information technology training centre, owerri, imo … _edited_ thesis.pdf · i information...

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INFORMATION TECHNOLOGY TRAINING CENTRE,

OWERRI, IMO STATE.

AN M.SC (ARCH) PROJECT REPORT

BY

ONUGHA CHRISTIAN UGOCHUKWU

PG/M.Sc./06/46044

DEPARTMENT OF ARCHITECTURE

UNIVERSITY OF NIGERIA

ENUGU CAMPUS

OCTOBER, 2008

ii


OWERRI, IMO STATE.

AN M.SC (ARCH) PROJECT REPORT

BY

ONUGHA CHRISTIAN UGOCHUKWU

PG/M.Sc./06/46044

SUPERVISOR: ARC. L.C. CHINEME

SUBMITTED TO THE DEPARTMENT OF ARCHITECTURE, FACULTY

OF ENVIRONMENTAL STUDIES, UNIVERSITY OF NIGERIA, IN

PARTIAL FULFILMENT FOR THE REQUIREMENT OF THE AWARD

OF THE DEGREE OF MASTER OF SCIENCE (M.SC) IN

ARCHITECTURE

OCTOBER, 2008

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TITLE PAGE


OWERRI, IMO STATE.

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CERTIFICATION

I, ONUGHA, CHRISTIAN UGOCHUKWU, a postgraduate student in the Department of

Architecture and with registration number PG/M.Sc/06/46044 has satisfactorily

completed the requirements for the Degree of MASTER OF SCIENCE IN

ARCHITECTURE.

The Research contained in this Thesis Report is original and has not been submitted in

part or full for any other Diploma or Degree of this or any other university.

Certified and Signed by:

......................................................................................................................................................

ONUGHA, C. U. DATE

AUTHOR

..................................................................................................................................................................

ARC. L.C. CHINEME DATE

SUPERVISOR

..................................................................................................................................................................

ARC. F. O. UZUEGBUNAM DATE

HEAD OF DEPARTMENT

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DEDICATION

This Thesis Report work is dedicated to Almighty God for His Grace, Mercy, Love,

provisions and guidance throughout these years of study.

I also dedicate this work to my parents: Mr. and Mrs Nicholas Onugha for their

unflinching support and constant prayers during these periods of academic struggle.

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ACKNOWLEDGEMENT

It is common knowledge that the processes involved in carrying out a research work is

not an easy one. Sourcing for vital information was very difficult as a result of the

confident and important nature of this area of study. However, for this work to come to

fruition a lot of people contributed to its success. I thank them all.

First and foremost, I give thanks and praise and glory to the Almighty God for all He has

done for me. Despite how long and rigorous this task was, God has always been there

for me with His provision, love, courage, blessing, good health and good academic

successes. I am grateful to Him.

I wish to thank Mr. Mathias and Jennifer of NIIT Owerri Centre for the information and

assistance I got from them.

I am appreciative of the guidance, encouragement and supervision I got from my

Supervisor, Arc. L.C. Chineme. May God bless you abundantly.

I am thankful to the Head of Department of Architecture for his fatherly suggestions and

inspiration.

I remain grateful to all my lecturers, Arc. C. O Odum, Arc. I.G. Chendo, Arc. Osefoh

(Project Co-ordinator), Arc. Obinegbo, Arc. O Nduka, for all their encouragement and

advice. I will not fail to mention Arc. E.J. Mbah, Arc. Dr. Chukwuali, Arc. Nwalusi, Arc.

Udeh C. A, Arc. Ifeajuna, Arc. Ifeanacho, Arc. Okekeogbu, Arc. Udeh B.C, Arc. Obi and Arc.

Ganigbo for all their invaluable advice.

I thank also the entire academic and non-academic staff of Architecture Department for

their care and assistance.

My profound appreciation goes to my classmates Njoku E.N, Maduka, Jude Abanobi,

Ademokeme, Usua, Alex King, Okafor Chika, D.M. Adinudu, Ene, Henry Nwaiwu, and

others for their kindness, advice and assistance.

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I remember in a special way my roommates, Ralph and Asogwa Chibuzo for their

support.

I remember with affection my friend Elenwune Lilian, for her friendship and

companionship which gave me strength and inspiration.

I will not forget my friends Victor, Grace, Ajagwu, Chinwe Akum, Ethel, and many other

so numerous to mention.

I cannot thank the following people enough for their contributions to my study. Sir Ben

Ndiulo, Mr. Oparaeke Moses, Mr. & Mrs Chinedu Ebere, Mr. Jude Osondu, Mr. Ofoegbu

Nnadi, and my In-law Kenneth Ifeanyi among others.

I am forever grateful to my Boss, Arc. Leonard Ozuzu for his encouragement, support

and advice.

Finally, this work was made possible with the moral, financial, encouragement, support

and love from my family. My Parents, Mr. And Mrs. Nicholas Onugha, my wonderful

brothers Okechukwu, Christopher, Ikechukwu, Nnoso and my Sisters Esther, Ngozi,

Elizbeth and Julie. My God continue to bless you all.

My cousins Emmanuel, Jacob, Ezenwata, Ozioma, Chidiere, Friday, Nkeiru, Oby, Odera,

Amara among many other, I love you all.

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ABSTRACT

Information Technology is the processing and distribution of data using computer

hardware and software, telecommunications, and digital electronics. Therefore, it is

concerned with the use of technology in managing and processing information. Most

times, Information Technology (IT) is also known as Information and communication

Technology (ICT).

Information and communication technologies (ICT) also refer to several forms of

information exchange between two or more computers through any of the several

methods of interconnection. These technologies provide speedy, inexpensive and

convenient means of communication. The adoption of these technologies in many

countries by different sectors of the economy have been found to have direct positive

impact on the economy and have led to more rapid acceleration of development in

these countries.

In Nigeria however, preliminary investigations show that only a few organizations,

individuals, institutions, companies and states have adopted the advantages of IT or ICT

to tackle their various problems of unemployment, low productivity, poverty, illiteracy,

insecurity, under-development and inadequate information.

The above statement is as a result of the inadequate spaces and insufficient places

where Information Technology Training can be acquired in Imo State at a very

reasonable cost. The existing Information Training Facilities do not offer functional,

safe, convenient, comfortable and cheap cost for the people of the state to take

advantage of. Some of these training centers are organized in makeshift buildings

which lack adequate ventilation, circulation, lighten, parking spaces and convenience for

the users.

Also, the high cost of Information Technology Training program and the proliferation of

sub-standard computers and it accessories are some of the research problems identified

militating against the acquisition of Information Technology Training in the state. The

above findings thus motivated me to propose for the establishment of Information

Technology Training Center in Owerri, Imo State which is in consonance with the

agenda of the state government to use Information Technology to increasing

employment for graduates and non-graduates of Imo State, to equip the youths with

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marketable skills that will make them self-reliant, to reduce the restiveness among the

youths, to provide affordable computers and its accessories and also to make the

acquisition of Information Technology Training very affordable for all manners of

people of the State.

Thus, this research work seeks to explore and highlight the importance of a befitting

Information technology Training Centre in Owerri, Imo State and in the world today to

the reduction of unemployment among the youth, illiteracy, insecurity, poverty and

under-development which is the bane of the third world countries.

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TABLE OF CONTENTS

TITLE PAGE ... ... ... ... ... ... ... ii

CERTIFICATION ... ... ... ... ... ... ... iii

DEDICATION ... ... ... ... ... ... ... iv

ACKNOWLEDGEMENT ... ... ... ... ... ... ... v

ABSTRACT ... ... ... ... ... ... ... vii

TABLE OF CONTENTS ... ... ... ... ... ... ix

LIST OF FIGURES ... ... ... ... ... .. ... xiii

LIST OF TABLES ... ... ... ... ... ... ... xvii

LIST OF PLATES ... ... ... ... ... ... ... xviii

CHAPTER ONE

1.0 BACKGROUND OF THE STUDY ... ... ... ... 1

1.2 MOTIVATION ... ... ... ... ... ... ... 3

1.3 AIMS AND OBJECTIVES ... ... ... ... ... 4

1.4 STATEMENT OF ARCHITECTURAL PROBLEMS ... ... ... 6

1.5 SCOPE OF THE PROJECT ... ... ... ... ... 6

1.6 LIMITATIONS ... ... ... ... ... ... 7

1.7 RESEARCH METHODOLOGY ... ... .. .. ... ... 7

1.8 SIGNIFICANCE OF THE STUDY ... ... ... ... ... 8

1.9 DEFINITION OF TERMS ... ... ... ... ... 9

CHAPTER TWO

2.0 DEFINITION OF INFORMATION TECHNOLOGY ... ... ... 11

2.1 A HISTORY OF INFORMATION TECHNOLOGY

AND SYSTEMS ... ... ... ... ... ... 13

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2.2 NIGERIAN NATIONAL POLICY FOR INFORMATION

TECHNOLOGY (IT) (2001) ... ... ... ... ... ... 30

CHAPTER THREE

3.0 FUNDAMENTALS OF COMPUTER ... ... ... ... 39

3.1 INTRODUCTION TO COMPUTER SYSTEM ... ... ... 39

3.2 TYPES OF COMPUTERS ... ... ... ... ... 40

3.3 ORIGIN OF PERSONAL COMPUTERS ... ... ... ... 44

3.4 PARTS OF THE COMPUTER SYSTEM ... ... ... 53

3.5 THE INFORMATION TECHNOLOGY AND NIGERIA

DEVELOPMENT. ... ... ... ... ... ... 59

3.6 ICT AND YOUTH EMPOWERMENT IN NIGERIA ... ... 62

3.7 THE IMPACTS OF COMPUTERS AND INFORMATION

TECHNOL0GY TO NATIONAL DEVELOPMENT ... ... ... 67

CHAPTER FOUR

4.0 SPECIAL CONSIDERATIONS FOR INFORMATION

TECHNOLOGY TRAINING CENTRE FACILITTY ... ... 71

4.1 OVERVIEW ... ... ... ... ... ... ... 71

4.2 INFORMATION TECHNOLOGY BUILDING ATTRIBUTES ... 71

4.3 IMPORTANT DESIGN CONSIDERATION ... ... ... 82

4.4 TECHNOLOGICAL CONNECTIVITT ... ... ... ... 82

4.5 INDOOR ENVIRONMENTAL QUALITY ... ... ... ... 83

4.5 SIGNAGE ... ... ... ... ... ... ... ... 85

4.6 SECURITY AND OCCUPANT SAFETY ... ... ... 85

4.7 OPERATIONS AND MAINTENANCE ... ... ... ... ... 86

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CHAPTER FIVE

5.0 CASE STUDIES ... ... ... ... ... ... 87

5.1 CRITERIA FOR CASE STUDIES ... ... ... ... ... 87

5.2 YORK UNIVERSITY COMPUTER SCIENCE BUILDING,

CANADA ... ... ... ... ... ... ... 87

5.3 ALGONQUIN COLLEGE ADVANCED TECHNOLOGY

CENTRE, CANADA ... ... ... ... ... 96

5.4 NIIT TRAINING CENTER, OWERRI, IMO STATE ... ... ... 101

5.5 AFRI-HUB UNIVERSITY OF NIGERIA, NSUKKA ... ... ... 108

CHAPTER SIX

6.0 PROJECT LOCATION AND SITE ANANLYSIS ... ... 114

6.1 INTRODUCTION ... ... ... ... ... 114

6.2 HISTORICAL BACKGROUND OF OWERRI ... ... ... ... 115

6.3 SOCIO-ECONOMY OF OWERRI ... ... ... ... 118

6.4 SELECTION CRITERIA ... ... ... ... ... 119

6.5 TOPOGRAPHY ... ... ... ... ... 128

6.6 INFRASTRUCTURAL FACILITIES AND UTILITIES ... ... 131

6.7 LAND USE ANALYSIS ... ... ... ... ... 133

6.8 THE PROPOSED MAIN ROAD NETWORK FOR

NEW OWERRI ... ... ... ... ... ... ... 135

6.9 THE PROPOSED SITE ... ... ... ... ... 136

6.10 THE SITE; CHARACTERISTICS, LOCATION AND ACCESS ... 137

6.11 CRITERIA FOR SITE SELECTION, SUITABILITY

AND POTENTIALS ... ... ... ... ... ... 138

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CHAPTER SEVEN

7.0 PLANNING PRINCIPLES AND SPACE PROGRAM ... ... ... 145

7.1 VARIOUS FUNCTIONS OF THE TRAINING CENTER ... ... 146

7.2 CLIENTS EXPECTED AT THE CENTRE ... ... ... ... 154

7.3 GENERAL SPACE COMPONENTS OF AN IT TRAINING CENTER ... 155

7.4 THE PRIVATE ZONES ... ... ... ... ... 159

7.5 PLANNING PRINCIPLES ... ... ... ... 162

7.6 FUNCTIONAL SPACE RELATIONSHIP DIAGRAM ... ... ... 163

7.7 SPACE PROGRAM ... ... ... ... ... ... ... 166

CHAPTER EIGHT

8.0 DESIGN SYNTHESIS ... ... ... ... ... ... 170

8.1 DESIGN CONCEPT ... ... ... ... ... ... 170

8.2 DESIGN PHILOSOPHY ... ... ... ... ... ... 170

8.3 CONCLUSION ... ... ... ... ... ... ... 175

BILIOGRAPHY ... ... ... ... ... ... ... 176

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LIST OF FIGURES

FIG. 2.1 A CAVE PAINTING OF COW

FIG. 2.2 PETROGLYTHIC IMAGERY

FIG. 2.3 A CLAY TABLET SHOWING A CUNEIFORM SYMBOLS

FIG. 2.4 PICTOGRAPHS FOR STAR

FIG. 2.5 A CUNEIFORM TABLE (C.2100 B.C)

FIG. 2.6 LATIN ALPHABET (2000 B.C)

FIG. 2.7 EGYPTIANS WRITING ON THE PAPYRUS PLANT (2600 B.C)

FIG. 2.8 THE ABACUS.

FIG. 2.9 THE SLIDE RULE

FIG. 2.10 THE RECKONER

FIG. 2.11 THE DIFFERENCE ENGINE

FIG. 2.12 THE ANALYTICAL ENGINE

FIG. 2.13 CENSUS MACHINE.

FIG. 2.14 PUNCH CARD

FIG. 2.15 ELECTRONIC NUMERICAL INTEGRATOR AND COMPUTER (ENIAC)

FIG. 2.16 UNIVERSAL AUTOMATIC COMPUTER (UNIVAC)

FIG. 2.17 A TRANSISTOR (1959-1963)

FIG. 2.18 APPLE'S GUI

FIG. 3.1 PERSONAL COMPUTER COMPONENTS

FIG. 3.2 A MICROCOMPUTER

FIG. 3.3 DATAPOINT 2200.

