Following the aforementioned processes, BMAS documents were produced for the underlisted academic disciplines:

NATIONAL UNIVERSITIES COMMISSION BENCHMARK MINIMUM ACADEMIC STANDARDS FOR UNDERGRADUATE PROGRAMMES IN NIGERIAN UNIVERSITIES VETERINARY MEDICINE APRIL, 007 1

PREFACE Decree (Act) No. 16 of 1985 as contained in the National Universities Commission amended Decree (Act) No. 48 of 1988 empowers the Commission to lay down minimum standards for all programmes taught in Nigerian universities. Consequently, the Commission in collaboration with the universities and their staff developed minimum academic standards for all the programmes taught in Nigerian universities in 1989. The Federal Government subsequently approved the documents in 1989. After more than a decade of using the Minimum Academic Standard (MAS) documents as a major instrument of accreditation, the Commission in 001 initiated a process to revise the documents. The curriculum review was necessitated by the fact that the frontier of knowledge in all academic disciplines had been advancing with new information generated as a result of research. The impact of Information and Communication Technologies on teaching and learning and the competitiveness engendered by globalization were also compelling reason for the curriculum review. Other compelling reasons included the need to update the standard and relevance of university education in the country as well as to integrate entrepreneurial studies and peace and conflict studies as essential new platforms that will guarantee all graduates from Nigerian universities the knowledge of appropriate skills, competences and dispositions that will make them globally competitive and capable of contributing meaningfully to Nigeria s socioeconomic development. Congnisant that the contentbased MAS documents were rather prescriptive, a decision was taken to develop outcomebased benchmark statements for all the programmes in line with contemporary global practice. To actualize this, the Commission organized a stakeholders statements were developed for each programme in all the disciplines taught in Nigerian universities. Subsequent to this exercise, it was discovered that the benchmarchstyle statements were too sketchy to meaningfully guide the development of curricula and were also inadequate for the purpose of accreditation. Given this scenario, the Commission therefore considered the merger of the Benchmark Style Statements and the revised Minimum Academic standards into new documents to be called Benchmark Minimum Academic Standards (BMAS) as an amalgam that crisply enunciates the learning outcomes and competences expected of graduates of each academic programme without being overly prescriptive while at the same time, providing the requisite flexibility and innovativeness consistent with a milieu of increased institutional autonomy. Following this decision, the Commission initiated the process to produce the documents. The first, in the series, was the conduct of Needs Assessment Survey of Labour Market for Nigerian graduates. This was carried out for all the disciplines taught in Nigerian universities. The exercise involved major stakeholders particularly employers of Nigerian graduates. The objectives of the need assessment survey included identification of expected knowledge, attitudes and skills for graduates and their ability to fit into the requirements of the new national and global economy. Secondly, a workshop was held at which academic experts across Nigerian universities including vicechancellors participated with the objective of effecting the merger.

At the end of the workshop, draft BMAS documents were produced for the thirteen disciplines and the General Studies programme taught in Nigerian Universities. The documents were later sent to the Universities offering relevant disciplines for comments and input. Following the return of the inputs and comments from the universities to the Commission, a oneday workshop was held at which invited academic experts studied and incorporated the comments and inputs into the draft document. To ensure that the documents were free from technical errors, the documents were sent to another set of academic experts for editing who also attended a oneday workshop to finally harmonize the BMAS documents. Following the aforementioned processes, BMAS documents were produced for the underlisted academic disciplines: i) Administration; Management and Management Technology; ii) Agriculture, Forestry, Fisheries and Home Economics; iii) Arts; iv) Basic Medical and Health Science v) Education; vi) Engineering and Technology; vii) Environmental Sciences; viii) Law; ix) Pharmaceutical Sciences x) Medicine and Dentistry; xi) Science; xii) Social Sciences; xii) Veterinary Medicine. The process has been a rather long and tortuous one but it is gratifying to note that the BMAS documents will for long be an enduring academic covenant between the universities and the students that will be enrolled to study in their different programmes. On behalf of the National Universities Commission, I wish to express my sincere gratitude to all Nigerian universities and their staff for their cooperation and immense contribution towards the development of the BMAS documents. PROFESSOR JULIUS OKOJIE EXECUTIVE SECRETARY NUC, ABUJA APRIL, 007 3

TABLE OF CONTENTS PREFACE...i TABLE OF CONTENTS... iii 1.0 GENERAL 1.1 List of programme(s) and degree(s) in view... 1 1. Philosophy and Objectives of the Discipline... 1 1.3 Basic Admission Requirements and Expected Duration of the Programme(s)... 3 1.4 Graduation Requirements... 3 1.5 Evaluation... 6 1.6 Resource Requirements... 9 1.7 General Studies... 11 1.8 Definition of Terms... 14.0 DEGREE PROGRAMMES.1 Veterinary Medicine... 16 3.0 APPENDICES... 34 4

