DOCSLIB.ORG

Computerized Transcript Management System a Case Study of Caritas University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Computerized Transcript Management System a Case Study of Caritas University COMPUTERIZED TRANSCRIPT MANAGEMENT SYSTEM A CASE STUDY OF CARITAS UNIVERSITY BY IWUAGWU CHUKWUEMEKA SAMUEL CST/2009/336 SUBMITTED TO THE DEPARTMENT OF COMPUTER SCIENCE & INFORMATION TECHNOLOGY CARITAS UNIVERSITY, ENUGU. IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF (B.S.C) IN COMPUTER SCIENCE JULY, 2013 i APPROVAL PAGE This is to certify that this work, carried out under the supervision of Mrs Chinonso Ibegbulem, has been read and accepted as meeting the requirement for the award of Bachelor’s Degree in Computer Science and Information Technology, at Caritas University, Amorji-Nike, Enugu. ……………………………… ……………………. Mrs. Chinonso Ibegbulem Sign/Date (Supervisor) ………………………………. ……………………. Dr. ARINZE NWAEZE Sign/Date (Head of Department) …………………………………… ……………………… Dr. B.O.N EKECHUKWU Sign/Date (External Examiner) ii DEDICATION This work is dedicated to my lovely parents Mr. & Mrs. IWUAGWU for their help and supports both financially and otherwise to make this work a success. I am also dedicating this work to my friends and colleagues and well-wishers who tirelessly read and gave me guidance throughout this work. iii ACKNOWLEDGEMENT My gratitude goes to God Almighty for his grace, kindness, and love upon my life. My project supervisor, Mrs. Chinonso Ibegbulem for her understanding and guidance. To my Head of department and lecturers in computer science and information technology department. I am also using this medium to say a big thank you to my loving parents Mr. & Mrs. SAMUEL IWUAGWU for their support towards my pursuit for academic excellence. To my brothers and sisters for their encouragement and prayers. My sincere appreciation also goes to my course mates who directly or indirectly affected my life in the progress of this work. I won’t fail to acknowledge the admirable support and encouragement of my friends Mc Donald, Tega, patrick, Elroy, Nnamdi, Nissi, Emerie, Godgift, joseph, my roommates, and many others for their prayers and support throughout the period of this work. iv ABSTRACT This project is a computerized information management for transcript management which will help to over-come the undesirable problem associated with misplacement of student records, student’s grades, slow and strenuous accessibility of student report and record, inaccurate record keeping and poor information management within the schools. Here the aims and objectives of the study will be easily retrieved with increased data security, and there will be reduction in the amount of resources, which will lower the cost of processing of student transcript, since information is stored in a database with reduced data redundancy. This will also prevent over-working of personnel and reduce in the bulkiness of file and record. This program developed/designed will ensure easy flow of information in the school (caritas university), and accurate information management in all school. v TABLE OF CONTENT Title -- - - - - - - - - - - -i Approval page - - - - - - - - - -ii Dedication - - - - - - - - - - -iii Acknowledgement - - - - - - - - -iv Abstract - - - - - - - - - - -v Table of content - - - - -- - - - - -vi CHAPTER ONE 1.0 Introduction - - - - - - - - -1 1.1 Background of the study - - - - - - -3 1.2 Statement of Problem - - - - - - - -4 1.3 Aims and Objectives of the Study - - - - - -5 1.4 Significance of the Study - - - - - - -- -6 1.5 Scope of the Study - - - -- -- - - - -6 1.6 Limitation of the Study - - - - - - - -6 1.7 Organization of Work - - - - - - - -6 CHAPTER TWO LITERATURE REVIEW 2.0 Information Management - - - - - - -8 2.1 The role of management information system in decisions making in the university - - - - - - - - 14 CHAPTER THREE RESEARCH METHODOLOGY AND SYSTEM ANALYSIS 3.0 Definition of System Analysis - - - - - 18 3.1 Aims of System Analysis - - - - - - 18 3.2 Analysis of the old System of Transcript Information System - - - - - - - - - 19 vi 3.3 Problem associated with old System - - - - - 19 3.4 The need for a new system - - - - - - 20 CHAPTER FOUR SYSTEM DESIGN 4.0 System Design - - - - - - - - 21 4.1 Input Design - - - - - - - - - 21 4.2 Output Design - - - - - - - - 23 4.3 Processing Design - - - - - - - - 24 4.4. Overview of Database Design - - - - - - 28 CHAPTER FIVE SUMMARY, RECOMMENDATION AND CONCLUSION 5.0 Summary - - - - - - - - - 35 5. 