FIG. 3.4 APPLE II

FIG. 3.5 COMMODORE PET 2100

FIG. 3.6 TRS-80 MODEL I

FIG. 3.7 IBM 5150

FIG. 3.8 XEROX ALTO

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FIG. 3.9 ATARI ST

FIG. 3.10 IMAC

FIG. 4.1 DRAWING FOR CALCULATING VIEW CURVE

FIG. 4.2 SECTION OF A LECTURE THEATER

FIG. 4.3 STEEP AUDITORIUM WITH GOOD GRADIENT

FIG. 4.4 PROJECTOR ROOM

FIG. 4.5 A TYPICAL SEMINAR ROOM

FIG. 4.6 DIMENSION OF WORKSTATION FURNITURE

FIG. 4.7 CORRECT ERGONOMIC POSITIONS

FIG.4.8 ERGONOMIC VDU WORKSTATION

FIG. 4.9 DISABLE ON A VDU WORKSTATION

FIG. 4.10 LEG SPACE

FIG. 4.11 MINIMUM FREE SPACE IN READING AREA FIG. 4.12 MINIMUM DISTANCES IN BOOKSHELF

FIG. 4.13 BOOKSHELF

FIG. 4.14 MAXIMUM HEIGHT

FIG. 4.15 RECEPTION COUNTERS

FIG. 4. 16 SPACE REQUIREMENTS FOR CORRIDORS

FIG. 4.17 STEP MEASUREMENT FOR QUEUE

FIG. 4. 18 SPACE REQUIREMENTS WITH LUGGAGE

FIG. 4.19 SEATING FOR 5 PERSONS

FIG. 4.20 SEATING WITH CIRCULATION

FIG.4.21 MINIMUM AREA REQUIREMENTS

FIG.4.21 MINIMUM DIMENSIONS FOR 2-PERSONS OFFICE

FIG. 4.22 SWIVEL CHAIR ON CASTERS

FIG. 4. 23 GENERAL OFFICES

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FIG. 4.24 OFFICE DESK

FIG. 5.1 GROUND FLOOR PLAN OF YORK UNIVERSITY COMPUTER BUILDING

FIG. 5.2 SECTION OF YORK UNIVERSITY COMPUTER BUILDING

FIG. 5.3 GROUND FLOOR PLAN OF ALGONQUIN COLLEGE OF ADVANCED

TECHNOLOGY CENTRE

FIG. 5.4 SECTIONS OF ALGONQUIN COLLEGE OF ADVANCED TECHNOLOGY CENTRE

FIG. 5.5 ELEVATION DESIGN CONCEPT

FIG. 5.6 GROUND FLOOR PLAN OF NIIT

FIG. 5.7 FLOOR PLAN OF AFRI-HUB CENTRE UNN

FIG. 5.8 FLOOR PLAN OF AFRI-HUB CENTRE UNN

FIG. 6.1 MAP SHOWING THE RELATIVE LOCATION OF IMO STATE WITHIN NIGERIA

FIG. 6.2 MAP OF IMO STATE

FIG. 6. 3 RAINFALL DISTRIBUTIONS IN NIGERIA

FIG. 6. 4 TEMPERATURE DISTRIBUTIONS IN NIGERIA

FIG.6. 5 MEAN MONTHLY MINIMUM TEMPERATURE FOR OWERRI

FIG.6. 6 MEAN MONTHLY RELATIVE HUMIDITY FOR OWERRI

FIG.6.7 NORTH EAST TRADE WINDS

FIG.6.8 SOUTH WEST MONSOON WINDS

FIG. 6.9 SOIL DISTRIBUTION IN NIGERIA

FIG. 6.10 VEGETATION DISTRIBUTION IN NIGERIA

FIG. 6.11 MAP OF OWERRI MUNICIPAL COUNCIL SHOWING OLD AND NEW OWERRI

FIG. 6.12 MAP SHOWING THE PROPOSED MAIN NETWORK OF ROADS IN NEW

OWERRI

FIG. 7.13 SECTION OF THE MAP SHOWING THE SITE LOCATION

FIG. 7.14 SITE PLAN

FIG. 7.15 SITE ANALYSIS

FIG. 6.16 NOISE SOURCES

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FIG. 6.17 SITE VEGETATION

FIG. 6.18 SITE TOPOGRAPHY

FIG. 6.19 BEST ORIENTATION

FIG. 6.20 SITE ZONING

FIG. 7.1 FUNCTIONAL RELATIONSHIP DIAGRAM OF THE ICT TRAINING CENTRE

ZONING

FIG. 7.2 FUNCTIONAL RELATIONSHIP DIAGRAM OF THE ADMINISTRATIVE AREA

FIG. 7.3 FUNCTIONAL RELATIONSHIP DIAGRAM OF THE BUILDING ZONING

FIG. 7.4 FUNCTIONAL RELATIONSHIP DIAGRAM OF PUBLIC AREA

FIG.7.5 SPATIAL RELATIONSHIP DIAGRAM

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LIST OF PLATES

PLATE 4.1 TYPICAL CONFERENCE ROOM

PLATE 5.1 EAST AND SOUTH ELEVATIONS OF YORK UNIVERSITY

PLATE 5.2 PERSPECTIVE YORK UNIVERSITY COMPUTER BUILDING

PLATE 5.3 PERSPECTIVE VIEW OF YORK UNIVERSITY COMPUTER BUILDING

PLATE 5.4 ATRIUM VIEW OF YORK UNIVERSITY COMPUTER BUILDING

PLATE 5.5 VIEW OF THE LABORATORY

PLATE 5.6 RECEPTION LOBBY OF YORK UNIVERSITY COMPUTER BUILDING

PLATE 5.7 INTERIOR VIEW OF LECTURE THEATRE

PLATE 5.8 SEMINAR ROOM

PLATE 5.9 SEMINAR ROOM

PLATE 5.10 PERSPECTIVE VIEW OF ALGONQUIN COLLEGE OF ADVANCED

TECHNOLOGY CENTRE

PLATE 5.11 MAIN LOBBY THAT FORMED AN ATRIUM AT THE CENTRE

PLATE 5.12 FACULTY SHARED OFFICES SPACE

PLATE 5.13 APPROACH ELEVATION OF NIIT TRAINING CENTER, OWERRI

PLATE 5.14 APPROACH ELEVATION OF NIIT TRAINING CENTER, OWERRI

PLATE 5.15 PARKING LOTS IN FRONT OF THE NIIT CENTER

PLATE 5.16 WAITING LOBBY

PLATE 5.17 VIEW OF RECEPTION DESK

PLATE 5.18 VIEW OF RECEPTION DESK

PLATE 5.19 COUNSELOR’S OFFICE

PLATE 5.20 VIEWS OF OFFICE SPACES

PLATE 5.21 CORRIDORS TO CLASSROOMS

PLATE 5.22 CLASSROOM FOR FIVE STUDENTS

PLATE 5.23 CLASSROOM FOR 12 STUDENTS

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PLATE 5.24 CLASSROOM FOR 15 STUDENTS

PLATE 5.25 CLASSROOM STUDENTS

PLATE 5.26 FRONT VIEW OF AFRI-HUB UNN

PLATE 5.27 RECEPTION LOBBY/SECURITY POST

PLATE 5.28 BUSINESS CENTER OF AFRI-HUB

PLATE 5.29 AFRI-HUB CYBER CAFÉ



PLATE 5.32 CORRIDOR TO CLASSROOMS

PLATE 5.33 CLASSROOM WITH WORKSTATION

PLATE 5.34 CLASSROOM WITH WORKSTATION

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LIST OF TABLES

TABLE 3.1 PARTS OF COMPUTER

TABLE 6.1 ILLITERACY IN THE DEVELOPING WORLD 1995

TABLE 6.2 GRADUATES IN NIGERIA UNIVERSITIES AND POLYTECHNICS (1988 –

1992)

TABLE 6.3 WORLD GRADUATES IN ENGINEERING, COMPUTER SCIENCE AND

MATHEMATICS 1995

TABLE 6.4 RECORDS OF REGISTERED UNEMPLOYED ACCORDING TO

QUALIFICATIONS 2008

TABLE 8.1 SPACE PROGRAM FOR THE IT CENTER

TABLE 8.2 SPACE PROGRAM FOR THE SALES DEPARTMENT

TABLE 8.3 SPACE PROGRAM FOR THE ADMINISTRATIVE UNIT

TABLE 8.4 FOR THE CATERING SERVICES

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CHAPTER ONE

1.0 BACKGROUND OF THE STUDY

In the world today, it is obvious that Information technology (IT), within a very short

time, has become one of the basic building blocks of modern society and the engine of

all other developments. The understanding and mastery of the basic skills and

concept of Information Technology as part of the core education, alongside reading,

writing, and numeracy have been embraced and regarded by many advanced

countries leaving most of the Third World countries behind, of which Nigeria is not

an exception. The transformation of all facets of the world by ICT can no longer be

neglected as its impact in the social, cultural, economic, religious, industrial and

technological developments are very enormous. With the general unemployment

problems in Nigeria, IT as part of Entrepreneurship Training is the surest way of

having a sustainable means of livelihood by our teeming youths both graduates and

non-graduates.

Sometime in 2006, the then Minister of Education, Dr Oby Ezekwesili raised alarm

that many of Nigerian graduates are unemployed, underemployed or unemployable

(Tribune, 2008). Recently, Governor of Central Bank of Nigeria, CBN, Prof.

Chukwuma Soludo (Tribune, 2008), also submitted that a large proportion of

Nigerian graduates who apply for jobs these days are simply unemployable. The

population of Nigeria, according to the National Population Commission (NPC)

figures stands at over 140, 000000 and about 60% of this number is made up of

youths and many of them just idle away their time with nothing to do. With the

institutions of learning in Nigeria churning out graduates of various levels and

degrees on a yearly basis, a rising trend has seen these graduates coming out of the

nation's universities and polytechnics to join those who graduated ahead of them but

without any means of livelihood for years.

Information Communication Technology (ICT) can be a veritable tool to tackle this

rising unemployment rate in Nigeria (Nkanga, 2008). Hence, the dire need for a

standard Information technology Training Centre in Owerri, which will incorporate a

Computer Training, a Sales and Business Center, is very timely when one considers

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the unemployment situation in Nigeria which has become a big dilemma. However,

many observers believe that the government is not providing the necessary proactive

measures to confront this challenge of unemployment.

It is quite evident that Nigeria at present lacks innovation, capacities and capabilities

in information technology (IT) management and hardware maintenance. This

notwithstanding, the country has been and will continue to import and use a wide

range of durable consumer electronics, computers and telecommunication

equipments. It must therefore begin to accumulate the capabilities to repair and

maintain these vintages. Indeed, if Africa and Nigeria in particular will not be left

behind in global trade and development, it must be able to master certain basic

capabilities in ICT (Kajogbola, 2004).

Hence, with the enormous contributions of Information technology today and the

rising awareness of its effects, on everyday life, no one should be left behind or in

doubt that it is the only way forward. The awareness of its impact in the nation today

is at all-time high and the spread of mobile technology in the country today has aided

its spread. The use of Information technology cuts across all the segments of today's

economy, be it banking, oil and gas, media, law, insurance, shipping, education,

Architecture, etc. Today in Nigeria, terminologies like e-learning, e-payment, e-

passport, e-ticket, e-banking etc are part of today's vocabulary and anyone who does

not come onboard will be left by the way side.

Expectedly, many corporate concerns particularly on the ICT sector have taken up

this challenge even though the outcome still looks as if nothing is happening, owing

to the huge population of the country and the hopelessness of government to fashion

out an encompassing way to tackle the problem of the power sector which fuels the

IT sector.

Besides, the current prices of personal computer and its accessories is an area the

centre will look into to ensure that World Class computers are made available to the

people of Imo State at an affordable rate. This will go a long way to assist young

people to have access to computer to set up their own Small Scale Business with little

or no assistance.

3

Information Technology (IT) can be defined as the study, design, development,

implementation, support or management of computer-based information systems,

particularly software applications and computer hardware. IT deals with the use of

electronic computers and computer software to convert, store, protect, process,

transmit, and securely retrieve information (Wikipedia, 2008). Today, the term

information technology has come to involve many aspects of computing and

technology.

The Information Technology Training Centre proposed by this research will provide

facilities that will be convenient for learning and exchange of ideas in a functional

and safe environment. The training facilities must be flexible and technologically-

advanced learning environments that is safe, healthy, comfortable, aesthetically-

pleasing, and accessible. It must be able to accommodate the specific space and

equipment needs of the training program. Support spaces geared toward adult needs,

such as a business station that allows students to carry out some business functions

during their training sessions, must be seamlessly integrated into the facility as well.

Imo State with its highest number of student’s enrolment in the tertiary institutions

invariable has the highest number of graduates that are unemployed. This Centre

will equip them with the necessary skills to be self-reliant and the knowledge to

succeed whatever they want to do after the training very sustainable.

1.2 MOTIVATION

The major inspiration to embark on this Project as Thesis Report topic is the keen

desire to make our society a conducive place for all and sundry with a well designed

and planned structure that will further the acquisition of IT Training. This can be

achieved with the provision of employment for all manner of people with different

level of qualifications. It is clear the IT training do not require high qualification for

the training of the middle level manpower in ICT.

The Author was further motivated by the a recent publication by the Imo State

Government (Vanguard, 2008) through Chief Nick Amaefule, the Special Adviser to

the Governor on Poverty Alleviation, that the Government has concluded

arrangements to establish three skill acquisition centers in each of the three

4

senatorial zones. The centers would recruit, train and re-train unemployed youths to

acquire skills in Information Technology for a maximum of six months. He said the

scheme would help to address the mass unemployment, restiveness and “some

misdirected youthful exuberance”.

Furthermore, the training of young Entrepreneurs will further provide more

employment for the youths. The other motivations for this project include solving

the following problems:

a) The increasing unemployment of graduates and non-graduates in the

country.

b) The reabsorption of retrenched workers who mostly happen to be the

youths.

c) To equip the youths with marketable skills that can make them self-

reliant.

d) To empower the youths with ICT to reduce the restiveness in the

country.

e) To provide a place where an affordable computer and its accessories

can be procured at a very reasonable prices.

f) The provision of affordable IT training at a much reduced rate to avoid

the exploitation of Nigerians by some quack training centers.

g) To make our youths leaders and entrepreneurs in the IT sector.

h) There will be multiplier effects on other development sectors.

1.3 AIMS AND OBJECTIVES

The main aim is to provide a facility that is safe, aesthetic, functional, conducive and

affordable for both man and machines to work in. The Training Centre must be able

to meet the demand of training environment as well as very safe for the protection of

valuable components of computer.