1.0 GENERAL Benchmark minimum academic standards in Veterinary Medicine focus on all aspects of training viz i. philosophy, aims and objectives of veterinary education in Nigeria; ii. iii. iv. essential subjectmatter components expected to be covered; key qualities (i.e., knowledge, abilities, competencies and skills) expected of students graduating in Veterinary Medicine; and. procedures for assessing the knowledge, skills and abilities of students and quantifiable criteria for assessing different levels of attainment of minimum academic standards by the faculties. 1.1 Programme and Degree in View Degree Programme: Veterinary Medicine Degree in View: Doctor of Veterinary Medicine 1. Philosophy, Aims and Objectives of the Veterinary Degree Programme The broad philosophy of the veterinary degree programme is to produce highly motivated and adaptable veterinary surgeons who are well equipped to embark on a successful career in veterinary practice, public health and preventive medicine, in biomedical and livestock industries, and who are to become the academic teachers and researchers of the future. Each faculty has autonomy to determine its philosophy and institutional mission, and its specific aims and objectives. But the basic aims and objectives of the veterinary programme shall be to promote excellence and achieve and sustain high national and international standing in teaching and learning through: i. provision of broad and balanced foundation courses in Veterinary Medicine with adequate practical exposure; ii. developing in the students ability to apply biomedical knowledge and skills to clinical problems, disease control, livestock production, and to environmental problems; 5

iii. iv. developing in the students a range of transferable skills of value in clinical and nonclinical employment; and providing the students with knowledge and skills base from which they can pursue further studies in specialized areas of Veterinary Medicine and in multidisciplinary areas. 1..1 Purpose, Aims and Objectives of Benchmark Minimum Academic Standards By describing the nature, content, organization, relevance and standard of veterinary education in Nigeria benchmark minimum academic standards provide each Faculty of Veterinary Medicine with a means of defining in details what knowledge, skills, competencies and abilities can be expected of their graduates. Such statements also: i. instill in students a sense of enthusiasm for Veterinary Medicine and an appreciation of its value in animal health care, livestock and poultry production, entrepreneurship, public health and preventive medicine, and in biomedical sciences; and ii. generate in students an appreciation of the importance of Veterinary Medicine in agriculture and allied industries, and in economic, environmental and social context. 1.. Use of Benchmark Statements with Respect to Flexibility and University Autonomy Benchmark statements are intended to provide a broad framework within which course providers (faculties, departments) can develop relevant and challenging courses that respond to the needs of society and students, as well as to the changing nature of scientific knowledge and information technology. The purpose is not to impose on each Faculty a set of prescribed courses that would stifle innovation in programme development, and in the design of learning experiences and skills acquisition. Rather, the purpose of benchmark statements is to assist: i. veterinary faculties in designing, and University Senates in approving courses of study in Veterinary Medicine; ii. iii. External Examiners and NUC Accreditation Panels in verifying and comparing standards of veterinary education in the different faculties; and Veterinary Council of Nigeria and employers of labour in ascertaining that students graduating in Veterinary Medicine have attained prescribed professional competence, acquired certain cognitive and transferable skills of value in clinical and nonclinical employment. 6

1.3 Basic Admission Requirements and Expected Duration of the Programme To be admitted into the Veterinary degree programme, candidates should demonstrate evidence of scholaristic aptitudes, physical fitness, interest and motivation for the course. 1.3.1 University Matriculation Examination (UME) 6Year Degree Programme A minimum of five credit passes in Senior Secondary Certificate Examination (SSCE), or General Certificate of Education Ordinary Level (GCE, O/L) in the following subjects: Chemistry, Biology, Physics, Mathematics, and English Language at not more than two sittings. The UME subjects should include English, Biology, Chemistry and Physics, and passed at a level acceptable to each university. 1.3. Direct Entry (DE) 5year Degree Programme a. In addition to meeting the SSCE/GCEO/L requirements as stated in 1.3.1, candidates shall possess at least two Advanced Level/IJMB passes in Chemistry, Biology/Zoology, with Physics or Mathematics as combination. b. Special consideration is given to candidates with Higher National Diploma (HND) in Animal Health and Production Technology to do the 5year degree programme, provided the HND is at least Merit Level, in addition to the SCE/GCEO L requirements. 1.3.3 Expected duration of study Candidates admitted into the programme by the UME mode shall spend a minimum of 6 years in the programme and those admitted through the DE mode shall spend a minimum of 5 years. The maximum number of years to be spent in the programme shall not exceed an additional 50% of minimum duration for the programme. 1.4 Graduation Requirements To earn the DVM degree, the student is to observe the Faculty regulations on core courses, prerequisites and electives as well as the minimum credit load per semester and the total credit units required. The passing grade in Veterinary Medicine is 50%. Core courses failed at any one phase may not be carried into the next phase. A student is qualified to proceed to 600 Level if all core courses at 100 500 Levels have been passed. 1.4.1 Degree Classification 7

The Doctor of Veterinary Medicine degree is unclassified, because excellence in the profession is only demonstrated in actual field practice after graduation. 1.4. Probation Probation is a status granted to a student whose academic performance falls below an acceptable standard. A student whose Cumulative Grade Point Average (CGPA) is below.40 at the end of a particular year of study, earns a period of probation for one academic session 1.4.3 Repeating Failed Courses Subject to the conditions for withdrawal and probation, student may be allowed to repeat the failed course unit(s) at the next available opportunity, provided that the total number of credit units carried during the semester does not exceed 4, and the Grade Points earned at all attempts shall count towards the CGPA. 1.4.4 Withdrawal A candidate whose CGPA is below.40 at the end of a particular period of probation should be required to withdraw from the University. However, in order to minimize waste of human resources, consideration should be given to withdrawal from programme of study and possible transfer to other programmes within the same University. 1.4.5 Course Credit System This should be understood to mean a quantitative system of organization of the curriculum in which subject areas are broken down into unit courses which are examinable and for which students earn credit(s) if passed. The courses are arranged in progressive order of difficulty or in levels of academic progress, e.g. Level or year I courses are 100, 101 etc. and Level II or Year II courses are 00, 0 etc. The second aspect of the system is that courses are assigned weights called Credit Units. Credit Units Consist of specified number of studentteacher contact hours per week per semester. Credit Units are used in two complementary ways, one, as a measure of course weighting, and the other, as an indicator of student work loan. i. As a measure of course weighting for each Unit course (e.g. His 105, Zoo 03, Arch 504), the credit unit to be earned for satisfactorily completing the course is specified; e.g. a credit unit course may mean two 1hour lecture plus one 3hour practical per week per semester. 8