1 Conclusion - - - - - - - - - 35 5.2 Recommendation - - - - -- - - - 36 References - - - - - - - - - 37 Appendixes - - - - - - - - - 39 Appendix interface - - - - - - - - 55 vii CHAPTER ONE 1.0 INTRODUCTION There were three fundamentally distinct education systems in Nigeria in 1990. The indigenous system, Quranic Schools and formal European- style education institutions. In the rural areas where the majority lived, children learned the skills of farming and other work, as well as the duties of adulthood, from participation in the community, this process was of ten supplemented by age based schools in which groups of young boys were instructed in community responsibilities by mature men. By the 1970s, education experts were asking how the system could be integrated into the more formal schooling of the young, but the question remained unresolved by 1990. Western-style education came to Nigeria with the missionaries in the mid-Nineteenth century. Although the first mission school was founded in 1843 by Methodists, it was the Anglican Church missionary society that pushed forward in the early 1850s to found a chain of missions and schools. Followed quickly in the late 1850s by the Roman Catholics in 1887 in what is now Southern Nigeria, an education department was founded that began setting curricum requirement and administered grants to the mission societies. By 1914, when North and South were United into one colony, there were fifty-nine government and ninety-one 1 mission primary schools in the South; all eleven secondary schools, except for king’s college in Lagos, work run by the missions. The education system focused strongly on examinations. In 1916 Fredrick Lugard, first governor of the Unified Colony, set up a school inspectorate. Discipline, building and adequacy of teaching staff were to be inspected, but the most points given to a school’s performance went to the numbers and ranking of it’s examinations results. This stress on examination was still used in 1990 to judge educational results and to obtain qualification for jobs in government and the private sector. As more information is made available in a variety of formats and media and in a variety of locations, the need to manage information/data efficiently becomes more and more critical. Both staff and public users want access to stored information and want to access it more efficiently. It is the university policy to improve both the efficiency and effectiveness of result processing operations (student record/grades), and services through the implementation of A computerized transcript management system. 2 1.1 Background of the study Caritas university, Amorji Nike, Enugu, is a private university approved by the federal government of Nigeria on December 16, 2004. it was officially opened on January 21, 2005 by the Federal Ministry for Education, Prof. Fabian Osuji, the formal opening was on January 31, 2005. The pioneer students of 250 matriculated on May 28, 2005 in beautiful ceremony that attracted dignitaries both church and state. It is the second Catholic University in Nigeria founded by Rev. Fr. Prof. Emmanuel Paul Matthew Edeh CSSP, OFR. Although he founded the school, the proprietor of the University is the congregation of sisters, the Saviour, a religious congregation of Nums founded by him. The vision of Caritas university is to reserve some of our wandering and teaming youth from further slide into academic and moral decay, and development and transformation of our society through sound and adulterated education. It’s mission is to discover, sanctify and apply the knowledge of science, environment central and engineering for human well-being and sound development of man for better society. Caritas university’s goal is to give efficacy to the university’s motto and to it’s philosophy of education. We embrace not only sound education for professional skills and competency in various fields; but also maintain strict discipline. We train the mind, body, soul and spirit in the exercise 3 of obedience and self control. The students must not only be intellectually and professionally prepared for different tasks and roles in the world, they must also be morally equipped to face the world itself with all its tensions, conflicts, challenges and contradictions, we achieve this with the help of God Almighty who is with us always. The philosophy is to promote sound education for professional skills and competencies in various fields with strict discipline. By discipline the university meant the training of the mind, body and soul and spirit to obedience and self control. Also to prepare the students to be intellectually and professionally sound for different tasks and roles in the word with its tensions, conflict, challenges and contradictions. The university operates faculty system. Presently, the university operates six faculties. Education and Arts, Engineering, Environmental Sciences, Management, Social Sciences and Natural Sciences. 