5

Thus, the objectives are:

a) To create a highly Information Technological infrastructure with

environment that will meet standards while maintaining its local

significance.

b) To provide employment for graduates and non-graduates

c) To create a structure that will meet modern standard for IT learning

d) To improve the productive capacity and market skills of our youths

e) To make the youth self-employed

f) To provide high-quality, affordable PCs and IT accessories.

Affordability is a critical project objective.

g) To increase the youth’s capacity to be leaders and entrepreneurs

h) To encourage dignity of labor in the lives of every Nigerian

i) To make Nigerian IT professionals to be compliant and make effective

use of computers in their various disciplines within the shortest

possible time.

Furthermore, the project shall consider achieving a structure that would among

others:

a) Provide adequate storage spaces and facilities for equipments, both for

items that require privacy.

a) Provide office spaces to accommodate the administrative and

corporative activities of the Information Technology Training Centre.

b) Provide conducive classroom environments, workshop and media

rooms, conference rooms, seminar rooms with efficient computer

workstations to facilitate ICT learning.

6

c) Provide a business centre in the training centre that will help make the

establishment self-sustaining.

1.4 STATEMENT OF ARCHITECTURAL PROBLEMS

In the planning and design of a structure that will house an Information Technology

Training Centre as well as incorporate Computer Sales Department and Business

sections the following Architectural Problems were identified.

a) In adequate spaces for conducive learning

b) Parking problem

c) Space Program integration

d) Security

e) Dust

f) Circulation

g) Ventilation and lighting

h) Flexibility of spaces

1.5 SCOPE OF THE PROJECT

The scope of this project will be limited to the provision of modern facilities for

successful harnessing of the potentials of the youths at Imo state level through ICT.

The facility will also house a well conceived sales Department which will assist

Nigerians to have access to affordable and world-class computer as well as solve the

problem of sub-standard computers sold to Nigerians. The Centre will also provide

the following as basic requirements:

a) Training Unit and

b) Administrative Unit

Other facilities that will support the above function will include:

a) Display and Sales Department

b) Library

7

c) Auditorium

d) Lecture Rooms

e) Seminar Rooms

f) Conference Rooms

g) Counseling Office

h) Cafeteria

i) Maintenance and After Service Department

j) Laboratories

k) Storage

l) Delivery/Service Yard.

1.6 LIMITATIONS

Nigeria is faced with enormous problems of information access. These problems,

especially that of low level telephone penetration and uneven access, appear to be

insurmountable. During the course of this study, a lot of delimitations were

encountered. These include the following:

a) The unfriendly attitude of some training centre operators visited.

b) Difficulties in obtaining relevant and adequate information.

c) Time was a very big constraint

d) Inavailability of materials to carry out the project.

e) Funding was a very big obstacle to the progress of the research.

Regardless of all odds the Researcher was able to make adequate use of the

information gathered to ensure a good research work.

1.7 RESEARCH METHODOLOGY

For a more comprehensive and best result data gathering, the following research

methodology will be adopted.

a) Data collection through the use of oral interviews and written document

8

b) Through the use of available case study which involves visitation existing IT training Centers

c) Through references from books

d) Through information from the Internet.

1.8 SIGNIFICANCE OF THE STUDY

The significance of the Research Work cannot be over-emphasized when one looks at

the level of the application of Information technology in our Institutions and

everyday life today. Furthermore, the level of exploitation going on in the existing

training centers cannot be allowed to go on any more. This research work if adopted

will reduce to a considerable level the cost of Computer Training and will also make

people get good value for their money when buying computers and its accessories.

Besides, this project will put to an end the inadequate environment, classrooms,

office spaces, parking and makeshift buildings used today as Computer Training

Centre.

However, the Training Centre will help in the alleviation of poverty through the

creation of employment for our teeming graduates and some of our school leavers

with the acquisition of competent computer skills.

Also, with the presence of the Centre, Imo State will witness a boost in the

establishment of Small Scale Businesses as well as the making of very competent

people that will handle many business ventures in the State and Nation in general.

Information technology brings information Technology and its applications—such as

word-processing, spreadsheet, and presentation software—that office workers

everywhere rely on to do their jobs. IT specialists create such products and set up

and maintain such systems. Their work varies widely: They upgrade your computer

software; get your office computer network, or your computer, up and running again

after it crashes; set up and maintain the servers on which your company's internal

applications run; create and customize the software products you use; build

9

websites; and build and maintain the databases that you rely on to gather

information to serve your customers.

Finally, the Information Training Centre will be targeted at graduates, under-

graduates as well as many of our school leavers that do not have marketable skills

and those who seek to improve their capacity in this world of technological

innovation.

1.9 DEFINITION OF TERMS

Petroglyths: signs or simple figures carved in rock.

Pictographs: pictures or sketches that visually resemble that which is depicted.

Cuneiform: the first true written language and the first real information system.

Information Technology (IT): is a general term that describes any technology that

helps to produce, manipulate, store, communicate, and/or disseminate information.

System software: Programs that manage and support the resources and operations

of a computer system as it performs various information processing tasks.

Application Software: Programs that direct the performance of a particular use, or

application, of computers to meet the information processing needs of end users.

Computer System: A computer is a system of information processing components

that perform input, processing, output, storage, and control functions.

A computer: is a machine that manipulates data according to a list of instructions.

Chips: are electronic circuit/microprocessors.

Browser: A computer program that enables users to access and navigate the World

Wide Web.

Entrepreneur: A person who organizes, operates, and assumes the risk for a

business venture.

Internet: The vast network of networks connecting millions of individual and

networked computers worldwide.

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Networking: (1) Developing business contacts to form business relationships,

increase knowledge, expand a business, or serve the community. (2) Linking

computers systems together.

Search engine: A computer program that facilitates the location and the retrieval of

information over the Internet.

Server: A computer system to provide access to information or Web sites.

World Wide Web: The part of the Internet that enables the use of multimedia text,

graphics, audio, and video.

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CHAPTER TWO

2.0. DEFINITION OF INFORMATION TECHNOLOGY

In the definition of Information Technology (IT) or Information and Communication

Technology a term used extensively throughout this Research Work, two other terms

need first to be defined, Informatics (Computing Science) and Information

Technology. UNESCO (2002) defines informatics as the science dealing with the

design, realization, evaluation, use, and maintenance or information processing

systems, including hardware, software, organizational and human aspects, and the

industrial, commercial, governmental and political implications of these. Also,

UNESCO (2002) defines Information technology as the technological application

(artifacts) of informatics in society. Thus, Information and Communication

Technology (ICT) is defined as the combination of informatics technology with other

related technologies, specifically communication technology.

Information Technology (IT) also known as Information and Communication(s)

Technology (ICT) and Infocomm (in Asia) is concerned with the use of technology in

managing and processing information, especially in large organizations (Wikipedia,

2008).

Microsoft Encarta Dictionary (2007) defines Information Technology as “the

processing and distribution of data using computer hardware and software,

telecommunications, and digital electronics”. Furthermore, the Oxford Advanced

Learner’s Dictionary of Current English (2000), described Information Technology as

“the study or use of electronic equipments, especially computers, for storing,

analyzing and sending out information”. The National Policy on Information

Technology (2001) described Information Technology to mean computers, ancillary

equipment, software and firmware (hardware) and similar procedures, services

(including support services) and related resources. It goes further to say that it

includes any or interconnected system or subsystem of equipment, that is used in the

automatic acquisition, storage, manipulation, management, movement, control,

display, switching, interchange, transmission or reception of date or information.

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Today, the term information technology involves many aspects of computing and

technology. The information technology umbrella can be quite large, covering many

fields. IT professionals perform a variety of duties that range from installing

applications to designing complex computer networks and information databases. A

few of the duties that IT professionals perform may include data management,

networking, engineering computer hardware, database and software design, as well

as the management and administration of entire systems. When computer and

communications technologies are combined, the result is information technology, or

"infotech". Information Technology (IT) is a general term that describes any

technology that helps to produce, manipulate, store, communicate, and/or

disseminate information. Presumably, when speaking of Information Technology (IT)

as a whole, it is noted that the use of computers and information are associated.

Information Technology (IT) permeates all fields of human endeavor and business

environment, it underpins the success of modern corporations, and it provides

governments with an efficient infrastructure. At the same time, ICT adds values to

the processes of learning, and in the organization and management of learning

institutions. The Internet is a driving force for much development and innovation in

both developed and developing countries UNESCO (2002).

Countries especially the African Nations must work hard to benefit from

technological developments. To be able to do so, cadres of professionals have to be

educated and re-educated with sound IT or ICT backgrounds, independent of specific

computer platforms or software environments. Information technologies provide

access to knowledge and resources on a wide range of topics. The Internet, and its

World Wide Web component, is the most prominent example of information

technology. The Educational Resources Information Center (ERIC) is another

example. The ERIC system enables people to search and locate much of the world's

educational literature on a given topic. Technological developments have led to

changes in work and changes in the organization of work, and required competencies

are therefore changing. Gaining in importance are the following competencies:

a) Critical thinking,

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b) Generalist (broad) competencies,

c) ICT competencies enabling expert work,

d) Decision-making.

e) Handling of dynamic situations,

f) Working as a member of a team, and

g) Communicating effectively (UNESCO, 2002).

Computer training which this research work is aimed at providing a conducive

environment for, therefore prepares youths for an exciting profession that involves

hardware, software, services, and supporting infrastructure to manage and deliver

information. Information technology includes all computers, voice, video, and data

networks and the equipment and staff needed to operate them. It also includes all

costs associated with operating and providing information technology, as well as

developing, purchasing, licensing, and maintaining software. Some other examples of

information technology commonly used includes telephone and radio equipment,

software and support for office automation systems and the computers that run

them, server hardware and software, and computers and network systems used for

educational purposes.

2.1 HISTORY OF INFORMATION TECHNOLOGY AND SYSTEMS

The History of Information technology and Systems are grouped into four basic

periods which are characterized by principal technology used to solve the input,

processing, output and communication problems of the time. The periods include:

1. Pre-mechanical,

2. Mechanical,

3. Electromechanical, and

4. Electronic.

14

2.1.1 THE PRE-MECHANICAL AGE: 3000 B.C. - 1450 A.D.

This age was characterized by the use of Writing and Alphabets a means of

communication. The first humans communicated only through speaking and simple

drawings known as petroglyths (signs or simple figures carved in rock). The

pictographs: (pictures or sketches) that visually resembled that which is described

above is a cave painting in Lascaux, France of a cow as seen in Fig. 2.1.

Fig. 2.1 A Cave Painting of Cow Fig. 2.2 Petroglythic Imagery

(Source: http://www.tcf.ua.edu/AZ/ITHistoryOutline.htm)

Also, geometric signs (dots, squares, etc.) depicting objects were used. This is called

ideographs (symbols to represent ideas or concepts). The Ideographs in Fig. 2.2

above show a good example of a geometric signs from Western U.S.

The first development of signs corresponding to spoken sounds, instead of pictures,

to express words started in about 3100 B.C. by the Sumerians in Mesopotamia

(southern Iraq) devised cuneiform -- the first true written language and the first real

information system. This is pronounced as "coo-nay-eh-form". Cuneiform's

evolution: Early pictographic tablets were used at about (3100 B.C.) and are shown

below Figs. 2.3-2.5. Fig. 2.3 shows a clay tablet illustrating pictographs which were

turned on their sides (2088 B.C.) and then developed into actual cuneiform symbols

(2500 B.C.).

15

Fig. 2.3 A Clay Tablet showing a Fig. 2.4 Pictographs for Star

Cuneiform symbols


Fig. 2.4 illustrates pictographs for star (which also mean heaven or god), head, and

water (on the left) were turned on their side (in the middle) and eventually became

cuneiform symbols (on the right). Also, Fig. 2.5 is a cuneiform table (c. 2100 B.C.)

listing expenditures of grain and animals.

Fig. 2.5 A Cuneiform Table (c.2100 B.C) Fig. 2.6 Latin Alphabet (2000 B.C)


The first civilization as we know it today came around 2000 B.C. the Phoenicians who

created symbols that expressed single syllables and consonants (the first true

alphabet). Furthermore, the Greeks later adopted the Phoenician alphabet and

added vowels which culminated in the addition of letters by the Romans Latin names

to create the alphabet as we use them today as shown in Fig. 2.6.

16

Fig. 2.7 Egyptians writing on the papyrus plant (2600 B.C)

Source: http://www.tcf.ua.edu/AZ/ITHistoryOutline.htm

Later the Sumerians developed the Paper and Pens--input technologies. Sumerians'

input technology was a stylus that could scratch marks in wet clay. This was further

improved by the Egyptians who were writing in the papyrus plants as illustrated in

Fig. 2.7 in about 2600 B.C. Around 100 A.D., the Chinese made paper from rags, on

which modern-day papermaking is based.

The origin and developments of Books and Libraries--output technologies

(permanent storage devices) started with the Religious leaders in Mesopotamia who

kept the earliest "books". Also, the Egyptians kept scrolls while around 600 B.C., the

Greeks began to fold sheets of papyrus vertically into leaves and bind them together.

The First Numbering Systems started with the Egyptians who developed a system of

numbers from 1-9 as vertical lines, the number 10 as a U or circle, the number 100

as a coiled rope, and the number 1,000 as a lotus blossom. Besides, the first

numbering systems similar to those in use today were invented between 100 and

200 A.D. by Hindus in India who created a nine-digit numbering system. Around 875

A.D., the concept of zero was developed.

The history of Information technology encompasses the computer hardware, its

architecture, and its impact on software. The elements of computing hardware have

undergone significant improvement over their history. This improvement has

triggered world-wide use of the technology, performance has improved and the price

has declined. Computers have become commodities accessible to ever-increasing

sectors of the world's population. Computing hardware has become a platform for

uses other than computation, such as automation, communication, control,

17

entertainment, and education. Each field in turn has imposed its own requirements

on the hardware, which has evolved in response to those requirements.

The computer as we know it today took over two centuries to evolve, reckoning from

the time man desired to simplify mathematical computation and communicate

effectively with his fellow man as can be seen from the history narrated above.

Originally calculations were computed by humans, whose job title was computers.

These human computers were typically engaged in the calculation of a mathematical

expression, say for astronomical ephemerides, for artillery firing tables, or for

nautical navigation. The calculations of this period were specialized and expensive,

requiring years of training in mathematics. In other to reduce the difficulties in

computation, came the invention of the Abacus which was used for arithmetic tasks.

The Roman abacus is shown in Fig.2.8 and was used in Babylonia as early as 2400 BC.

Since then, many other forms of reckoning boards or tables have been invented.

Fig. 2.8 The Abacus.

Source: John Napier 2400 B.C.