ii. As a measure of work load, One Credit Unit means one hour of lecture or tutorial per week per semester. For other forms of teaching requiring student teacher contact, the following equivalents may apply: two hours of seminar, three hours of laboratory or field work, Clinical practice/practicum: one week of industrial attachment. 1.4.6 Grade Point, Grade Point Average, Cumulative Grade Point Average Grade Point (GP) The Grade Point derives from the actual percentage, raw score for a given course; the raw score is converted into a letter grade and a grade point, using a 5point scale as in Table 1. Table 1: Approved Scoring and Grading System (i) Credit Units (ii) Percentage Scores (iii) Letter Grades (iv) Grade Point (GP) (v) Grade Point Average (GPA) (vi) Cumulative Average (CGPA) (vii) Class Degree of Vary According to contact hours assigned to each course per week per semester and according to work load carried by student 70 100 60 69 50 59 49 40 44 0 39 A B C* D E F 5 4 3 1 0 Derived by Multiplying I and IV and dividing by total Credit Units 4.50 5.00 3.50 4.49.40 3.49 1.50.39 1.00 1.49 <0.99 Unclassified *The C grade is the lowest passing grade in Veterinary Medicine: The minimum credit load per semester for a full time student is Grade Point Average (GPA) Performance in any semester is reported in Grade Point Average. This is the average of weighted grade points earned in the courses taken during the semester. The Grade Point Average is obtained by multiplying the Grade Point in each course by the number of Credit Units assigned to that course, and then summing these up and dividing by the total number of Credit Units taken for the semester. Cumulative Grade Point Average (CGPA) This is the uptodate mean of the Grade Points earned by the student in a programme of study. It is an indication of the student s overall performance at any point in the training programme. To compute the Cumulative Grade Point Average, the total of Grade Points 9

multiplied by the respective Credit Units for all the semesters are added and then divided by the total number of Credit Units for all courses registered by the student. 1.5 Student Evaluation 1.5.1 Techniques of Student Assessment Student performance will be assessed by a combination of methods [written/oral examinations, prepractical tests/laboratory reports, continuous assessment tests, clinical presentations/seminars, etc]. Every course shall be evaluated during and when completed and the grades used in continuously assessing the student. The grades from continuous assessment test shall constitute 40 60% of the final assessment of the students performance in the course, while the final examination will constitute the remaining. 1.5. External Examiner System The external examiner shall assess the performance of students in major subject areas against the available staff and facilities for teaching, and take final decision on the results along with the internal examiners. 1.5.3 SIWES Rating/Field Practical Assessment A compulsory 6 month practical training shall be required of each student before completion of the course. This shall consist of periods of attachment to established veterinary practices (Government, Private), public and private farms, Veterinary Teaching Hospitals, Veterinary Field Stations and research laboratories. These attachments shall be made during the long vacations in the years before the final year of the course and the reports assessed on a pass or fail basis. 1.5.4 Student Evaluation of Courses Student opinion survey elicit should be conducted at the end of each course to assess students views on course content and delivery. 1.5.5 Maintenance of Curricular Relevance Academic standards and curricular relevance are not static; they change over time as the frontiers of knowledge and societal needs are pushed forward. It is, therefore, essential that frameworks are established for calibrating academic standards against these frontiers, not only for academic success, but also as a foundation for employment and selfreliance. Such employment may require the exercise of initiative and professional skill, the exercise of transferable skill, and ability to take decisions in complex and unpredictable situations. To maintain and continuously assess curricular relevance, the essential frameworks include the following: i. Feedback System 10

Feedback system involving the use of field attachment report, duly signed by supervisors, student research project, student opinion surveys, external examiners reports, NUC Accreditation Panel Reports, oral examinations, clinical presentations and employers rating of graduates are key elements for maintaining academic standards and curricular relevance. Feedback mechanism established with graduates and their employers is effective in monitoring work performance in terms of knowledge, skills and adaptability. ii. Frequency of Curricular Review In line with the everexpanding knowledge, and as stipulated by Act 16 of 1985 on National Minimum Academic Standards, and the Veterinary Surgeons Act of 1969 as amended in 1987, it is essential that the veterinary curriculum be reviewed and updated at least every 5 years. iii. Innovative Quality Enhancing Strategies The teaching technique in Nigeria has remained largely talk and chalk. It is therefore essential that audiovisual aids, computerassisted learning and other information technologies are introduced into teaching and learning processes. Yearround education with shorter breaks and involving intramural tuition and extramural practical training should be introduced to improve students performance and their continuous learning needs. 1.5.6 Performance Evaluation Criteria Student Learning Experience * student learning experience and achievement in relation to the stated philosophy, aims and objectives of the programme. Curriculum Design, Content, Organisation and Relevance * these are related to national and international expectations and expanding frontiers of knowledge, e.g. cell biology versus molecular biology; genetics versus biodiversity and genetic engineering. Academic and NonAcademic Staff Quality, Number and Mix * Number/mix * Staff Quality: Qualifications * Teaching aids: Modern Teaching Aids in Adequate Numbers. * Research Activities/Output: Adequate in terms of quality and quantity. 11