1.2 Statement of Problem This project research was conducted exclusively conducted in a caritas university located in a highly populated area that attends to too many students at a time, hence this research was able to track problem such as misplacement of student records, student’s
Load more

Recommended publications
  • Role of Nigeria in the Development of Higher Education in Africa
    December 2010, Volume 7, No.12 (Serial No.73) US-China Education Review, ISSN 1548-6613, USA Role of Nigeria in the development of higher education in Africa Akinwumi Femi Sunday (Department of Educational Management, Faculty of Education, University Of Ibadan, Ibadan 234, Nigeria) Abstract: In most countries of the world, higher education is highly subsidized by the public sector. The subsidy is a result of the role of higher education sector on the economy and good governance of the nations. Enrolment into higher institutions of learning is quite low in Africa compare to other continents of the world due to the continent’s low and declining spending on her higher institutions of learning. This shabby contribution by the continent could be likened to a result of some imminent challenges, which ranged from inadequate financial resource due to economic and social crisis to the challenges posed by the HIV/AIDS pandemic. The contributions of Nigeria to the development of higher education in Africa is quite worthy of note. This can be affirmed by the increase in the number of states and federal universities in the country over the years since independence. This can be further reaffirmed by the promulgation of Decree 9 of 1993, which made the provision for the establishment of private universities, which further increased the nation’s total number of universities to 93 from 59 and further strengthened the nations contributions to higher education development in the continent. In spite of all efforts made by the FGN (Federal Government of Nigeria), the nation is yet to reach her potential in the development of her higher education sector as the percentage of potential students that gained admission into the nation’s higher institutions of learning still stand below 15% of the total number of applicants.
    [Show full text]
  • Nigerian University System Statistical Digest 2017
    Nigerian University System Statistical Digest 2017 Executive Secretary: Professor Abubakar Adamu Rasheed, mni, MFR, FNAL Nigerian University System Statistical Digest, 2017 i Published in April 2018 by the National Universities Commission 26, Aguiyi Ironsi street PMB 237 Garki GPO, Maitama, Abuja. Telephone: +2348027455412, +234054407741 Email: [email protected] ISBN: 978-978-965-138-2 Nigerian University System Statistical Digest by the National Universities Commission is licensed under a Creative Commons Attribution- ShareAlike 4.0 International License. Based on a work at www.nuc.edu.ng. Permissions beyond the scope of this license may be available at www.nuc.edu.ng. Printed by Sterling Publishers, Slough UK and Delhi, India Lead Consultant: Peter A. Okebukola Coordinating NUC Staff: Dr. Remi Biodun Saliu and Dr. Joshua Atah Important Notes: 1. Data as supplied and verified by the universities. 2. Information in this Statistical Digest is an update of the Statistical Annex in The State of University Education in Nigeria, 2017. 3. N/A=Not Applicable. Blanks are indicated where the university did not provide data. 4. Universities not listed failed to submit data on due date. Nigerian University System Statistical Digest, 2017 ii Board of the National Universities Commission Emeritus Professor Ayo Banjo (Chairman) Professor Abubakar A. Rasheed (Executive Secretary) Chief Johnson Osinugo Hon. Ubong Donald Etiebet Dr. Dogara Bashir Dr. Babatunde M Olokun Alh. Abdulsalam Moyosore Mr. Yakubu Aliyu Professor Rahila Plangnan Gowon Professor Sunday A. Bwala Professor Mala Mohammed Daura Professor Joseph Atubokiki Ajienka Professor Anthony N Okere Professor Hussaini M. Tukur Professor Afis Ayinde Oladosu Professor I.O.