In 1614, Scottish mathematician and physicist John Napier noted multiplication and

division of numbers could be performed by addition and subtraction, respectively, of

logarithms of those numbers. While producing the first logarithmic tables Napier

needed to perform many multiplications, and it was at this point that he designed

Napier's bones, an abacus-like device used for multiplication and division. Further

since real numbers can be represented as distances or intervals on a line, the slide

rule was invented in the 1620s by William Oughtred to allow multiplication and

division operations to be carried out significantly faster than was previously

possible. Slide rules were used by generations of engineers and other mathematically

inclined professional workers, until the invention of the pocket calculator. The

18

engineers in the Apollo program to send a man to the moon made many of their

calculations on slide rules, which were accurate to three or four significant figures.

The Slide Rule is shown in Fig. 2.9.

Fig. 2.9 The Slide Rule

Source: William Oughtred, 1620s

Francis Bacon in 1623 invented the Binary Notation, though it was not known then as

in important step in calculating machine development. Also, German polymath

Wilhelm Schickard built the first digital mechanical calculator in 1623, and thus

became the father of the computing era. Since his calculator used techniques such as

cogs and gears first developed for clocks, it was also called a 'calculating clock'.

Gabriel Pascal invented Mechanical Cogwheel Calculator in 1643, and it was used for

addition, subtraction, multiplication through repeated addition, division through

repeated subtraction and it used decimal arithmetic but not electricity. This was

improved upon in 1671 by Gottfried Wilhelm von Leibniz also, for addition,

subtraction, direct multiplication and division with the addition of “Stepped

Reckoner” mechanism Fig. 2.10 which made possible direct multiplication and

division.

19

Fig. 2.10 The Reckoner

Source: Gottfried Wilhelm Von Leibniz, 1671

Around 1820, Charles Xavier Thomas created the first successful, mass-produced

mechanical calculator, the Thomas Arithmometer, which could add, subtract,

multiply, and divide. It was mainly based on Leibniz' work. Mechanical calculators,

like the base-ten addiator, the comptometer, the Monroe, the Curta and the Addo-X

remained in use until the 1970s. Leibniz also described the binary numeral system, a

central ingredient of all modern computers. However, up to the 1940s, many

subsequent designs (including Charles Babbage's machines of the 1800s and even

ENIAC of 1945) were based on the decimal system; ENIAC's ring counters emulated

the operation of the digit wheels of a mechanical adding machine.

As early as 1725 Basile Bouchon used a perforated paper loop in a loom to establish

the pattern to be reproduced on cloth, and in 1726 his co-worker Jean-Baptiste

Falcon improved on his design by using perforated paper cards attached to one

another for efficiency in adapting and changing the program. The Bouchon-Falcon

loom was semi-automatic and required manual feed of the program. In 1801, Joseph-

Marie Jacquard developed a loom in which the pattern being woven was controlled

by punched cards. The series of cards could be changed without changing the

mechanical design of the loom. This was a landmark point in programmability.

In 1833, Charles Babbage moved on from developing his difference engine as shown

in Fig. 2.11 to developing a more complete design, the analytical engine illustrate in

fig. 2.12, which would draw directly on Jacquard's punched cards for its

programming. In 1835, Babbage described his analytical engine. It was the plan of a

general-purpose programmable computer, employing punch cards for input and a

steam engine for power. One crucial invention was to use gears for the function

20

served by the beads of an abacus. In a real sense, computers all contain automatic

abacuses (the data path, arithmetic logic unit, or floating-point unit).

Fig. 2.11 The Difference Engine Fig. 2.12 The Analytical Engine

Source: Charles Babbage, 1822 Source: Charles Babbage, 1833

His initial idea was to use punch-cards to control a machine that could calculate and

print logarithmic tables with huge precision (a specific purpose machine). Babbage's

idea soon developed into a general-purpose programmable computer, his analytical

engine. While his design was sound and the plans were probably correct, or at least

“debuggable”, the project was slowed by various problems.

Further advancement in the production of Information Technology hardware as

achieved during the Electromechanical Age (1840 – 1940) was enhanced with the

discovery of ways to harness electricity. This was the key advance made during this

period. Knowledge and information could now be converted into electrical impulses.

Also, was the discovery and beginnings of Telecommunication which made use of

Voltaic Battery, Telegram Telephone and Radio for the transmission of messages.

In 1890, the United States Census Bureau used punched cards, sorting machines, and

tabulating machines designed by Herman Hollerith to handle the flood of data from

21

the decennial census mandated by the Constitution. The Census Machine and Punch

Card are shown in Figs. 2.13 and 2.14 respectively.

Fig. 2.13 Census Machine.

Source: Herman Hollerith, 1890

Fig. 2.14 Punch card

Source: Herman Hollerith, 1890

Hollerith's company eventually became the core of IBM. IBM developed punch card

technology into a powerful tool for business data-processing and produced an

extensive line of specialized unit record equipment. By 1950, the IBM card had

become ubiquitous in industry and government. The warning printed on most cards

intended for circulation as documents (checks, for example), "Do not fold, spindle or

mutilate," became a motto for the post-World War II era.

22

2.1.2 EVOLUTION OF THE ELECTRONIC COMPUTER

John Mauchly and J. Presper Eckert, of the University of Pennsylvania, made the first

attempt with what might be regarded as a large scale electronic calculator. The

produced the ENIAC (Electronic Numerical Integrator And Calculator) from 1943 to

1946 for the U.S. Army Ordinance Department. This was later used for a Ballistic

Missile Research Project. The ENIAC made use of vacuum tubes for the early

computer. The ENIAC is shown in fig. 2.15

Due to the operating capacity of the ENIAC, the tubes were so many (18,000) that

they took up a lot of spaces, condensed in the confined basement area of the building

where the gigantic machine was assembled, they generated much heat. The ENIAC

was a decimal computer, not a binary one.

Fig. 2.15 Electronic Numerical Integrator and Computer (ENIAC)

(Source: John Mauchly & J. Presper Eckert, 1943-1946)

In 1945, John developed the stored-program computer on which led to success of

most development in computer up to the 4th generation. Up to this date all

computers have to be told what to do by rewiring. This was a break through.

Essentially, the concept allowed for the storage of program and data in the same

memory, or the use of the same wires for what is called data and address buses. John

Neuman also proposed the EDVAC (Electronic Discrete Variable Automatic

Computer). This machine was later delivered in 1951 as UNVAC by the Eckert-

Mauchly Computer Corporation, which was formed in 1947. The EDVAC made

possible the retention of processed information for periods of time within the

machine’s address buses, which can be recalled or retrieved as and when needed.

23

But the memory (storage area or device) of the EDAC was bit adapted for indefinite

and versatile storage.

2.1.3 THE FIRST GENERATION COMPUTERS (1945-1958)

A clear difference existed between the electronic and mechanical computers which

evolved at about 1945 with IAS (Institute of Advanced Studies) machine and the

UNIVAC Computer. UNIVAC (Universal Automatic Computer) stands out in this

generation being the first time general purpose computer designed for both

alphabetic and numeric uses emerged. The following are the characteristics of the

first generation computers:

a) They are characterized by the Cathode Ray Tube and Vacuum Tubes

b) They were large and expensive.

c) Punch cards format the input to the machines and all programming was done in machine language (numbers that were interpreted by the machine as commands).

Fig. 2.16 Universal Automatic Computer (UNIVAC)

(Source: Institute of Advanced Studies, 1945-1958)

d) The machine had high heat dissipation and was not very reliable.

e) Rotating magnetic drums for internal storage of data and programs

a) Programs written in

b) Machine language

c) Assembly language

d) Requires a compiler.

A good example of First generation computer is shown in fig. 2.16 above.

24

2.1.4 THE SECOND GENERATION (1959-1964)

Between 1959 and 1964, the advantages of the transistor as a switching element

(which was cheaper, smaller, consumes less power, dissipates less heat, and lasts

longer than the thermionic valve), were brought to bear on computer design. This

transistor lead to a drastic reduction in size, much lower manufacturing costs higher

reliability, more processing power, and

Fig. 2.17 A transistor (1959-1963)


reduced running costs for computer systems. Fig. 2.17 shows a transistor.

Modular hardware design was introduced during the 2nd generation era, several

categories of input units, output units, memory units, and Central processing unit

(CPU) were made and the customer than chose the CPU, input/output, and memory

units that best matched his application.

Programming in an easy-to-use English – like (High-level) language rather than

machine code (binary patterns) was a feature of the 2nd generation era. Formula

Translation (FORTRAN) is one of the earliest of such languages. Others like ALGOL,

AOI, COBOL, and PASCAL followed suit. Each High-level language has features which

may make it more suited to a particular application than others and this dictated the

choice of language made by computer users. FORTRAN was particularly good for

scientific computations while COBOL (Common Business Oriented Language) was

tailored towards business data processing.

Today, many powerful programming language exist which can cope easily with a

wide range of applications, from scientific to business. Structured and more

25

powerful versions of some early High-level languages such as BASK (Beginners All

Purpose Symbolic Instruction Code) are also available today.

Early 2nd generation computers included IBM 7030 and LEO MARK III. In 1962,

Manchester University, England Completed what was probably the best 2nd

generation computer, namely, the ATLAS. The machine made effective use of

magnetic disc storage and remained a huge success for a long time.

2.1.5 THE THIRD GENERATION COMPUTERS (1964-1979)

The explosion in the use of computers began with 'Third Generation' computers.

These relied on Jack St. Clair Kilby's and Robert Noyce's independent invention of

the integrated circuit (or microchip), which later led to the invention of the

microprocessor, by Ted Hoff, Federico Faggin, and Stanley Mazor at Intel. The

integrated circuit for example, an Intel 8742, is an 8-bit microcontroller that includes

a CPU running at 12 MHz, 128 bytes of RAM, 2048 bytes of EPROM, and I/O in the

same chip. Integrated Circuits (IC) or Silicon Chips means the formation within a

single semi-conductor crystal of electronic circuits of the equivalent of several

transistors. Further developments led to improvements in packing density,

miniaturization, and reliability. Large scale production led to the lowering of IC

manufacturing costs and made the new devices economically attractive.

Logic gates specially designed for computer arithmetic and logical operations started

to emerge as IC instead of discrete transistor circuits. It becomes possible to make

on one chip several logic gates each comprising of the equivalent of about 10

transistors. The scale of integration determines how many equivalent logic gates are

put on one silicon chip. The following are the standard terminologies for the various

scales of integration

a) Small Scale Integration (SSI) means less than 12 logic gates.

b) Medium Scale Integration (MSI) means greater than 12 but less than

100 logic gates.

c) Large Scale Integration (LSI) means greater than 100 logic gates and

up to few thousands.

26

d) Very Large Integration (VLSI) means that several thousands of

equivalent logic gates are packed on one chip which can be held

between the finger tips.

The earliest Integrated Circuit computers include the IBM 360 series and the Control

Date Corporation’s CDC 6600. Another feature of the third generation era was the

development of minicomputers which can be dedicated to a narrower range of

applications compared to large main-frame computers. It became possible to

simulate analog circuits with the simulation program with integrated circuit

emphasis, or SPICE (1971) on minicomputers, one of the programs for electronic

design automation (EDA). The microprocessor led to the development of the

microcomputer, small, low-cost computers that could be owned by individuals and

small businesses. Microcomputers, the first of which appeared in the 1970s, became

ubiquitous in the 1980s and beyond. Steve Wozniak, co-founder of Apple Computer,

is credited with developing the first mass-market home computers. However, his first

computer, the Apple I, came out sometime after the MOS Technology KIM-1 and

Altair 8800, and the first Apple computer with graphic and sound capabilities came

out well after the Commodore PET. Computing has evolved with microcomputer

architectures, with features added from their larger brethren, now dominant in most

market segments.

Other important innovation in the 3rd generation era include the development of

multiprogramming/time sharing which enable several users to make use of the same

computer at once and at the same time in such a way that each feels that he is using

the computer alone. Also IC memory chips emerge as more viable main memory

elements than ferrite cores. Computer Architecture was advanced further to include

multiple processors in one system which then shares the data processing tasks

between them. This led to tremendous speed increases and a much higher efficiency

than for single processor system. Operating systems usage (treated below) became

the standard method of imposing a definite character on the computer system.

Operating system facilitates the use of computers and do have far reaching beneficial

influence on programmer productivity.

27

The Third Generation Computer can be classified into main frames (at the top end of

the spectrum), minicomputer, and microcomputer. The use of micro programs to

extend the number of instructions understood by a particular processor well beyond

its basic hardware capacity became widespread during the 3rd generation era.

2.1.6 THE FOURTH GENERATION COMPUTERS

The rapid developments in microelectronics have made possible the sustenance of

the pace of computer development towards more powerful, less costly, more reliable,

and much more portable system than even third generation computer. The

microprocessor (a very versatile ‘brain’ of a computer) was discovered in 1951 by

V.M Wilkes, a Briton. It took 20 years for the first ever commercial microprocessor

system to emerge following Wilkes’s discovery. That was the Intel 4004, a 4-bit

microprocessor – four binary digits in parallel), built by Intel corporation in 1971.

However, since that time, micro-processor manufactures have moved rapidly from 4-

bits systems, first to 8-bits system, and more recently 64-bits micro-processors. Such

powerful microprocessors contain the processing power of the older computer

mainframe within a chip which can be held between the finger tips.

Computer designers learned to combine the power of a number of such micro

processors in a single computer system, leading to extremely powerful machines

which occupy very little physical space.

Software (computer programs) development was also paced up with a rapid switch

from the conventional data bank of files associated with third generation computers

to data based oriented processing. New techniques of man-machine interaction were

and are still being developed and they include menu-driven interactive systems,

spreadsheets, word processor, and voice input/output (based on speech recognition

and synthetic speed). Very versatile computer operating systems were structured

and were aimed at general purpose computation but could not be completed owing

to the non discovery then of electronic switching. The design incorporated an

automatic sequence control mechanism (program) and exploited the advantages of

Jacquard inventions. Between 1847 and 1854, GEORGE BOOLE (English Logician)

invented BOOLEAN ALGEBRA for representing and manipulating logic expressions,

28

where a logical variable has a value of 1 or 0. Equivalent switching circuits to

manipulate electronically were not discovered until much later.

Dr. Herman Hollerith (a statistician at U. S. Census Bureau) between 1880 and 1890

produced the Hollerith Machines Based on Punched Card Usage with ability to punch

cards read information on cards, and process the information automatically. He took

advantage of Jacquard’s card developments in machine design and greatly sped up

the processing of American Census Data by cutting the time from 10 years to 3 years.

In 1909, VALDEMAR POULSON invented INFORMATION RECORDING DEVICES with

the ability to record signal on magnetic tapes and magnetic drums such that the

recorded signals can be retrieved when desired. The recording of computer

programs and data on magnetic surfaces became widespread later and has continued

to be so up to the present time.