* Student Opinion Survey: At the end of every Semester as in the feed back systems. Teaching, Learning and Assessment * Formal examinations * Problemsolving exercises * Oral presentations * Field practical reports * Knowledge base covers all core subjects * External Examiners Reports * Final Year Student Research Project * Experimental/Practical Tuition/Clinics Student Progression and Achievement * Failure rate and performance level in examinations * Planning, conduct and reporting of student research project Student Support and Guidance * Student accommodation * Guidance and counseling services * Staff/Student adviser system * Student financial support: Scholarship, Bursaries and Vacation job Learning Resources * Academic physical spaces * Basic teaching equipment * Laboratory and specialized teaching and research equipment * Library and information resources * Veterinary Teaching Hospital * Livestock farm/field station * Ambulatory facilities Quality Management and Enhancement * Student admission quota relative to available facilities * Research Grants * Training Fellowships * Field practical training * Student entry qualification * Duration of term/semester: weeks of teaching for the semester and 10 weeks for the 1

Term; weeks of examinations 1.6 Resource Requirements 1.6.1 Personnel To ensure effective teaching and learning, the following minimum expectations with respect to resource capacity are recommended: i. Academic Staff The teacher is the heart of any educational system through which the quality of the system is maintained and made better. The minimum qualifications for different categories of academic staff who should teach in the veterinary programme are as follows: Assistant Lecturer: This is the minimum entry point of an academic staff with a registerable DVM degree (or its equivalent) and above average performance in the subject area. Lecturer II: To be appointed/promoted to the rank of Lecturer II, a staff must have obtained a registerable DVM degree (or its equivalent) and a Master s degree in the appropriate field. Lecturer I: To be appointed/promoted to the rank of Lecturer I, a staff must have obtained a DVM degree (or its equivalent) and Master s degree in the appropriate field plus at least 3 years experience as Lecturer II. There must be evidence of teaching ability and research interest with publications. Senior Lecturer: To be appointed/promoted to the rank of Senior Lecturer, a staff must have a registerable DVM degree (or its equivalent), a PhD and at least three years experience as a Lecturer I. The candidate must also have a minimum number of scientific publications in reputable journals, as set by the individual university. Associate Professor/Reader: Qualifications as for Senior Lecturer and at least 3 years as Senior Lecturer. Position may be filled by promotion or appointment, after external assessment. Professor: Qualifications as for Senior Lecturer and at least 3 years of teaching/research experience as Associate Professor/Reader. Considerable research publications and satisfactory administrative/service record. The position may be filled by promotion or appointment after external assessment. 13

NonProfessionals with PhD in the relevant preclinical and paraclinical areas may be appointed into the appropriate academic staff cadre. All academic staff should be encouraged to be computer literate and continue to be productive in teaching and research publications. The Academic Staff: Student Ratio should be 1:6, and a pyramidal structure maintained with emphasis on the middle Lectureship cadre, i.e. 0 : 35 :. ii. NonAcademic Staff 1.6. Physical Facilities Taking account of modern teaching technologies and the need to have administrative and other staff being computer literate, the following categories of nonacademic staff and their ratios relative to academic staff are suggested for the veterinary programme: Junior Technical Staff (1:5) Senior Technical Staff (1:3) Administrative Staff (1:5) Junior NonTechnical Staff (1:5) To provide a conducive working environment, adequate laboratory, classroom and office spaces are required. The space and equipment required are contained in the Appendices Appendix 1 Spaces i. Staff Offices Most staff prefer a combined office and laboratory so they could do their investigations as convenient. Where such is possible, it should be provided allowing an area of 18m per staff. Otherwise, staff offices (1m ) should be allowed per staff. Shared offices are not recommended. ii. Lecture Rooms Five lecture rooms that have a capacity to sit 100 students each at the rate of 0.8m /student. iii. Seminar Space/Auditorium 14

1 Lecture Theatre with a capacity for sitting 10students at the rate of 0.75m /student. iv. Laboratory Space 1.7 General Studies Goal The numbers needed are indicated against the various departments because of their specialized nature. However, minimum provision should be made for 100 0 students at 1.9m per student. Staff preparation laboratories are provided for in relevant departments. To produce a well rounded morally and intellectually capable graduates with vision and entrepreneurial skills in an environment of peace and social cohesiveness. Objectives The objectives of the General Studies programme consist of the following: a. Acquisition, development and inculcation of the proper valueorientation for the survival of the individual and society. b. The development of intellectual capacities of individuals to understand, appreciate and promote peaceful coexistence. c. Producing graduates with broad knowledge of the Nigerian Nation and people with a view to inculcating in them mutual understanding and patriotism. d. Exposing graduates of Nigerian Universities to the rudiments of ICT for computer literacy and ability to live usefully in this ICT age. e. Preparing students for a post university life with opportunities for job creation and entrepreneurial skills. f. Production of graduates capable of communicating effectively (both oral and written). 1. GST 111: Communication in English I ( Units) Effective communication and writing in English, Language skills, Writing of essay answers, Comprehension, Sentence construction, Outlines and paragraphs, Collection and organization of materials and logical presentation, Punctuation.