    [Show full text]
  • Analysis of the Emergence and Development of Private Universities in Nigeria* (1999–2006)
    JHEA/RESA Vol. 5, Nos. 2&3, 2007, pp.39–66 © Council for the Development of Social Science Research in Africa 2007 (ISSN 0851–7762) Analysis of the Emergence and Development of Private Universities in Nigeria* (1999–2006) Isaac N. Obasi** Abstract One of the devastating consequences of the prolonged period of military dictator- ship in Nigeria is the non-development of a private higher education system. How- ever, with the emergence of democratic rule in 1999 and the liberalization of higher education, there has been a surge in the provision of private higher educa- tion. From a modest number of three pioneer private universities in 1999, there were 23 licensed private universities as at June 2005. This article provides an assessment of the development of these universities using the older ones as the basis of empirical analysis. Also, based on the available evidence, the article con- cludes that private universities are currently setting the pace, and serving as a source of positive challenge to the public universities, thereby providing the much- needed healthy competitive environment for the future growth and diversification of the entire higher education system in Nigeria. Résumé Une des conséquences dévastatrices de la longue période de dictature militaire au Nigeria est la non mise en place d’un système d’enseignement supérieur privé. Cependant, avec l’émergence d’un régime démocratique en 1999 et la libéralisa- tion de l’enseignement supérieur, il y a eu un essor dans l’offre d’enseignement supérieur privé. À partir d’un nombre modeste de trois universités pionnières en 1999, il y a eu 23 universités privées agréées en juin 2005.
    [Show full text]
  • Private Universities in Nigeria – the Challenges Ahead
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Afe Babalola University Repository American Journal of Scientific Research ISSN 1450-223X Issue 7 (2010), pp.15-24 © EuroJournals Publishing, Inc. 2010 http://www.eurojournals.com/ajsr.htm Private Universities in Nigeria – the Challenges Ahead Ajadi, Timothy Olugbenga School of Education, National Open University of Nigeria E-mail: [email protected] Abstract Public universities had a near monopoly in providing university education in Nigeria until 1999. The market-friendly reforms initiated under the Structural Adjustment Programmes (SAP), the deregulation policies, and the financial crisis of the states created an encouraging environment for the emergence of the private universities in Nigeria. The legislative measures initiated to establish private universities in Nigeria also helped the entry of cross-border education, which is offered mainly through private providers. At present the private sector is a fast expanding segment of university education in Nigeria, although it still constitutes a small share of enrolment in university education. The paper attempts to analyse the growth, expansion, justification and the challenges of private universities in Nigeria. Keywords: Private universities, public universities, access, globalization, social demand, academic staff. Introduction In many African countries, the provision of University education by private institutions is a growing phenomenon when compared to other parts of the world; however, most African countries have been slow to expand the private sector in University education (Altbach, 1999). So also in Nigeria, the emergence of private universities as a business enterprise is an emerging phenomenon, a number of issues plague its development including legal status, quality assurance and the cost of service.
    [Show full text]
  • Percentage of Special Needs Students
    Percentage of special needs students S/N University % with special needs 1. Abia State University, Uturu 4.00 2. Abubakar Tafawa Balewa University, Bauchi 0.00 3. Achievers University, Owo 0.00 4. Adamawa State University Mubi 0.50 5. Adekunle Ajasin University, Akungba 0.08 6. Adeleke University, Ede 0.03 7. Afe Babalola University, Ado-Ekiti - Ekiti State 8. African University of Science & Technology, Abuja 0.93 9. Ahmadu Bello University, Zaria 0.10 10. Ajayi Crowther University, Ibadan 11. Akwa Ibom State University, Ikot Akpaden 0.00 12. Alex Ekwueme Federal University, Ndufu Alike, Ikwo 0.01 13. Al-Hikmah University, Ilorin 0.00 14. Al-Qalam University, Katsina 0.05 15. Ambrose Alli University, Ekpoma 0.03 16. American University of Nigeria, Yola 0.00 17. Anchor University Ayobo Lagos State 0.44 18. Arthur Javis University Akpoyubo Cross River State 0.00 19. Augustine University 0.00 20. Babcock University, Ilishan-Remo 0.12 21. Bayero University, Kano 0.09 22. Baze University 0.48 23. Bells University of Technology, Ota 1.00 24. Benson Idahosa University, Benin City 0.00 25. Benue State University, Makurdi 0.12 26. Bingham University 0.00 27. Bowen University, Iwo 0.12 28. Caleb University, Lagos 0.15 29. Caritas University, Enugu 0.00 30. Chrisland University 0.00 31. Christopher University Mowe 0.00 32. Clifford University Owerrinta Abia State 0.00 33. Coal City University Enugu State 34. Covenant University Ota 0.00 35. Crawford University Igbesa 0.30 36. Crescent University 0.00 37. Cross River State University of Science &Technology, Calabar 0.00 38.