The fourth generation computers are characterized with Large-scale and very large-

scale integrated circuits (LSIs and VLSICs). The computer has Microprocessors that

contained memory, logic, and control circuits (an entire CPU = Central Processing

Unit) on a single chip. The computer advancement allowed for home-use personal

computers or PCs, like the Apple (II and Mac) and IBM PC. This era witnessed the

introduction of MS-DOS (Microsoft Disk Operating System). The computer era also

saw the arrival of Graphical User Interfaces (GUI) for PCs in early 1980s as shown in

fig. 2.18.

Fig. 2.18 Apple's GUI

(Source: Apple Computer, 1984)

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2.1.7 THE FIFTH GENERATION COMPUTER (1991- PRESENT)

The idea of the home computer was born in this era since then the size, speed and

capabilities of the microcomputers has undergone tremendous change. The

development has been focused basically on the microprocessor which is the brain of

the computers. The micro computers have undergone a lot of changes since its

emergence and are identified by their speed.

The Fifth Generation Computers are concerned with knowledge-based-oriented

processing. Their main features include:

a) Input from the human system in the form of speech,

b) Effective processing of such inputs through the use of voice recognition

and voice synthesizing strategies.

c) The knowledge bases manipulated by 5th Generation Computers

include knowledge about problem domains.

d) Emphasis is on conversational/interactive processing with suitable

man-machine interfaces.

e) The knowledge-based management system gives in the 5th generation

computers the ability to make logical interfaces.

f) The targeted maximum speed of operation is between 100 million to

109 logical interfaces per second (LIPs), where one LIPs is equivalent

to between 100-1000 instruction per second on a conventional

computer.

g) The implication of this is that 5th generation computers operate at

enormous speeds.

The application areas for fifth generation computers include knowledge based expert

systems for computer-aided engineering, robotics, computer-aided instruction, and

office automation. The use of logic al inference and artificial intelligence lead to

30

sophisticated machine which can “think” and update their knowledge base for

beyond what was initially programmed into them.

Having seen the advantages inherent in the acquisition of computer knowledge the

Federal government of Nigeria in 2001 initiated the National policy for Information

Technology.

2.2. NIGERIAN NATIONAL POLICY FOR INFORMATION

TECHNOLOGY (IT) (2001)

Many Nations of the world especially the western and Asian world have

embraced this global movement in Information Technology acquisition and its

applications. The Nigerian Government in a bid to position the Nation to take

advantage of this development has come out with a National Policy for Information

Technology (IT).

1.2.1 PREAMBLE

Information Technology (IT) is the bedrock for National survival and development in

a rapidly changing global environment, and challenges us to devise bold and

courageous initiatives to address a host of vital socio-economic issues such as

reliable infrastructure, skilled human resources, open government and other

essential issues of capacity building.

In addition, an Information Technology policy that must be built on reliable human

resources and infrastructure constitutes the fundamental tool and means of

assessing, planning, managing development change and for achieving sustainable

growth.

It is for this reason that every progressive country has a National IT Policy and an

implementation strategy to respond to the emerging global reality and thus avert

becoming a victim of the digital divide.

A developing nation like Nigeria that aspires to participate effectively and become a

key player in the emerging Information Age needs to have in place, a highly efficient

Information System driven by a vibrant national IT policy.

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2.2.2 VISION STATEMENT

According to the National Policy, the vision is to make Nigeria an IT capable country

in Africa and a key player in Information Society by the year 2005, using IT as the

engine for sustainable development and global competitiveness.

2.2.3 MISSION STATEMENT

The mission statements of the National Policy are:

To ‘USE IT’ for:

i) Education

ii) Creation of Wealth

iii) Poverty Eradication

iv) Job Creation

v) Global competitiveness.

2.2.4 GENERAL OBJECTIVES

The general objectives of the policy are:-

i) To ensure that Information Technology resources are readily available to

promote efficient national development.

ii) To guarantee that the country benefits maximally, and contributes

meaningfully by providing the global solutions to the challenges of the

Information Age.

ii) To empower Nigerians to participate in software and IT development.

iii) To encourage local production and manufacture of IT components in a

competitive manner.

iv) To improve accessibility to public administration for all citizens,

bringing transparency to government processes.

vi) To establish and develop IT infrastructure and maximize its use

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Nationwide.

viii) To improve food production and food security.

ix) To promote tourism and Nigerian arts & culture.

x) To improve healthcare delivery systems nationwide.

xi) To enhance planning mechanisms and forecasting for the development of

local infrastructure.

xii) To empower children, women and the disabled by providing special programs

for the acquisition of IT skills.

xiii) To empower the youth with IT skills and prepare them for global

competitiveness.

xiv) To integrate IT into the mainstream of education and training.

xv) To create IT awareness and ensure universal access in order to promote IT

diffusion in all sectors of our national life.

xvi) To create an enabling environment and facilitate private sector (national and

multinational) investment in the IT sector.

2.2.5 STRATEGIES

In order for the visions, missions and objectives of the policy to be achieved, it must

aim at:-

i) Establishing a coordinated program for the development of a National

Information Infrastructure (NII), State Information Infrastructure (SII) and

Local Information Infrastructure (LII) backbone by using emerging

technologies such as satellite including VSAT, fiber optic networks, high-speed

gateways and broad band/multimedia technologies.

ii) Providing adequate connectivity to the Global Information Infrastructure

(GII).

33

iii) Addressing open standards for further liberalization and the fiscal measures

including incentives to substantially improved telephone tele-density and

make IT more affordable to the citizenry.

iv) Establishing IT Parks as incubating centers for the development of software

applications at national, state and local levels.

v) Restructuring the education system at all levels to respond effectively to the

challenges and imagined impact of the information age and in particular, the

allocation of a special IT development fund to education at all levels.

vi) Encouraging massive local and global IT skills acquisitions through training in

the public and private sectors with the view to achieving a strategic medium-

term milestone of at least 500,000 IT skilled personnel.

vii) Empowering the labor force with IT skills and improving Small and Medium

Enterprises (SMEs) productivity.

viii) Establishing National IT awareness machinery at all levels of government and

encouraging private sector participation in exposing Nigerians to the features

and benefits of IT.

ix) Strengthening government and private sector collaboration for attainment of

national self-reliance. xi. Strengthening government and private sector

collaboration for the attainment of national self-reliance.

x) Utilizing IT facilities to develop and transform the entertainment industry for

wealth and job creation.

xi) Establishing appropriate mechanisms to accelerate and enhance trade and

commerce transactions in the sector.

xii) Creating national database management systems as a tool for effective

planning & communication between citizens at home and abroad.

xii) Establishing national databases and other IT infrastructure to enhance

defense and law enforcement.

34

xiii) Utilizing IT opportunities to restructure government, citizens and business

interfaces for better governance, improved trade and commerce and

administrative effectiveness.

xiv) In order to achieve the short to medium term objectives of this policy with

maximum effectiveness, Government will establish a National Information

Technology Development Agency (NITDA) to implement the IT Policy,

regulate, monitor, evaluate and verify progress on an ongoing basis under the

supervision and coordination of the Federal Ministry of Science and

Technology. Its operations will be funded amongst others with a start up

grant of at least $10 million.

However, Government recognizes IT as a strategic imperative for national

development and taking cognizance of its immense benefits, government has

resolved to provide considerable national resources, both financial and otherwise for

the realization of the National IT Vision statement.

2.2.6 THE SECTORAL APPLICATIONS OF THE NATIONAL POLICY

FOR INFORMATION TECHNOLOGY (IT)

Information Technology is having a fundamental impact on our society. There can be

little doubt that it has made our society more efficient and has raised the living

standard of living of most people. As these technologies improve, they make the

routines of daily life much easier. The pressures of modern society mean that people

have less time to deal with simple day-to-day information seeking and form filling.

The introduction of the internet has further reduced the need to travel from one end

of the two to the other visiting post offices, shops banks and the like. The advantages

of mobility can become available through a terminal in the sitting room. The

National Policy for Information Technology in other to capture the diverse

applications of the IT divided the Policy document in 16 chapters each bordering on

one aspect of the economy. The areas covered in the Policy document included

Human Resource Development, Infrastructure, Governance, Research and

Development, Health, Agriculture, Government and Private Sector Partnerships,

Arts, Culture, and Tourism, National Security and Law Enforcement, Legislation,

35

Global Consideration, IT Popularization and Awareness and Policy implementation.

Time and space will not allow me write down all the fact, however, I will concentrate

on the Human Resource Development and Infrastructure which is the area my

research work is concerned with.

2.2.7 HUMAN RESOURCE DEVELOPMENT

1.1 POLICY STATEMENT

The nation will endeavor to develop globally competitive quality manpower in IT and

related disciplines.

1.2 OBJECTIVES

The objectives of the Policy on Human Resource Development are:-

i) To develop a pool of IT engineers, scientists, technicians and software developers.

ii) To increase the availability of trained personnel.

iii) To provide attractive career opportunities.

iv) To develop requisite skills in various aspects of IT.

v) To develop made in Nigeria software to earn foreign exchange.

vi) To develop domestic computer components.

1.3 STRATEGIES

The strategies of achieving the objectives are directed at:-

i) Making the use of IT mandatory at all levels of educational institutions

through adequate financial provision for tools and resources.

ii) Developing relevant IT curricula for the primary, secondary tertiary

institutions. Such curricula will be based on the appropriate national

syllabus at the selected level and other global certification syllabi, to tie

into key elements of government’s Universal Basic Education (UBE),

36

the proposed digital virtual library scheme, and related educational

initiatives. A virtual university system shall be established.

iii) Establishing facilities for electronic distance learning network sand

ensure effective Internet connectivity, which will provide

opportunities for educationally disadvantaged areas to educationally

leapfrog into the modern era.

iv) Encouraging IT companies with appropriate incentives to compel them

to invest in education and training through certification fortax rebates

through existing government bodies experienced in such matters

such as the Industrial Training Fund (ITF) and Centre for

Management Development (CMD).

v) Establishing study grants and scholarships to deserving

Nigerians.

vi) Promoting “Training the Trainers” scheme using existing

establishments such as the National Youth Service Corps (NYSC), the

National Directorate of Employment (NDE) to boost capacity

building in IT.

vii) Empowering IT institutions and development centers to develop IT

capacities initially at zonal, state and local levels.

viii) Facilitating the growth of private and public sector dedicated primary

secondary and tertiary IT educational institutions.

ix) Working in partnership with related domestic and international

initiatives such as “Nigerian Human Professionals in the Diaspora”, and

the United Nations “Transfer of Knowledge Through Expatriate

Nationals” (TOKTEN) program.

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2.2.8 INFRASTRUCTURE

1.1 POLICY STATEMENT

The government, through National Information Technology Development Agency

(NITDA) shall establish and develop a National Information Infrastructure (NII)

‘backbone’ as the gateway to the Global Information Infrastructure (GII)

interconnecting it with State Information Infrastructure (SII) and the Local

Information Infrastructure (LII).

1.2 OBJECTIVES

The NITDA must channel its efforts in order:-

i) To provide leadership direction and vision to guide IT infrastructure

development.

ii) To provide equitable access to all users and stakeholders.

iii) To guarantee the privacy, integrity, accuracy, confidentiality, security,

availability and quality of personal information.

iv) To create a ubiquitous and affordable technology with an "open standard"

approach, scalable and capable of adapting to changes.

v) To provide a reliable and secured gateway to the Global Information

Infrastructure.

vi) To stimulate the creation and sharing of national and

international knowledge.

vii) To encourage private sector investment in IT particularly in Information

Infrastructure.

viii) To ensure that interoperability and openness are promoted through the

utilization of efficient, high-capacity and multi-media technologies.

ix) To promote electronic trade, business and commerce.

38

x) To facilitate the opening of overseas markets for Nigerian

businesses and enterprises.

xi) To encourage the private sector to invest, design, deploy and operate

independent information infrastructure

xii) To close the continuous widening gap, with its attendant grave consequences

between the rich and poor nations; otherwise known as the digital divide

xiii) To pursue and attain cultural diversity.

xiv) To empower the citizenry to better compete in the information societies.

1.3 STRATEGIES

i) Government will establish a National Information Technology Development

Agency (NITDA) that will foster the development and growth of IT in Nigeria.

NITDA will in part be funded from the taxes levied on imported IT equipment.

1.3.1 NATIONAL IT BACKBONE

i) Declaring the establishment of NII as a fundamental national mission.

ii) Planning, designing and configuring a scalable National

Information Infrastructure Backbone (NIIB) to achieve a minimum capacity of

2.5Gbps, using combination of optical fibers, satellite communications and

wireless technology.

iii) Adopting the open system approach in selecting an appropriate, easy-to-use

and scalable Information Infrastructure Technology over a long period.

iv) Involving through consultations, the IT Professionals, Experts, Universities

and Research Centers, industries and business in the establishment processes.

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CHAPTER THREE

3.0 FUNDAMENTALS OF COMPUTER

3.1 INTRODUCTION TO COMPUTER SYSTEM

Fig. 3.1 Personal Computer Components

(Source: Microsoft Encarta Corporation, 2007)

Computer according to that advanced Learner’s Dictionary (2000) is “an electric

machine that can store, organize and find information, do calculations and control

other machines. Encarta Dictionaries defines it as “an electric device that accepts,

processes, stores, and outputs data at high speeds according to programmed

instructions”. Furthermore, a computer is a machine used to process data into

information, and requires two pertinent resources in order to carry out this function,

namely:

a) The data to be processed and

b) The sequence of instruction (computer program) which directs the

processing of the data.

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Fig. 3.1 shows a good example of PC.

Okafor (2001) further defines computer as “a device that accepts data, then performs

mathematical or logical operations that manipulate or change the data, and finally

produces results from that data”. From all these definitions put forward in this

research work it clear that a computer can be said to be an automatic, electronic

data processing machine whose functionality is based on three parameters – input,

processing and output. It is automatic because it has the ability to follow up or carry

out human instructions accordingly i.e. without direct supervision. Computer is

electronic because it is built on electronic components (chips). Thus, a computer is a

data processor because it collects data or information through the input unit,

processes it in the processing unit through arithmetic and logic unit (ALU) and sends

the result of the output unit or stores it in the memory.

3.2 TYPES OF COMPUTERS

A computer can be classified into types based on three parameters:

a) General Classification

b) Classification according to size and

c) Classification according to use/purpose.

3.2.1 GENERAL CLASSIFICATION

The general classification of computer grouped types of computers to include:

3.2.1.1 DIGITIAL COMPUTER

This is the computer that makes use of binary numbers (a set of numbers made up to

2 digits with 0 and 1 on the base of the annotation) e.g. 1, 10, 11, 1000, 9010 etc.

