualification. A minimum medical school entry qualification that has served Nigeria well for more than 50 years should not be jettisoned without convincing scientific evidence that it is detrimental to Nigeria's health policy and medical education process.

The Conversion of Federal Polytechnics into Universities: The Funding Aspect

There were only two (2) federally owned universities in Nigeria in 1962. The number increased to 13 in 1975 and went further to 26 in 2008. From the mere 104 pioneer students that enrolled at the University College Ibadan in 1948, the total student enrolment in Federal Universities jumped to 2,754 in 1965, 259,904 in 1998 and 433,871 in 2003. How has funding been over the years? Will the Federal Government be able to cope in area of funding if it carries out its intention of converting all Federal Polytechnics to Universities? The paper traced the history and funding patterns of both University and Polytechnic education right from the inception to the present day, provided reasons for governments reasons for the conversion of the Polytechnics and concluded that the Federal Government definitely has to provide more funds for graduates of Federal Government universities to be accepted as equals of their counterparts in Europe and America. Key words: Federal Universities Funding Federal Polytechnics Conversion.

Life on the Hill: Students and the Social History of Makerere

AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.

Life on the Hill: Students and the Social History of Makerere

How will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.

ENDOMYOCARDIAL FIBROSIS OF THE RIGHT VENTRICLE

Journal Article ENDOMYOCARDIAL FIBROSIS OF THE RIGHT VENTRICLE Get access D. GORDON ABRAHAMS D. GORDON ABRAHAMS The Department of Medicine, University CollegeIbadan, Nigeria Search for other works by this author on: Oxford Academic PubMed Google Scholar QJM: An International Journal of Medicine, Volume 31, Issue 1, January 1962, Pages 1–20, https://doi.org/10.1093/oxfordjournals.qjmed.a066955 Published: 01 January 1962 Article history Received: 18 March 1961 Published: 01 January 1962

Book Review: University College Ibadan

Book Review: University College Ibadan

University College Ibadan

Journal Article University College Ibadan Get access University College Ibadan by J. T. Saunders. Cambridge U.P. 22s. 6d. A. Creech-Jones A. Creech-Jones Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 59, Issue 239, April 1961, Pages 194–195, https://doi.org/10.1093/oxfordjournals.afraf.a094813 Published: 01 April 1961

Left Completely Continuous B # -Algebras

Journal of the London Mathematical SocietyVolume s1-32, Issue 3 p. 270-276 Notes and papers Left Completely Continuous B#-Algebras Adegoke Olubummo, Adegoke Olubummo University College Ibadan, NigeriaSearch for more papers by this author Adegoke Olubummo, Adegoke Olubummo University College Ibadan, NigeriaSearch for more papers by this author First published: July 1957 https://doi.org/10.1112/jlms/s1-32.3.270Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volumes1-32, Issue3July 1957Pages 270-276 RelatedInformation