. GST 1: Logic, Philosophy and Human Existence ( Units) A brief survey of the main branches of Philosophy, Symbolic Logic, Special symbols in symbolic Logicconjunction, negation, affirmation, disjunction, equivalent and conditional statements, law of Tort. Method of deduction using rules of inference and biconditionals, quantification theory, types of discourse, Nature of arguments, Validity and soundness. Techniques for evaluating arguments, Distinction between inductive and deductive inferences, etc. (Illustrations will be taken from familiar texts, Including literature materials, Novels, Law reports and newspaper publications). 3. GST 113: Nigerian Peoples and Culture ( Units) Study of Nigerian history, culture and arts in precolonial times, Nigerian s perception of his world, Culture areas of Nigeria and their characteristics, Evolution of Nigeria as a political unit, Indigene/settler phenomenon, Concepts of trade, Economic selfreliance, Social justice, Individual and national development, Norms and values, Negative attitudes and conducts (cultism and related vices), Reorientation of moral and national values, Moral obligations of citizens, Environmental problems. 4. GST 11: Use of Library, Study Skills and Information Communication Technology (ICT) ( Units) Brief history of libraries, Library and education, University libraries and other types of Libraries, Study skills (reference services), Types of library materials, using library resources including elearning, ematerials, etc, Understanding library catalogues (card, OPAC, etc) and classification, Copyright and its implications, Database resources, Bibliographic citations and referencing. Development of modern ICT, Hardware technology, Software technology, Input devices, Storage devices, Output devices, Communication and internet services, Word processing skills (typing, etc). 5. GST 11: Communication in English II ( Units) Logical presentation of papers, Phonetics, Instruction on lexis, Art of public speaking and oral communication, Figures of speech, Précis, Report writing. 6. GST 1: History and Philosophy of Science ( Units) Man his origin and nature, Man and his cosmic environment, Scientific methodology, Science and technology in the society and service of man, Renewable and nonrenewable resources man and his energy resources, Environmental effects of chemical plastics, Textiles, Wastes and other material, 16

Chemical and radiochemical hazards, Introduction to the various areas of science and technology. Elements of environmental studies. 7. GST 1: Communication in French ( Units) Introduction to French, Alphabets and numeracy for effective communication (written and oral), Conjugation and simple sentence construction based on communication approach, Sentence construction, Comprehension and reading of simple texts. OR 8. GST 13: Communication in Arabic ( Units) Introduction to Arabic alphabets and writing systems, Elementary conversational drills, Basic reading skills, Sentence construction in Arabic. 9. GST : Peace Studies and Conflict Resolution ( Units) Basic Concepts in peace studies and conflict resolution, Peace as vehicle of unity and development, Conflict issues, Types of conflicts, e.g. Ethnic/religious/political/economic conflicts, Root causes of conflicts and violence in Africa, Indigene/settler phenomenon, Peace building, Management of conflict and security. Elements of peace studies and conflict resolution, Developing a culture of peace, Peace mediation and peacekeeping, Alternative Dispute Resolution (ADR), Dialogue/arbitration in conflict resolution, Role of international organizations in conflict resolution, e.g. ECOWAS, African Union, United Nations, etc. 10. GST 311: Introduction To Entrepreneurial Skills ( Units) Introduction to entrepreneurship and new venture creation; Entrepreneurship in theory and practice; The opportunity, Forms of business, Staffing, Marketing and the new venture; Determining capital requirements, Raising capital; Financial planning and management; Starting a new business, Feasibility studies; Innovation; Legal Issues; Insurance and environmental considerations. Possible business opportunities in Nigeria. 11. ESP 311: Introduction to Entrepreneurship Studies ( Units) Some of the ventures to be focused upon include the following: 1. Soap/Detergent, Tooth brushes and Tooth paste making. Photography 3. Brick, nails, screws making 4. Dyeing/Textile blocks paste making 17

5. Rope making 6. Plumbing 7. Vulcanizing 8. Brewing 9. Glassware production/ceramic, production 10. Paper production 11. Water treatment/conditioning/packaging 1. Food processing/packaging/preservation 13. Metal working/fabrication Steel and aluminum door and windows 14. Training industry. Vegetable oil/and Salt extractions 16. Fisheries/Aquaculture 17. Refrigeration/Air conditioning 18. Plastic making 19. Farming (crop) 0. Domestic Electrical wiring 1. Radio/TV repairs. Carving 3. Weaving 4. Brick laying/making 5. Bakery 6. Tailoring 7. Iron welding 8. Building drawing 9. Carpentry. Leather tanning 31. Interior decoration 3. Printing 33. Animal husbandry (Poultry, Piggery, Goat etc) 34. Metal Craft Blacksmith, Tinsmith etc 35. Sanitary wares 36. Vehicle maintenance 37. Bookkeeping 1.8 Definition of Terms Core/Compulsory Course A course which every student must compulsorily take and pass in any particular programme at a particular level of study. Required Course A course that you take at a level of study and must be passed before graduation. Elective Course 18

A course that students take within or outside the faculty. Students may graduate without passing the course provided the minimum credit units for the course had been attained. Optional Course A course which students can take based on interest and may count towards the minimum credit units required for graduation. Prerequisite Course A course which a student must take and pass before taking a particular course at a higher level. 19

.0 DEGREE PROGRAMME.1 Learning Outcomes a. Regime of Subject Knowledge While it is acknowledged that the depth of subject delivery in each individual institution may vary, the veterinary degree programme falls into interrelated phases: i. The first two phases (preveterinary and preclinical) provide both a general grounding in natural sciences, general studies subjects, structure and function of healthy cells and animals, and an extensive series of practical exercises for the examination of the normal system in animals. In addition, students are given theoretical and practical tuition in animal production, genetics, biodiversity and communication skill. ii. iii. The third phase covers paraclinical courses that introduce students to the processes of disease and their treatment. The fourth phase (clinical) provides courses that integrate medical, surgical, and pathological aspects of disease processes and measures available for their prevention and control in individual animals, in the flock or herd as well as their transmission to humans. At the same time, clinical rotations are instituted for maximum practical experience and to integrate the student into the animal health care team; the rotations involve large and small animals, poultry, aquatic and other species. This phase also introduces the students to research methodology and scientific report writing, entrepreneurship, veterinary practice management, and professional ethics. Each faculty is to ensure that students develop sound scientific knowledge and acquire practical and problemsolving skills in the following core subject areas: Phase I: Preveterinary Programme. The courses of study in this phase include: Physics, Biology, Mathematics, Statistics, Introduction to Computer Science, Chemistry and General Studies (including English and Communication Skill). Phase II: Preclinical Programme. Courses in this phase include: Anatomy (Gross, Comparative, Microscopic, Developmental), Physiology, Biochemistry, Molecular Biology, Animal Nutrition, Animal Production, Genetics and Biodiversity. 0