Another characteristic of the digital computer is it’s off and on switch. They work

with discrete signals and whole numbers. They are usually more versatile. A digital

41

computer can be given a set of instructions which it will execute later using results of

earlier steps. They are normally used in commercial data processing. Examples are:

Calculators, Television, Radio recorder etc.

3.2.1.2 ANALOGUE COMPUTERS

This type does not have the one and off switch. It operates with continues signal.

The accuracy of the analogue computer is limited by the precision of it components

that is potentiometers, resistors etc. It is basically used for measurement s e.g. slide

rule, car speedometer, wristwatch, a stetescope, clinical thermometers etc.

3.2.1.3 HYBRID COMPUTER

This kind of computer has the features of digital and analogue computers. They have

both the digital and analogue properties.

3.2.2 CLASSIFICATION ACCORDING TO SIZE

Computer can also be classified by their size. In this type of grouping, the memory

space and physical size are the distinguishing factors in the above classification. The

various types include:

• Supercomputers

• The Mainframe Computers

• Mini Computers

• Micros Computers or Personal Computers

3.2.2.1 SUPERCOMPUTERS

Microsoft Encarta Dictionaries (2007) defines Supercomputers as “High Speed

Computers”: a computer with the very highest processing speeds, used for solving

42

complex problems and creating simulations. Supercomputers are they type

designed to perform calculations as fast as current technology allows and used to

solve extremely complex problems Supercomputers are used for the construction of

automobiles, aircrafts, and spacecraft; to forecast the weather and global climate; to

design new drugs and chemical compounds; and to make calculations that help

scientists understand properties of particles that make up atoms as well as the

behavior and evolutions of stars and galaxies. Supercomputers are also used

extensively by the Military for weapons and defense systems research, and for

encrypting and decoding sensitive intelligence information. One of the most popular

supercomputers is the Cray Y-MP series from Cray Research Incorporated.

3.2.2.2 MAINFRAME COMPUTERS

Mainframe Computer, a high-level computer designed for the most intensive

computational tasks. Mainframe computers are often shared by multiple users

connected to the computer via terminals. The most powerful mainframes, called

supercomputers, perform highly complex and time-consuming computations and are

used heavily in both pure and applied research by scientists, large businesses, and

the military. It is made up of many cabinet filled with electronic gear connected to

the main computer cabinet, which led to it being called a mainframe.

A good example of the mainframe is the IBM system/360 introduced in 1964.

3.2.2.3 MINICOMPUTERS

Minicomputer, a mid-level computer built to perform complex computations while

dealing efficiently with a high level of input and output from users connected via

terminals. Minicomputers also frequently connect to other minicomputers on a

network and distribute processing among all the attached machines. Minicomputers

are used heavily in transaction-processing applications and as interfaces between

mainframe computer systems and wide area networks.

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3.2.2.4 MICRO COMPUTERS

Fig. 3.2 A Microcomputer

(Source: Microsoft Encarta Corporation, 2007)

Microcomputer is desktop or notebook-size computing device that uses a

microprocessor as its central processing unit, or CPU. Microcomputers as shown in

fig. 3.2 are also called personal computers (PCs), home computers, small-business

computers, and micros. The smallest, most compact are called laptops. When they

first appeared, they were considered single-user devices, and they were capable of

handling only four, eight, or 16 bits of information at one time. More recently the

distinction between microcomputers and large, mainframe computers (as well as the

smaller mainframe-type systems called minicomputers) has become blurred, as

newer microcomputer models have increased the speed and data-handling

capabilities of their CPUs into the 32-bit, multiuser range.

Microcomputers are designed for use in homes, schools, and office settings. Within

the home, they can serve both as a tool for home management (balancing the family

checkbook, structuring the family budget, indexing recipes) and as a recreational

device (playing computer games, cataloging records and books). Schoolchildren can

use microcomputers for doing their homework, and in fact many public schools now

employ the devices for programmed learning and computer-literacy courses. Small

businesses may purchase microcomputers for word processing, bookkeeping, and

the storage and handling of mailing lists.

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3.2.3 CLASSIFICATION ACCORDING TO USE/PURPOSE

There are basically two types under this heading namely: special and general

purpose computers.

• SPECIAL PURPOSE COMPUTERS

These are designed to perform highly specialized tasks e.g. Radio, calculator,

television, video recorder.

• GENERAL PURPOSE COMPUTERS

They are designed to solve a wide variety of problems e.g. the personal computer,

mainframe computer and the minicomputer.

3.3 ORIGIN OF PERSONAL COMPUTERS

A personal computer is one which is directly used by an individual, as opposed to a

mainframe in which the end user's requests are filtered through an operating staff, or

a time sharing system in which one large processor is shared by many individuals.

After the development of the microprocessor, individual personal computers were

low enough in cost that they eventually became a consumer commodity.

One early use of the term "personal computer" appeared in a November 3, 1962, New

York Times article reporting John W. Mauchly's vision of future computing as

detailed at a recent meeting of the American Institute of Industrial Engineers.

Mauchly stated, "There is no reason to suppose the average boy or girl cannot be

master of a personal computer".

The Kenbak-1 is considered by the Computer History Museum to be the world's first

personal computer. It was designed and invented by John Blankenbaker of Kenbak

Corporation in 1970, and was first sold in early 1971. The system first sold for

US$750. Only around 40 machines were ever built and sold. In 1973, production of

the Kenbak-1 stopped as Kenbak Corporation folded. With only 256 bytes of

memory, an 8-bit word size, and input and output restricted to lights and switches,

the Kenbak-1 was most useful for learning the principles of programming but not

capable of running application programs.

45

Fig. 3.3 Datapoint 2200.

(Source: Datapoint (CTC), 1970)

A programmable terminal called the Datapoint 2200 as shown in fig. 3.3 was the

earliest known device that bears some significant re-semblance to the modern

personal computer, with a screen, keyboard, and program storage. It was made by

CTC (now known as Datapoint) in 1970 and was a complete system in a small case

bearing the approximate footprint of an IBM Selectric typewriter. The system's CPU

was constructed from a variety of discrete components, although the company had

commissioned Intel to develop a single-chip processing unit; there was a falling out

between CTC and Intel, and the chip Intel had developed wasn't used. Intel soon

released a modified version of that chip as the Intel 8008, the world's first 8-bit

microprocessor. The needs and requirements of the Datapoint 2200 therefore

determined the nature of the 8008, upon which all successive processors used in

IBM-compatible PCs were based. Additionally, the design of the Datapoint 2200's

multi-chip CPU and the final design of the Intel 8008 were so similar that the two are

largely software-compatible; therefore, the Datapoint 2200, from a practical

perspective, can be regarded as if it were indeed powered by an 8008, which makes it

a strong candidate for the title of "first microcomputer" as well.

After the 1972 introduction of the Intel 4004, microprocessor costs declined rapidly.

In 1974 the American electronics magazine Radio-Electronics described the Mark-8

computer kit, based on the Intel 8008 processor. In January of the following year,

Popular Electronics magazine published an article describing a kit based on the Intel

8080, a somewhat more powerful and easier to use processor. The Altair 8800 sold

remarkably well even though initial memory size was limited to a few hundred bytes

and there was no software available. However, the Altair kit was much less costly

than an Intel development system of the time and so was purchased by companies

46

interested in developing microprocessor control for their own products. Expansion

memory boards and peripherals were soon listed by the original manufacturer, and

later by plug-compatible manufacturers.

1977 saw a race to be the first commercially successful pre-built microcomputer. The

competitors were the Apple Computer Apple II shown in fig. 3.3 , Commodore

International PET 2001 shown in fig. 3.5and the Tandy TRS-80 Model I shown in fig.

3.6. The MOS Technology 6502 series micro processor led to a reduction in the

expense of creating computing systems. The Commodore PET, the TRS 80, and the

Apple II, later called the "1977 Trinity" by Byte magazine, are often cited as the first

personal computers; Byte had in 1982 referred to the original Commodore PET

design as "the world's first personal computer". The design of the PET, a single

integrated machine with a built in monitor, keyboard, and datasette

Fig. 3.4 Apple II

(Source: Apple Computer, Appr. 1977)

device, and a character set that made graphics easy to produce, went on to inspire

Apple's popular Macintosh computer.

Fig. 3.5 Commodore PET 2100

(Source: Chuck Peddle, Oct. 197

47

Fig. 3.6 TRS-80 Model I

(Source: Steve Leininge: Trandy Corporation, Nov. 1077)

Steve Wozniak (known as "Woz"), a regular visitor to Homebrew Computer Club

meetings, designed the single-board Apple I computer and first demonstrated it

there. With specifications in hand and an order for 100 machines at US$666.66 each

from the Byte Shop, Wozniak Stephen and his friend Steven Jobs founded Apple

Computer.

About 200 of the machines sold before the company announced the Apple II as a

complete computer. Its higher price and lack of floating point BASIC, along with a

lack of retail distribution sites, caused it to lag in sales behind the TRS-80, its clones,

Commodore PET and other machines until 1979 when it surpassed the PET 2001; it

was again pushed into 4th when Atari introduced its popular Atari 8-bit systems.

More than 4 million Apple IIs were shipped by the end of its production in 1993.

Chuck Peddle designed the Commodore PET (short for Personal Electronic

Translator). It was essentially a single-board computer with a new display chip (the

MOS 6545) driving a small built-in monochrome monitor with 40×25 character

graphics. It came in 2 models; the 2001-4 with 4kb or the 2001-8 with 8kb of RAM.

The machine also included a built-in Datassette for data storage located on the front

of the case, which left little room for the keyboard. The 2001 was announced in June

1977 and the first 100 units were shipped in mid October 1977. The PET was the

least successful with fewer than 1 million sales.

From Steve Leininge, came the TRS-80, Tandy Corporation's desktop microcomputer

model line sold through Tandy's Radio Shack stores in the late 1970s and 1980s.

Hobbyists, home users, and small-businesses were the intended consumers. It was

nicknamed "Trash 80" which was both a term of endearment and an insult. No

48

matter for the popularity of the TRS-80 computer with its users resulted in a

successful venture for Tandy Corporation. Tandy had 3000+ Radio Shack storefronts

from which to retail the TRS-80 while the PET and Apple II were mostly mail-order

machines. This helped give it the leading position in the "1977 Trinity" years.

The Model I combined the motherboard and keyboard into one unit with a separate

power supply unit. It used a Zilog Z80 processor clocked at 1.77 MHz (the latest

models were shipped with a Z80A). The basic model originally shipped with 4 KB of

RAM, and later 16 KB. Its other strong features were its full stroke QWERTY

keyboard, small size, well written Floating BASIC and inclusion of a monitor and tape

deck all for US$599, a savings of US$600 over the Apple II. Its major drawback was

the massive RF interference it caused in surrounding electronics, which caused it to

run afoul of newer FCC regulations - a problem solved only by the Model I's

retirement in favor of the TRS-80 Model III.

About 1.5 million of the TRS-80 lines were sold before their cancellation in 1985.

It was the launch of the VisiCalc spreadsheet, initially for the Apple II (and later for

the Atari 8-bit family, Commodore PET, and IBM PC) that turned the microcomputer

into a business tool. An Apple employee discovered in 1980 that IBM's San Jose

research lab had purchased several Apple IIs, solely to run VisiCalc.

This was followed by the August 12, 1981 release of the IBM PC, which would

revolutionize the computer market. Lotus 1-2-3, a combined spreadsheet (inspired

by VisiCalc), presentation graphics, and simple database application, would become

the PC's own killer application. Good word processor programs didn't appear for

personal computers until 1985. The earlier versions were dominated by WordStar

but were not comparable to standalone word processors or those found on mini-

computers. WordPerfect 4.1 for the IBM PC and Microsoft Word 1.0 for the Apple

Macintosh both released in 1985 were enough reason to justify the entire cost of

purchasing the computers for individual office workers, giving these programs the

status of killer applications.

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Fig. 3.7 IBM 5150

(Source: IBM, August. 1981)

In 1980, IBM decided to enter the personal computer market in response to the

success of the Apple II. The first model was the IBM PC shown in Fig. 3.7 and released

in August, 1981. Like the Apple II and S-100 systems, it was based on an open, card-

based architecture, which allowed third parties to develop for it. It used the Intel

8088 CPU running at 4.77 MHz, containing 29000 transistors. The first model used an

audio cassette for external storage, though there was an expensive floppy disk

option. The cassette option was never popular and was removed in the PC XT of

1983. The XT added a 10MB hard drive in place of one of the two floppy disks and

increased the number of expansion slots from 5 to 8. While the original PC design

could accommodate only up to 64k on the main board, the architecture was able to

accommodate up to 640KB of RAM, with the rest on cards. Later revisions of the

design increased the limit to 256K on the main board.

The IBM PC typically came with PC-DOS, an operating system based upon Gary

Kildall's CP/M-80 operating system. In 1980, IBM approached Digital Research,

Kildall's company, for a version of CP/M for its upcoming IBM PC. Kildall's wife and

business partner, Dorothy McEwen, met with the IBM representatives who were

unable to negotiate a standard non-disclosure agreement with her. IBM turned to Bill

Gates, who was already providing the ROM BASIC interpreter for the PC. Gates

offered to provide 86-DOS, developed by Tim Paterson of Seattle Computer Products.

IBM rebranded it as PC-DOS, while Microsoft sold variations and upgrades as MS-

DOS.

The original PC design was followed up in 1983 by the IBM XT, which was an

incrementally improved design; it omitted support for the cassette, had more card

slots, and was available with a 10MB hard drive. Although mandatory at first, the

50

hard drive was later made an option and a two floppy disk XT was sold. While the

architectural memory limit of 640K was the same, later versions were more readily

expandable.

In 1984, IBM introduced the IBM Personal Computer/AT (more often called the

PC/AT or AT) built around the Intel 80286 microprocessor. This chip was much

faster, and could address up to 16MB of RAM but only in a mode that largely broke

compatibility with the earlier 8086 and 8088. In particular, the MS-DOS operating

system was not able to take advantage of this capability. A popular urban legend has

Bill Gates of Microsoft stating "Why would anyone need more than 640KB?”.

The Xerox Alto shown in fig. 3.8 was developed at Xerox PARC in 1973, was a small

minicomputer, and the first computer to use a mouse, the desktop metaphor, and a

graphical user interface (GUI), concepts first introduced by Douglas Engelbart while

at SRI International.

Fig. 3.8 Xerox Alto

(Source: Xero Corporations, 1973)

In 1981, Xerox Corporation introduced the Xerox Star workstation, officially known

as the "8010 Star Information System". Drawing upon its predecessor, the Xerox Alto,

it was the first commercial system to incorporate various technologies that today

have become commonplace in personal computers, including a bit-mapped display, a

windows-based graphical user interface, icons, folders, mouse, Ethernet networking,

file servers, print servers and e-mail. It also included a programming language

system called Smalltalk.