    [Show full text]
  • Graduate Output, 2017
    Graduate Output, 2017 S/N University Total No. In % in First First Class Class 1. Abia State University, Uturu 3773 15 0.40 2. Abubakar Tafawa Balewa University, Bauchi 2050 40 1.95 3. Achievers University, Owo 340 31 9.12 4. Adamawa State University Mubi 1777 11 0.62 5. Adekunle Ajasin University, Akungba 2182 21 0.96 6. Adeleke University, Ede N/A 7. Afe Babalola University, Ado-Ekiti - Ekiti State 3533 218 6.17 8. African University of Science & Technology, Abuja 109 0 0.00 9. Ahmadu Bello University, Zaria 7000 16 0.23 10. Ajayi Crowther University, Ibadan 353 18 5.10 11. Akwa Ibom State University, Ikot Akpaden 675 21 3.11 12. Alex Ekwueme Federal University, Ndufu 245 22 8.98 Alike, Ikwo 13. Al-Hikmah University, Ilorin 827 16 1.93 14. Al-Qalam University, Katsina 1239 10 0.81 15. Ambrose Alli University, Ekpoma 2,265 11 0.49 16. American University of Nigeria, Yola 89 12 13.48 17. Anchor University Ayobo Lagos State N/A 18. Arthur Javis University Akpabuyo Cross River State N/A 19. Augustine University N/A 20. Babcock University, Ilishan-Remo 1774 93 5.24 21. Bayero University, Kano 5098 72 1.41 22. Baze University 244 16 6.56 23. Bells University of Technology, Ota 432 37 8.56 24. Benson Idahosa University, Benin City 776 44 5.67 25. Benue State University, Makurdi 10,248 7 0.07 26. Bingham University 312 17 5.45 27. Bowen University, Iwo 1017 80 7.87 28.
    [Show full text]
  • By Hadiza Hafiz, Ph.D
    International Journal of Education and Research Vol. 7 No. 9 September 2019 FACTORS HINDERING ACCESS TO UNIVERSITY EDUCATION: IMPLICATION FOR ADMISSION IN NIGERIAN UNIVERSITIES By Hadiza Hafiz, Ph.D Department of Arts and Social Science Education, Faculty of Education Yusuf Maitama Sule University, Kano-Nigeria [email protected] Abstract University education being the basic instrument of economic growth and technological advancement in any country, demand for it has increased due to the recent policy of universal, free and compulsory education at the basic levels and also as a result of an increase in the college-age population, as well as an awareness of the role of university education in the development of the individual and the nation in general. This paper, therefore, examines issues and challenges of securing admission to Universities in Nigeria. To do this, efforts were made to examine the operation of university education in Nigeria, the concept of access in education, the federal government policies on admission, major factors that influence and impede access to university among others were discussed in the paper. In conclusion the paper revealed that despite the increase in the number of universities, the rate of admission is low compared to the number of applicants. This is as a result of impediments to access and management of admission in the universities. Based on that, the paper recommends for the establishment of more universities to meet the needs of those yearning for University education. More academic staff should be employed, and to make admission twice in a year as it has been done in many countries.