Phase III: Paraclinical Programme. It includes courses in Pathology, Clinical Pathology, Parasitology, Entomology, Microbiology, Immunology, Pharmacology, Toxicology, Veterinary Integrative Learning, Field Practical Experience, and Computer Appreciation. Phase IV: Clinical Programme. The courses in this phase include: Medicine, Surgery, Theriogenology, Diagnostic Imaging, Public Health and Preventive Medicine; Laboratory Medicine, Field Practical Experience, Research Project, Veterinary Integrative Learning, the Veterinary Surgeon and Society, Veterinary Ethics and Jurisprudence, Computer Applications, Veterinary Business Management, Livestock Economics and Entrepreneurship. Course in Medicine and Clinical Rotations should preferably be along species lines. Final year student research project: Every graduating student should be allowed to carry out research project in his/her area of interest. The project will be supervised by a lecturer and the student will defend the findings before Faculty/Departmental Panel. Improved scientific writing and communication can be achieved through this exercise. b. Competencies and Skills The veterinary curriculum is to provide a broadbased education in all traditional veterinary subjects and in areas of increasing specialization, e.g. ostrich farming, Aquatic Medicine, Wildlife Medicine, Zoo Medicine, Laboratory Medicine, etc. The curriculum should therefore be designed to: i. foster conceptual thinking, e.g., how do you manage camel problems, or breed snails; ii. iii. iv. enhance problemsolving skills; develop a cooperative work style; keep students closely connected to their career goals as they pursue their professional education; for example, from the beginning of their second year, students are to learn from actual clinical cases selected to highlight specific basic scientific concepts e.g. relating osteology and radiology to osteopathology to bone repair; v. assess information from a variety of sources including lectures, tutorial sessions, clinical presentations, laboratory exercises, library search, interactive computer simulations, field practical attachment and other educational resources created by the faculty; and vi. stimulate quest for postgraduate studies and lifelong continuing education. 1

The student upon graduating with the DVM degree is expected to qualify to practice the profession, to be employed in public service, or be selfemployable in livestock and poultry industry, public health, and any other biomedical, agricultural or allied industry. c. Behavioural Attributes The veterinary programme is aimed at producing graduates that are: i. well informed about society, especially the rural livestock rearing community; ii. iii. resourceful with entrepreneurial skills to engender selfreliance and problem solving ability; and conversant with veterinary ethics and jurisprudence as entrenched in the Veterinary Surgeons Act of 1969 (amended by Act of 1987), and in the Veterinary Oath. At the time of graduation, veterinary students should be able to demonstrate attitudes that promote professionalism, ethical judgment, enquiry and team work.. Attainment Levels To ensure attainment of stated benchmark minimum academic standards, students are expected to develop a wide range of basic scientific knowledge, clinical abilities and cognitive skills. At time of graduation, the student should, to a standard appropriate for a new veterinary graduate, be able to: i. understand basic biological principles in relation to normal function and disease in animals; ii. apply such knowledge in the diagnosis, treatment and prevention of animal diseases, and control their transmission to humans; iii. demonstrate practical competence in surgical techniques and obstetrical procedures; iv. demonstrate knowledge of animal production and advise on animal management and welfare; v. apply the correct use of scientific and experimental methods in solving disease and basic biomedical problems; vi. present scientific and clinical cases clearly and correctly, in writing and orally, to a range of audiences;

vii. viii. ix. exercise transferable skills in information technology, laboratory and field data analysis; demonstrate entrepreneurship and ability to communicate effectively with the public and colleagues, and demonstrate attitudes that promote professionalism, ethical judgment, enquiry and teamwork..3 Course Contents and Descriptions i Core Courses These constitute the minimum professional subjects offered in Veterinary Medicine that all students must take and pass to be awarded the degree in Veterinary Medicine. Subjects Year/Le vel Lecture Per Week Practical Per Week Credit Unit(s) Equivalent Contact Hours Veterinary Ethics 1 st 1 1 Animal Behaviour and Handling 1 st 1 1 60 Molecular Biology nd 1 1 60 Gross Anatomy nd 5 6 11 Histology/Embryol 3 rd 3 3 6 55 ogy Applied Anatomy 5 th 1 1 Veterinary nd 3 1 1 Physiology 40 Biochemistry 3 rd 4 Veterinary 3 rd 7 3 10 40 Microbiology Veterinary Pharmacology 3 rd 3 3 6 5 Toxicology 3 rd 1 3 General Pathology 3 rd 1 3 Veterinary 4 th 4 195 Pathology Clinical Pharmacology 5 th 1 1 Veterinary 4 th Medicine 180 Veterinary Medicine 5 th 10 10 3