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Fig. 3.9 Atari ST

(Source: Atari Systems, 1985)

In 1985, the Atari ST shown in fig. 3.9 was released and was based on the Motorola

68000 microprocessor, was introduced with the first color GUI in the Atari TOS. It

could be modified to emulate the Macintosh using the third-party Spectre GCR

device. Further achievements were recorded until 1995 when Be Inc. released the

BeBox computer, which used a dual PowerPC processor running at 66 MHz, and later

133 MHz with the Be operating system. The BeBox was largely a failure, with fewer

than 2000 units produced between October 1995 and January 1997, when

production was ceased.

Due to the sales growth of IBM clones in the '90s, they became the industry standard

for business and home use. This growth was augmented by the introduction of

Microsoft's Windows 3.0 operating environment in 1990, and followed by Windows

3.1 in 1992 and the Windows 95 operating system in 1995. The Macintosh was sent

into a period of decline by the mid 1990s, and by 1996, Apple was almost bankrupt.

Steve Jobs returned to Apple in 1997, and brought Apple back into profitability,

firstly with the release of Mac OS 8, a new operating system for Macintoshes, and

with the PowerMac G3 and iMac computers for the professional and home markets.

The iMac was notable for its transparent bondi blue casing in an ergonomic shape.

This Computer is shown in fig. 3.10. The iMac sold several million units and a

subsequent model using a different form factor remains in production as at July

2008. Mac OS X, iLife and iBook were later introduced by Apple.

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Fig. 3.10 iMac

(Source: Apple Computer)

In 2002, Hewlett-Packard (HP) purchased Compaq. Compaq itself had bought

Tandem Computers in 1997 (which had been started by ex-HP employees), and

Digital Equipment Corporation in 1998. Following this strategy HP became a major

player in desktops, laptops, and servers for many different markets. The buyout

made HP the world's largest manufacturer of personal computers, until Dell later

surpassed HP.

In 2004, IBM announced the proposed sale of its PC business to Chinese computer

maker Lenovo Group, which is partially owned by the Chinese government, for

US$650 million in cash and $600 million US in Lenovo stock. The deal was approved

by the Committee on Foreign Investment in the United States in March 2005, and

completed in May 2005. IBM will have a 19% stake in Lenovo, which will move its

headquarters to New York State and appoint an IBM executive as its chief executive

officer. The company will retain the right to use certain IBM brand names for an

initial period of five years. As a result of the purchase, Lenovo inherited a product

line that featured the ThinkPad, a line of laptops that had been one of IBM's most

successful products.

The invention in the late 1970s of local area networks (LANs), notably Ethernet,

allowed PCs to communicate with each other (peer-to-peer) and with shared

printers.

As the microcomputer revolution continued, more robust versions of the same

technology were used to produce microprocessor based servers that could also be

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linked to the LAN. This was facilitated by the development of server operating

systems to run on the Intel architecture, including several versions of both Unix and

Microsoft Windows.

With the development of storage area networks and server farms of thousands of

servers, by the year 2000 the minicomputer had all but disappeared, and mainframes

were largely restricted to specialized uses. The Google server farm is thought to be

the largest, with a total calculation rate three times that of Earth Simulator or Blue

Gene, as of September 29, 2004.

3.4 PARTS OF THE COMPUTER SYSTEM

The Computer System is made up of two basic parts. These parts are:

a) The Computer Hardware and

b) The Computer Software.

3.4.1 THE COMPUTER HARDWARE

Computer Hardware refers to the physical device and circuitry of the computer.

These are the parts of the computer you can touch, see, feel and carry about. They

occupy space. There are two categories of hardware: the processing hardware and

peripheral devices.

The processing hardware is essentially the CPU (Central Processing Unit), and the

peripheral devices are the input, output, and storage devices connected to the CPU.

The input devices include the keyboard, mouse, scanner, digital camera, flash drive,

floppy and light pen. The output devices allow you to receive data from the

computer. A common example is the monitor: which provides a visual display of the

results of a data processing. The storage devices, used to store data by the computer

for an indeterminate period of time, include the hard disk.

3.4.1.1 THE MONITOR

This is the visual display unit (VDU) of the computer and looks like a television set. It

is the main output device of the desktop personal computer, through which its

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operations are communicated to the user and also through which the user is able to

view and hence manage instructions and data input in the personal computer.

3.4.1.2 THE TOWER OR DESKTOP

This is simply called the CPU in everyday usage. This is the unit that handles all the

operations carried out by the personal computer. It is the brain-box of the PC which

processes, manages and stores all numerical, alphabetical and graphical data fed into

the computer by the user. It is comprised of the following components whose

configurations determine the speed and efficiency of the PC.

3.4.1.3 MOTHERBOARD - Motherboard in computer science is the main

circuit board in a computer. The most important computer chips and other electronic

components that give function to a computer are located on the motherboard. The

motherboard is a printed circuit board that connects the various elements on it

through the use of traces, or electrical pathways. The motherboard is indispensable

to the computer and provides the main computing capability.

3.4.1.4 CENTRAL PROCESSING UNIT (CPU) – The CPU is the brain of a

computer system which performs most of the calculations that make programs or

operating systems run. The CPU plugs directly into the motherboard by one of many

different types of sockets. CPUs are produced in varying speeds of processing power.

The higher the processor of a computer, the faster and more powerful is the system.

3.4.1.5 HARD DISK DRIVE – This is the long term memory of the personal

computer, provides reliable storage of data which remains in the system even when

the power is turned off. They are manufactured with various memory capacities

measured in gigabytes.

3.4.1.6 POWER SUPPLY UNIT (PSU) – This provides steady DC supply from a

domestic AC source. Power supply units of recent are fitted with voltage regulations

that will shut down the PC if the power supply is under strain.

3.4.1.7 RAM MEMORY – The is the short-term memory of the PC, and it is

faster than the mass storage devices like the Hard Disk or CD-ROM, but its contents

are lost when the power is turned off. Standardized RAM memory sizes currently

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include 1228Mb (Megabytes), 256MB, 512MB and IGB (Gigabytes). Generally, the

higher the memory size, the faster the PC will run.

3.4.1.8 VIDEO/GRAPHICS ADAPTER – The processes and renders the

graphics output from the PC to the VDU or monitor and is an essential part of the

modern computer. This component also creates all the visual effects on the PC

necessary for playing games. Other components which may be assembled within the

PC’s tower/desktop or connected externally are floppy drives, zip drives, CD ROM

drives, CD writer drives, DVD ROM or DVD x CD writer combo drives, DVD writer

drives, etc. External Hard drives for more storage memory space may also be

attached.

3.4.1.9 THE KEYBOARD

This is the most widely used input device, adapted from the typewriter. The

computer keyboard uses the standard Qwerty alphanumeric keys. This familiar and

connected layout makes it easy for typist to quickly be turned into computer data

entry personnel. Most keyboards have 101 keys. The numeric keyboard is designed

to aid people who work on numbers. The keyboard is usually connected to the

keyboard port of your system unit. Some keyboards are also designed to connect

your PC via wireless link. They run on battery to power the internal circuits. Also,

some keyboards can be specially designed with in-built touch pads, speakers,

microphones and volume controls.

3.4.1.10 THE MOUSE

Mouse is the most common pointing device, popularized by its inclusion as standard

equipment with the Apple Macintosh. With the rise in popularity of graphical user

interfaces (Graphical User Interface) in MS-DOS; UNIX, and OS/2, use of mice is

growing throughout the personal computer and workstation worlds. To select items

or choose commands on the screen, the user presses one of the mouse's buttons,

producing a “mouse click.”See also bus mouse; Mechanical Mouse; Optical Mouse;

Optomechanical Mouse; Serial Mouse; Trackball.

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3.4.1.11 THE SOUND DEVICES

Computer sound devices include the sound card, microphone and speakers. The

sound card (or audio card) lets the computer record and playback high quality sound

using a microphone and speakers. The sound card is plugged into the expansion slot

of the motherboard. However, current motherboards have sound card circuits

implemented on board. Audio output from the sound card is available through the

speakers.

3.4.1.12 THE UNINTERRUPTIBLE POWER SUPPLY (UPS)

This is an important PC part/accessory which enables the PC to remain usable for

several minutes after a power failure when connected in-between the PC and the AC

power supply. The UPS continually stores electrical energy which is automatically

utilized in the event of a sudden power failure; hence the name “UPS”. This

depending on the electric power storage capacity of the UPS allows the user to

continue working on the PC several minutes after the power failure, or to save/close

documents and applications and safely turn off the PC. This protects vital data which

may be lost in such events as well as the delicate electronic components of the PC.

Power saving capabilities of different UPS range from a few minutes to several hours.

The table below is a summary of parts of computer.

Disk-a disk is a piece of plastic that holds information for or from your computer.

C.D.-a round circle holds information for or from your computer.

Hard Drive-hard drives are machines that have alot of memory to save your work and carries a c.d.rom and a floppy disk

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Keyboard-a keyboard is a tool that is used for typing like a typewriter.

Monitors- a monitor is the screen on your computer that you look at when you are on the computer.

Mouse- A piece of plastic that has a ball on the bottom and two buttons on the top. When you click on the mouse, you usually click on the left button. It allows you to click on and choose things on your screen.

Printer- A machine that puts things from the computer onto paper.

Scanner- A piece of equipment that copies pictures so that you can use it in your computer projects.

Speakers- The part of the computer that lets you hear the sounds from the programs.

Modem- A part of the computer that connects to the phone lines so that you can go on the Internet.

Chip- A small piece inside the computer that helps your computer work. Chips have to be programmed by people or they won't work. There are many chips in a computer.

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Motherboard- A main board of the computer that has many chips on it. The motherboard makes the computer work. It also is where the memory and the processing are found.

CPU (Central Processing Unit)- A chip that is the "brains" of your computer that processes the information.

Table 3.1 Parts of computer

(Source: http://www.jidaw.com/partsofcomputer)

3.4.2 THE COMPUTER SOFTWARE

The Computer Software are computer programs; instructions that cause the

hardware-the machines to do work. In fact they are programs used to direct the

actions of the computer system. Programmers who are learned in computer

languages develop software. Software is not a physical part of the computer like the

hardware. It is usually stored on a media and carried with it. The popular media are

floppy disks, optical/laser disks, magnetic tapes and semiconductor chips. Where

software is stored on semiconductor chips, it is called firmware, a combination of

software and hardware instructions. There are two types of software. They include

The System Software and The Application Software.

3.4.2.1 THE SYSTEM SOFTWARE

System Software is program designed to help run the computer system as well as

provide a fertile platform for programmers to perform their work. Some of the

operations are Booting and ensuring that all resources are operational, file

management, Storing and retrieving files, scheduling and multi programming, and

providing other system utility functions.

The major component of the system software of your computer is the operating

system (OS) which controls the execution of computer programs. It also controls

programming tools. Programming tools are used to help translate computer

programs to a form the computer hardware will understand.

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3.4.2.2 THE APPLICATION SOFTWARE

These are programs developed to perform specific tasks and provide solutions to

user problems. Application software is essentially the software you will be

interacting with mostly in a computer system. Application Software also called User

Software, are designed to help you play games, or video films, draw objects or

images, manage your company’s finances or personal records better or even write

letters. Application software may be classified as stand-alone or integrated

These make use of suitable programming language such as Basic, Java Script, Cobol,

Fortran or any other high level programming language. Software can also be

referred to as computer language.

3.5 THE INFORMATION TECHNOLOGY AND NIGERIA

DEVELOPMENT.

Information Technology or ICT is an integral part to human society in the world of

today. In African societies that existed before colonial rule, people communicated

using various instruments and codes such as talking drums, flutes, gongs, town crier

and village square meetings. Many historical records are still on walls of caves and

especially transmitted through oral tradition. The use of writing and the invention of

printing transformed the type and content of recorded history.

Communications on a universal scale became possible through the use of books,

newspapers, and magazines. Furthermore recent technological innovations

increased further the reach and speed of communications, culminating for now, with

digital technology.

For several years, many researchers have been showing particular interest in

Information Technology or information and communication technologies (ICTs).

According to the Committee on Science and Technology, it has become crucially

important for sustainable development in developing countries

For the past two decades, most developed countries have witnessed significant

changes that can be traced to ICTs. These multidimensional changes (technical,

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financial and economic, cultural, social, and geo-political) have been observed in

almost all aspects of life: economics; education; communications; leisure; and travel.

Furthermore, the changes observed in these countries have led to what is now

referred to as -the knowledge society. ICTs have made it possible to find fast access

to, and distribution of, information as well as new ways of doing business in real time

at a cheaper cost. However, a considerable gap exists between developing countries,

notably African countries, and developed ones in terms of the contribution of ICTs to

the creation of wealth. The gap has tended to widen between developed countries,

the technology suppliers, and the receiving developing countries. At the same time,

the gap between the elites and the grassroots communities within these developing

countries is also expanding in terms of their access to ICTs. If measures are not taken

to make ICTs both affordable and easy to use, access to them will be insignificant in

developing countries.

Many initiatives have been taken at the international level to support Africa’s efforts

to develop communication infrastructure and services that are connected to the

world information highways. These efforts are designed to enable African countries

to find faster ways to achieve durable and sustainable development. However,

although most of the actors agree intuitively on the positive role that ICTs can play in

the development process, the links between development and the use of ICTs are yet

to be clearly established and rigorously supported by empirical results from Africa.

Although the new (digital) technologies may be impressive, they cannot determine

the changes expected from their uses. They are no more than catalysts that facilitate

these changes. Like any other technology, it is the social context in which they have

been introduced and implemented that determines their uses and impacts. The

digital revolution is relevant for Africa only if it takes into consideration the daily

realities and aspirations of individuals

An idea developed by the International Telecommunications Union (1997) proposes

that factors that strongly influence the introduction and spread of the Internet are

wealth, telecommunications infrastructure (quality and number), the number of

microcomputers, the relatively low cost of communications (telephone and Internet),

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language, education, and training. Yet, Africa is known for being a continent with one

of the world lowest growth rates in all types of infrastructure.

The advancements in technology have created so many ICT tools that are necessary

and useful in the development process. These new technologies have become central

to contemporary societies. Basic classifications by Chris Nicol of the Association for

Progressive Communications (2002) of these modern technologies are:

+ Information Technology - uses computers, which have become indispensable in

modern societies to process data and save time. The use of computers is so pervasive

to modern development in commerce, education and governance amongst others.

+ Telecommunication Technologies includes telephones - mobile, fixed (with fax)

and broadcasting of radio and television, often through satellite:

Networking Technologies, of which the best known is the internet, but which has

extended to mobile phone technology, Voice Over IP telephony, satellite

communications, and other forms of communications that are still in their infancy.