    [Show full text]
  • MB 13Th Jan 2020
    RSITIE VE S C NATIONAL UNIVERSITIES COMMISSION NI O U M L M A I S N S O I I O T N A N T E HO IC UG ERV HT AND S MONDAA PUBLICATION OF THE OFFICE OF THE EXECUTIVE SECRETARY Y www.nuc.edu.ng th 0795-3089 13 January, 2020 Vol. 15 No. 2 We’re Making NUS More Innovative —— Prof. Rasheed lists reforms h e E x e c u t i v e While reviewing the activities repositioning agenda of NUC, Secretary, National of the Commission in the past the university system had in TU n i v e r s i t i e s Commission (NUC), Professor Abubakar Rasheed, mni, MFR, FNAL, has reaffirmed that the Commission was committed to ensuring that Nigerian University System ( N U S ) b e c a m e m o r e innovative and research- oriented. In his new year message, Prof. Rasheed expressed profound appreciation to the President, Federal Republic of Nigeria, Muhammadu Buhari, GCFR, the National Assembly, Federal Ministry of Education, NUS and other stakeholders in Chairman, NUC Board, Prof. Ayo Banjo and Executive Secretary, NUC, Prof. Abubakar Adamu Rasheed the education sector for the achievements recorded by the year, Professor Rasheed stated the past three years, been Commission in 2019. t h a t f o l l o w i n g t h e undergoing series of reforms in this edition NUC Unbundles NUC Approves Mass Communication FUT Minna Centre for Open Distance and Pg. 8 e-Learning Pg. 9 EDITORIAL BOARD: Ibrahim Usman Yakasai (Chairman), Mal.
    [Show full text]
  • List of Beneficiaries
    SIR EMEKA OFFOR FOUNDATION www.sireofforfoundation.org BENEFICIARIES (HIGHER INSTITUTIONS) OF THE 2ND BATCH OF BOOKS ETC FROM THE SIR EMEKA OFFOR FOUNDATION he Sir Emeka Offor Foundation (SEOF) in continuation of her quest to same. Tquench the book famine in Nigerian schools and those of selected African The second distribution exercise in Nigeria is slated for the 27th October, at countries has again imported large consignment of books, computers and the SEOF centre at Oraifite in Ekwusigo Local Government Area of Anambra school supplies worth several million dollars for distribution to schools and State. The benefitting institutions this time shall be more than double the public libraries across the country. number of last year. The books are for varied fields of knowledge- Agric It is the conviction of SEOF which tallies with President Jonathan's PET Sciences, Business and Economics, Computer Sciences, Communication project “Back to Books”, that the way to start the true transformation of Nigeria skills, English Literature, Medical and Health Sciences, Social Sciences, is by transforming the individual especially the youth, and quality education is Mathematics, Physics, Astronomy, Biology, Sociology and Anthropology, the key. SEOF is collaborating with Books for Africa (BFA), a US based French Language Studies, Religious Studies, Engineering, Law (including agency in this project. some sets of West Core complete Law libraries), Assorted Reference books Last year, over 50 higher institutions and public libraries, over 100 Secondary and an array of General Library and leisure books among others. They also and over 100 Primary schools across the country benefited from the first include some quantities of Desk tops and Lap tops.
    [Show full text]
  • International Journal on Humanities and Social Sciences (IJHSS, Vol 16, No 1 March, 2020)||Gubdjournals.Org
    International Journal on Humanities and Social Sciences (IJHSS, Vol 16, No 1 March, 2020)||gubdjournals.org THE HISTORY OF THE EMERGENCE OF PRIVATE UNIVERSITIES IN NIGERIA Simeon Emenike Weli, Ph.D. Faculty of Technical and Science Education, Rivers State University, Nkpolu Oroworukwo, Port Harcourt, Rivers State. Abstract The demand for university education became so great in Nigeria during and following the oil-boom era that existing universities in the country could not offer admission to all. This and other factors discussed in this work led to the deregulation of higher education to give room to private sector participation. This paper examined the history of the emergence of private universities in Nigeria. Introduction Private education is a reality and has been growing around the world together with globalization. Private universities are seen as the most vibrant and fastest growing sections of post secondary education in the 21st century (Altbach, 1999). These are some of the reasons why privatization of higher education is quick growing globally, especially in Nigeria. i. There are the deregulation policies of the governments on the provision of education and thus giving adequate opportunities for private participation in education. ii. There is the inability of the public sector to satisfy the growing social demand for higher education, hence the need for the private sector to expand students’ access to higher education. iii. Public education is criticized for inefficiency while the private sector is increasingly promoted for its efficiency in operation. iv. The demand for employment oriented courses and subjects of study had changed and public universities seem unable to respond adequately to this phenomenon, hence it becomes imperative that private sector should increase.