Veterinary 4 th 5 3 8 Parasitology 70 Entomology 5 th 1 1 Introductory 4 th 4 Surgery 3 Veterinary Surgery 5 th 3 4 7 Theriogenology 5 th 4 3 7 70 Clinical Pathology 5 th 1 3 75 Public Health and 5 th 4 4 8 40 Preventive Medicine Diagnostic Imaging 5 th 1 1 60 Clinics 6 th 1,350 Seminar 6 th 90 Students Research Project 6 th 4 4 180 Minimum Number of core Courses. Subjects Minimum Number of Course Units Anatomy 18 Physiology 1 Biochemistry 9 Animal Production 13 Pharmacology 11 Parasitology 10 Microbiology 10 Pathology 10 Theriogenology 7 Public Health and Preventive Medicine 8 Surgery 11 Medicine 1 Clinics Clinical Pathology 3 Toxicology 4 Molecular Biology Diagnostic Imaging Animal Behaviour/Handling Veterinary Ethics 1 Seminar Student Research Project 4 TOTAL 181 ii Service Courses Outside the Faculty Subjects Year Lecture Practical Credit Equivalent 4

Per Week Per Week Unit (s) Contact Hours Physics 1 st 1 3 75 Chemistry 1 st 4 10 Biology 1 st 4 10 Mathematics/Statistics 1 st 3 3 Subjects Year Practical Per Week Lecture Per Week Credit Unit(s) Equivalent Contact Hours General Studies 1 st / nd 0 0 0 Live Stock Economics 3 rd Rural Sociology 4 th Introduction to Computer Science 1 st 1 3 105 Computer Appreciation and 5 th 1 3 105 Use Structure of Minimum Academic Standard for Veterinary Medicine 1 st Year Courses First Semester Courses Credit Units BIO 10 General Biology 3 PHY 101 General Physics I CHM 101 General Chemistry I MTH 103 Elementary Mathematics (Calculus) 1 GST 101 Use of English 4 GST 103 Nigerian People and Culture 3 VPH Veterinary Ethics 1 Total 16 L T P 60 Courses Second Semester BIO 104 Biological Techniques PHY 10 General Physics II CHM 10 General Chemistry II STA 103 Introductory Statistics Credit Units 1 1 L T P 5

GST 10 Philosophy and Logic GST 104 History and Philosophy of Science CMP 10 Introduction to Computer VSR 10 Animal Behaviour/Handling Total 3 90 nd Year Courses First Semester Courses Credit Units VAN 01 Gross Anatomy 5 VPP 01 Basic Physiology 4 ANP 01 Animal Production I VBC 01 Introductory Biochemistry 3 Total 14 L T P 90 Second Semester Courses Credit Units VAN 0 Comparative Gross Anatomy 4 VPP 0 Veterinary Physiology 4 ANP 0 Animal Nutrition VBC 0 General Metabolism 3 VPP 04 Introductory Molecular Biology Total L T P 90 3 rd Year Courses First Semester Courses Credit Units VAN 1 Embryology 4 VPP 1 Environmental Physiology VBC 1 Biochemistry of Specialised Tissues 3 VPC 1 General Pharmacology VPE 1 Introductory Parasitology 3 VMB 1 General Microbiology 3 Total 17 L T P 90 6

Second Semester Courses Credit Units VAN Histology 4 VPP Reproduction and Endocrinology VPC Systemic Pharmacology 3 VPT General Pathology 3 VMB Immunology 1 VPE Protozoology AGR Livestock Economics Total 17 L T P 90 4 th Year Courses First Semester First Semester Courses Credit Units L T P VSR 401 Introductory Surgery ANP 401 Animal Production II VPC 401 Chemotherapy VPE 401 Helminthology VMB 401 Pathogenic Bacteriology VPT 401 Systemic Pathology 5 3 3 3 4 60 90 Total 0 Second Semester Second Semester Courses ANP 40 Animal Production III VPC 40 Toxicology VPE 40 Entomology VMB 40 Virology and Mycology VMD 40 Introductory Medicine VSR 40 Veterinary Anesthesiology AGR 40 Rural Sociology Credit Units 4 3 L T P 90 7

Total 17 5 th Year Courses First Semester Courses Credit Units VAN 501 Applied Anatomy 1 VPC 501 Clinical Pharmacology 1 VPT 501 Clinical Pathology 3 VTH 501 Obstetrics and Reproductive Disorders 4 VPH 501 Biostatistics VMD 501 Special Medicine VSR 501 Diagnostic Imaging VSR 503 Food Animal Surgery VSR 505 Soft Tissue Surgery VPC 503 Diagnostic Toxicology 1 VPH 503 Epidemiology 1 VPH 505 Environmental Health 1 Total L T P 40 Second Semester Courses Credit Units VPH 50 General Public Health & Administration 1 VTH 50 Andrology and Artificial Insemination VPH 504 Meat Inspection, Hygiene and Food Preservation VPH 506 State Medicine and Veterinary Jurisprudence Zoonoses VMD 50 Large Animal and Wildlife Diseases 6 CMP 50 Computers Appreciation and Use 3 VSR 50 Orthopaedic Surgery VSR 504 Equine Lameness 1 Total 19 6 th Year Courses First Semester L 90 18 T P 90 8

Courses Credit Units VCH 601 Clinics I ESP 3: Introduction to Entrepreneurial Skills FVM 603 Research Project VCH 603 Seminar 1 Total 0 L T P 675 90 Second Semester Courses Credit Units VCH 60 Clinics II ESP 311: Introduction to Entrepreneurship Studies FVM 604 Research Project VCH 604 Seminar 1 Total 0 L T P 675 90 v. Course Descriptions First Year Courses in Faculty of Science Physics (3 Credit Units) PHY 01/0: General Physics I & II (Lh; Ph) Molecular treatment of properties of matter; Elasticity; Hydrostatics; Archimedes principles; Hydrodynamics; Viscosity; Surface Tension; Temperature; Zero Law of Thermodynamics; Heat; Gas Laws; Kinetic theory of Gases; Applications. a. Veterinary Anatomy (18 Credit Units) VAN 01: Gross Anatomy: 5 Credit Units (Lh; P90h) Definition and terms, Anatomic Variation, General Osteology, musculoskeletal systems of the domestic animals. VAN 0: Comparative Gross Anatomy 5 Credit Units (Lh; P90h) General and Comparative studies of the digestive, respiratory, circulatory systems of Domestic Animals: General and Comparative studies of the nervous, urogenital, endocrine, sense organs and integument of the domestic animals. VAN 1: Embryology: 4 Credit Units (Lh; P90h) 9

Normal development of mammalian and avian organ systems. Cell/Radiation Biology Ultrastructure and functions of cellular components and their relationship to energy transport, movement and growth. VAN : Basic Histology: 4 Credit Units (Lh; P90h) Introduction to microscopy and microscopic techniques the cell, the epithelial tissue, glandular tissue, the connective tissue, the muscular tissue, the nervous tissue. Systemic Histology: Microscopic study of the organ systems of the Body of domestic animals. Comparative Histology: The comparative Histology of the organ systems of domestic animals. VAN 501: Applied Anatomy: 1Credit Unit (L & Ph) Application of Radiography in the study of normal bones of domestic animals. Applied Anatomy Topographic consideration of structures of domestic animals often involved in surgery and medical practice. b. Veterinary Physiology (1 Credit Units) VPP 01: Basic Physiology: 4 Credit Units (Lh; Ph) Definition of terms; body fluids and basic homeokinetic processes. Physiological control systems and feed back mechanisms. VPP 0: Veterinary Physiology: 4 Credit Units (Lh; Ph) Fine structure of skeletal muscle and mechanism of muscular contraction, spinal cord and brain stem functions. Autonomic nervous system. Hypothalamus and limbic systems. Sleep and wakefulness. The eye and vision. Taste, smell and hearing. VPP 04: Introductory Molecular Biology: Credit Units (Lh; P.h) A subcellular and molecular basis of cell function and mode by which cells multiply replicate and pass genetic information including DNA structure and protein synthesis. It also introduces methods of gene splicing and genetic engineering. VPP 1: Environmental Physiology: 4 Credit Units (Lh; P90h) Physiologic response to heat and cold. Temperature regulation: body temperature. Function of renal system. Micturition, unit, structure and general physiology of skin. Water, electrolyte and acid base balance. VPP : Reproduction and Endocrinology: Credit Units (Lh; h)

Endocrine organs and their secretions. Characteristics and mode of action of hormones. Functions of male and female reproductive systems. The role of reproductive hormones in reproductive functions. Oestrus cycle, puberty and lactation. c. Animal Production (13 Credit Units) ANP 01: Animal Production I : Credit Units (Lh; Ph) Description, population, purpose and performance. Comparative performance of herds within local breeds, between local breeds and exotic breeds. Emphasis on average data such as birth weight, litter size, weaning age/weight, growth rate, etc. Livestock Production System: Subsistence, extensive, semiintensive. Emphasis on comparative performance and health problems under various systems. Practical rearing of livestock. Livestock Improvement through Breeding: Emphasis on selection and breeding systems, including development of breeding stock (parent, grand parent, etc.). Range and Pasture Management: Choice of species, yields and quality of forage. Pasture improvement and establishment, Zero grazing. Dry season feed and fodder balance. ANP 0: Animal Nutrition: Credit Units (Lh; Ph) Comparative Digestive Physiology of ruminants and nonruminants to emphasize the rationale for feeding different types of feed to the two groups. Nutrient requirements for production and maintenance. Feed Requirement: Ration Formulation Composition of a feeding stuff, concentrate mixing. Practical livestock feeding. Feed Classification: Suitability or otherwise for different livestock species. Feed Evaluation: Chemical and Biological (Digestibility). Feed processing techniques and effects on feed quality. Nutrient Disease Interactions: role of nutrition in decease conditions. ANP 401: Animal Production II: 5 Credit Units (L60h; Ph) Sheep and goat production: Breeds. Production per flock. Selection and breeding. Practical multiplication. Breeding records. Management and housing. Health care. Estimation of liveweights. Processing and marketing of products and by products. Dairy and beef production: Cattle Production. Climatic limitations. Herd Analysis, Production targets and goals. Importing cattle. Cattle Nutrition: Protein and energy digestion in the rumen, energy systems (e.g. TDN). Feed requirement, Ration Formulation. Practical cattle feeding. Low quality feedstuff and improvement. Composition of a feedstuff. Concentrate mixing. Pastures and fodder crops: Year round feed supply. Zero grazing. Dry season feed and fodder balance, choice of species, fertilization, use of irrigation, yields, forage quality, pasture improvement and establishment, fodder conservation, farm plan. Cattle Health: Managerial approach of health problems, such as periparturient problems, fertility problems, mastitis, imported problems, diseases of calves, reproduction, performance, heat detection, Artificial Inseminations, hoofcare, use of farm health records. Herd Records Cattle Breeding: Breeds, breeding systems, selection programmes, selection at farm, level of replacement. Herd Records: Estimating liveweight, cattle identification, breeding and milk production. Calf Rearing: Calf rearing systems, management and housing, calf rearing 31