    [Show full text]
  • Ican Accreditated Tertiary Institutions Updated on May 28, 2020
    THE INSTITUTE OF CHARTERED ACCOUNTANTS OF NIGERIA ICAN ACCREDITATED TERTIARY INSTITUTIONS UPDATED ON MAY 28, 2020. Note: Students who graduated after the sessions covered in the accreditation from the Institutions highlighted in ‘RED’ will no longer enjoy exemption benefits until the accreditation is revalidated UNIVERSITIES New due Year of first Sessions covered session for re- S/N Name of Institution accreditation in accreditation Remark accreditation 1 Abia State University, Uturu 1987 2015/2016 To 2018/2019 2019/2020 2 Abubakar Tafawa Balewa University, Bauchi State 2009 2012/2013 To 2015/2016 2016/2017 3 Achievers University , Owo, Ondo State 2010 2015/2016 To 2018/2019 2019/2020 4 Adamawa State University, Mubi Adamawa State 2008 2017/2018 To 2020/2021 2021/2022 5 Adekunle Ajasin University, Akungba-Akoko, Ondo State 2007 2014/2015 To 2017/2018 2018/2019 6 Adeleke University, Ede, Osun State 2017 2018/2019 To 2021/2022 2022/2023 7 Afe Babalola University ,Ado- Ekiti 2013 2016/2017 To 2019/2020 2020/2021 8 Ahmadu Bello University, Zaria, Kaduna State 1974 2018/2019 To 2021/2022 2022/2023 9 Ajayi Crowther University,Oyo State 2009 2017/2018 To 2020/2021 2021/2022 10 AL-Hikman University , Ilorin, Kwara State 2009 2012/2013 To 2015/2016 2016/2017 11 Ambrose Alli University, Ekpoma, Edo State 1994 2017/2018 To 2020/2021 2021/2022 12 American University Of Nigeria, Yola Adamawa State 2008 2014/2015 To 2017/2018 2018/2019 13 Babcock University, Ilishan, Ogun State 2003 2009/2010 T0 2012/2013 Under MCATI 14 Bayero University, Kano State
    [Show full text]
  • ICAN Accredited Tertiary Institutions
    THE INSTITUTE OF CHARTERED ACCOUNTANTS OF NIGERIA ICAN ACCREDITATED TERTIARY INSTITUTIONS UPDATED ON JUNE 14, 2021. Note: Students who graduated after the sessions covered in the accreditation from the Institutions highlighted in ‘RED’ will no longer enjoy exemption benefits until the accreditation is revalidated UNIVERSITIES New due Year of first Sessions covered session for re- S/N Name of Institution accreditation in accreditation Remark accreditation 1 Abia State University, Uturu 1987 2015/2016 To 2018/2019 2019/2020 2 Abubakar Tafawa Balewa University, Bauchi State 2009 2012/2013 To 2015/2016 2016/2017 3 Achievers University , Owo, Ondo State 2010 2015/2016 To 2018/2019 2019/2020 4 Adamawa State University, Mubi Adamawa State 2008 2017/2018 To 2020/2021 2021/2022 5 Adekunle Ajasin University, Akungba-Akoko, Ondo State 2007 2014/2015 To 2017/2018 2018/2019 6 Adeleke University, Ede, Osun State 2017 2018/2019 To 2021/2022 2022/2023 7 Afe Babalola University ,Ado- Ekiti 2013 2016/2017 To 2019/2020 2020/2021 8 Ahmadu Bello University, Zaria, Kaduna State 1974 2018/2019 To 2021/2022 2022/2023 9 Ajayi Crowther University,Oyo State 2009 2017/2018 To 2020/2021 2021/2022 10 AL-Hikman University , Ilorin, Kwara State 2009 2012/2013 To 2015/2016 Under MCATI 2016/2017 11 Ambrose Alli University, Ekpoma, Edo State 1994 2017/2018 To 2020/2021 2021/2022 12 American University Of Nigeria, Yola Adamawa State 2008 2014/2015 To 2017/2018 2018/2019 13 Babcock University, Ilishan, Ogun State 2003 2009/2010 T0 2012/2013 Under MCATI 14 Bayero University,
    [Show full text]