These all have come to dominate modern society and become the basis for the

survival of the modern man. This is the information age in a global village!

Globalization- though few agree on any single definition, it generally describes the

world where market forces are the driving forces. Today trade and investments are

expanding the hitherto known boundaries of nations. Information technology has

become a major driver of globalization reducing the world into a global village.

However, whilst technology of information is advancing and empowering more

communities, the digital divide between the north and south hemisphere is

reinforcing poverty in the third world. All the computers and telecommunications

facilities in Africa are not up to 50% of those of New York City in the USA. This huge

gap in application of ICT in the development process is furthering the pauperization

of the poor and expanding the gap between the rich and the poor part of the word.

The situation is further aggravated by a lack in the implementation of the National IT

Policy 2001. Over the past 7 years advances have been made especially in the area of

telecommunications -GSM, but much more still needs to be done.

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There are two issues that are critical to diffuse information technology-access and

civil liberties. Access has to do with making it possible for everyone to use the

internet and other media. This can only be done when people are made aware of the

potentials that lie in information technology and are taught the necessary skill to join

this development. In societies where only a minority has telephones, ensuring

affordable access to the internet is a huge challenge.

Much of the response would lie in social solutions such as community or public

access centers (Information technology Training Centers).

In richer countries, basic access to internet is available almost to all, and faster

broadband connections are fairly widespread. Access to traditional media is now a

key concern, as new technologies make community video, radio and television more

feasible than before.

It is in the light of the foregoing that DevNet-Development Information Network- is

initiating a project of developing Information for Development. In Nigeria, Multi-

Component Project aims at facilitating community access to information,

development and governance. The projects seek to advance the World Summit on

Information Society Plan of Action. It also seeks to develop the capacity of NGOs to

negotiate the ICT terrain and to assist in cascading the knowledge of and about ICT to

the community level. In furtherance of bridging the digital divide between Nigerians

and the developed countries, Zinox Technologies Ltd, and indigenous company under

the Chairmanship of Chief Leo-Stan Ekeh initiated the “Computerize Nigeria Project”

an endeavor aimed at ensuring that Nigerians are not only able to acquire computers

at affordable prices, but also possess the skills to productively use same to their

individual benefit and to the benefit of Nigeria as a whole.

3.6 ICT AND YOUTH EMPOWERMENT IN NIGERIA.

The acronym ICT (Information and Communications Technology) is fast becoming a

popular one in the country today. In fact, one of the greatest achievements of the

present government which has been repeatedly touted at many a symposium, press

conference and party convention is the remarkable in-road made in the

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telecommunications sector in form of the Global System of Mobile (GSM)

communication revolution. Recently, the Nigerian Information Technology

Development Agency (NITDA) announced that it would commission its Mobile

Internet Units (MIUs) for greater access to the Internet by Nigerians. All these I must

say are very commendable but much still needs to be done in terms of meaningful

ICT growth through intensive information training in our country.

A while ago, the president talked about the Computer-In-Schools-Initiative (CISI)

which was a program that was also very commendable as it was meant to serve as a

platform for leapfrogging Nigerian youths into the ICT age but now it is either

nothing worthwhile is being done by the government concerning the program or the

press does not find the program newsworthy enough to monitor the progress or

otherwise of the program and intimate the Nigerian populace of happenings. Rather

what we see every day in our newspapers, save for a few ICT-friendly papers like the

Guardian, the Punch, ThisDay, and Financial Standard (Mondays), is the continual

celebration of rogues and their ill-gotten wealth or reports on the political

misadventures of one jobber or the other. Considering the role of the media as an

information-dissemination tool in the society, I must say, from my observations that

the media has failed us in the area of ICT growth.

At this point in time when more and more nations are reverting to economic

development through mental exertions, it is disheartening to discover that Nigerians

are still unrepentantly stuck to the misconception that we can achieve outstanding

economic growth solely through the exploitation of our oil resources. To borrow a

statement from Professor Pat Utomi, "the wealth in our heads is more than the oil in

our lands". With the plethora of brilliant people who have come out of this country;

the likes of Professor Bart Nnaji, Wole Soyinka, Emeagwali and Utomi just to mention

a few and those that still abound in our country, it is indeed quite a shame to discover

that Nigeria is still finding it hard to tap into the enormous potentials for economic

growth that ICT has to offer.

We have all heard the histories of India and Ireland concerning their tremendous

growth through the use of ICT. We are all living witnesses to their status' today and

how much income is being generated through ICT by way of export of both finished

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products, personnel and foreign investment by other technologically advanced

countries not for the purpose of opening sales outlets as is the case with our country

but for actual manufacture of both software and hardware. Even the school fees of

Indian schools for ICT courses have risen astronomically as a result of the great

importance attached to ICT.

ICT holds a lot of potential for economic growth and Nigeria being the "giant" of

Africa needs to wake up and take the initiative of empowering her youths for the

challenges ahead; more investment has to be made in the ICT sector, subsidies have

to be introduced to reduce the exorbitant cost of acquisition of ICT education in our

country today; a state of emergency should be declared in the ICT sector of the

economy and incentives provided to encourage more youths to pursue careers in the

ICT industry. We should stop paying lip service to ICT development and consolidate

the efforts of individuals like Leo Stan Ekeh who in his capacity as the "Nigerian IT

Identity" initiated the "Computerize Nigeria project” and also signed deals with

Microsoft and Hewlett Packard to provide cheaper Personal Computers (PCs),

software and printers to the Nigerian populace. Cheaper PCs mean more PCs in

circulation, which translates to greater access by a greater portion of the populace,

which unmistakably are the youth.

In the opening speech of Vigdis Finnbogadottir, Chairperson of the UNESCO-

organized INFOETHICS 2000 Conference held in November 2000, he said and I quote

"We do not want our children to be info-poor or info-depraved. We surely want them

to be info-rich....... .....in a word, we want them to be info-empowered".

In order for the youths of Nigeria to be info-empowered, there has to be greater

access to ICT tools and IT Training, there has to be an unobstructed free flow of

information. This unfortunately is not the case as at this time present in Nigeria.

Public Internet access, especially in schools is an important public good deserving

political and financial support, if not the status of a universal service (Levine, 2000). I

am yet to see the public school -nursery, primary, secondary and university where

the government at any level has provided Internet access except those done through

individual effort. Whatever happened to the theory of catch-them-young in Nigeria?

Recently, there was a referendum on whether the government has a deliberate policy

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of sidelining the youths of this country in decision-making processes, even those

decisions that have to do with the youth themselves.

In September 2002, 26th and 27th there was a conference at the Goethe Institute in

Lagos organized by the Goethe Institute and the Information Technology Association

of Nigeria (ITAN) with the theme "IT and the Nigerian Youth: A Window to the

World". This conference surprisingly, was by invitation only and the proceedings of

the conference were never made public. The only thing that was made public was the

advert announcing the conference. When a conference with a theme apparently

concerning youths is organized and made "strictly by invitation", is anybody

expecting the youths to be appropriately represented at such a gathering? Of course

not!

Youth empowerment as we are made to believe going by the constant reiterations of

the federal government, is on the A-list of government priorities as can be seen in the

general objectives of the Nigerian National IT Policy where it is stated clearly that the

policy is "to empower the youth with IT skills and prepare them for global

competitiveness".

The government of the day has clearly not started on this mission as it prefers rather

unfortunately to spend taxpayers' money on "hosting beauty queens", building

unnecessary stadia, mansions for visiting dignitaries and bidding for hosting of

sports events which we will ultimately lose on our home soil because of lack of

preparedness. All these, though possessing great opportunities for the tourism

industry in Nigeria do not really translate into significant financial returns for our

dear country as well as employment for our teeming unemployed graduate and

school leavers in the long run.

The government is however not only to blame in this quagmire of poor ICT

development in which we find ourselves. The Nigerian youth themselves are also to

blame. Our youths nowadays are sadly characterized by a rapidly diminishing mental

and intellectual capacity and increased dependence on physical affectations, violence,

lust and cheap discarded pleasures of the western world. Just visit any secondary

school sporting event to get a feel of what I am talking about. All these including

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cultism, armed robbery, prostitution, mass failures in examinations due to laziness

and other vices on our own part surely would have contributed to the lethargic

attitude of the government at the center towards youth development especially in

ICT because ICT requires massive funds injection and if the government keeps seeing

the kind of Makossa-obsessed youths that we are continually breeding in this

country, it can seek to justify its lethargy towards empowerment of the youth as it

could be seen as bad investment. From experience I have discovered that many of

our university and polytechnic graduates do not know how to use a computer. Even

in cases where the opportunities abound.

Another objective of the Nigerian national IT Policy is "to build a mass pool of IT-

literate manpower using the NYSC, NDE and other platforms as "Train The Teacher"

scheme (TTT) for capacity building. Sadly speaking, this is not in effect. I should

know this well because having interviewed a greater number of unemployed

graduates, all NYSC program and all through the orientation period and the service

year, there was nothing like IT training. It would be a very good idea if this part of

the IT policy and in fact, all other objectives are vigorously pursued without further

recourse to lip service. Thanks to the recent effort made by the NYSC authorities to

introduce e-registration for all corpers during the August B Batch 2008 NYSC

program. The youths of this country deserve better.

In concluding this write up, I must say that while the IT policy of Nigeria is wonderful

on paper, much needs to be done concerning the actualization of the objectives and

pursuance of the vision in practical terms. Also, for any meaningful empowerment to

come the way of Nigerian youths in ICT, the youths must have a say in the IT affairs of

this country as it concerns us. The youth too are also strongly advised to focus more

on intellectual development instead of chasing after bodily pleasures. I know that if

we can demonstrate total commitment to the vision statement of the Nigerian IT

policy and work assiduously towards the attainment of its objectives, only then can

Nigeria dream of moving from the league of developing nations to that of developed

nations.

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3.7 THE IMPACTS OF COMPUTERS AND INFORMATION

TECHNOL0GY TO NATIONAL DEVELOPMENT

The uses and importance of the computer and information technology cannot be over

emphasized. Both have become a global phenomenon of great importance and

concern in all spheres of human endeavor. Its impact is felt in education, governance,

business, market share, labor, agriculture, trade, commerce, defense, politics and

others. The use of these technologies is now accepted to be at the heart of

development in the industrialized nations through out the world. For example, the

efficient use of these technologies enables countries like America, Britain, Canada,

Japan, Germany, France, Italy, Russia and Sweden to cope with continuous social,

political and technological change.

In the last quarter of the 20th century, the world witnessed an information

technological revolution. Propelled by advances in formation and communications

technology, this revolution ushered in a world of greater data flow, computer inter-

connectivity and the shrinking of national boundaries. The force fuelling this rapid

transformation of remote and isolated information units into global inter-connected

superhighways is information Technology. Relying in the development of this

microchip and the computer, this revolution has completely restructured the global

socio-economic equations and led to the information of the world into a global,

knowledge based society referred to as the “Global Village”.

The origin of Information and Communication Technology can be traced to the

growth and development of computers and ultimately the introduction of the

Internet, which in its own right, greatly expanded the possibilities achievable with

the personal computer. The introduction and application of the internet exposed the

user of a personal computer to a vast array of information sources and networks as

well as communication feats with little or no effort. The internet and related

information technologies have increased the capacity of individuals to generate and

manipulate knowledge, and to communicate ideas and values quickly, irrespective of

geographic distance and this capacity is still on the increase with new and ongoing

development in the field of computing and communication gadgetry.

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Personal Computers have revolutionized entertainment, science, the media, art,

medicine, education, and business because they provide computational abilities at

low cost to people with not extensive programming experience. PCs enable artists to

envision and manipulate images. Musicians use them for learning, creating, and

recording music. Businesses track finances and forecast company performance using

PCs. News reporters can compose news stories on portable PCs and Laptops, and

electronically submit these stories from remote locations. Many people work at

home and communicate with fellow workers via their PCs in a practice known as

telecommuting. Because PCs are also able to interface with worldwide

communication networks such as the Internet and the graphics-based information

database known as the World Wide Web, users are able to find, research, buy and

send information on any subject.

PCs are now commonly used in everyday life. They can be used to send electronic

mail, to write school reports, or fiction, to balance cheque-books and keep financial

data, or to track news stories and visit web sites. They also simply work processing

and other related applications through the use of special voice recognition systems

which allow users to dictate their documents instead of typing them.

In education, Information technology has also simplified methods of data collection,

processing and storage. Student populations, records and grades in schools and

institutions can now be complied with little effort on PCs, from which they can

always be updated and referenced at any time. This provides convenience as well as

saves time and space expended with conventional filling systems. Computer Aided

Instructions (CAI) makes learning much more fun and easier to achieve and impart to

students. CAI has also ensured that with PCs and the right software program,

learning in almost any field becomes a do-it-yourself affair. This is especially

beneficial to people with very busy work schedules and/or cannot afford to

physically enroll for institutionalized educational programs.

PCs and ICT have made crime fighting and law enforcement easier for law crime

fighting and law enforcement agencies alike. Criminal records, profiles (complete

with photographs) and investigations can be field and stored into large databases

which can be accessed from anywhere within the authorities network.

69

Furthermore, PCs and ICT capability and usage are becoming increasingly popular in

government and policy making. For example, in the developed countries of the

world, voting and population census exercises can be carried out electronically using

computers. Population and demographic figures and data can likewise be easily

obtained and utilized. International relationships and correspondence have become

much easier to deal with as a result of the “Global Village” made possible by ICT

application.

Business management and administration has also benefited greatly from ICT

application. Banks operate on networks which cover their entire branch outreach.

Thus, people can check their account balance, withdraw, deposit and transfer funds

at any of the bank branches with the networks. This is also possible in inter-bank

relationships. Businesses and large corporations effectively keep track of their

finances, operations, assets and personnel. Also, shopping and purchases can now be

completed electronically done via internet, thereby eliminating travelling and its

attendant expenses.

In the humanities and other professions, ICT application is gaining widespread

acceptance, Computer Aided Designs (CAD) is fast becoming the norm in engineering

and architectural practices. Computer aided diagnosis in medicine is also becoming

popular. Research development in the sciences and medical professions is growing

rapidly, thanks to real-life simulations made possible by PC and general computer

usage.

Entertainment has been given a new meaning through the use of various multimedia

applications available on PCs. PCs owners can watch movies as well as create their

own movies and special effects on PCs. Computer games and other conventional

games such as chess can equally be enjoyed when played on PCs. Musicians can

“cook up” beats and rhythms directly from PCs without musical instruments or any

prior knowledge of how to play them. In the same manner, other artistes can also

develop their ideas and trades.

The list is endless and possibilities are still expanding as a result of rapid

technological developments in computer engineering. Communications between

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personal computer users and networks will benefit from technologies such as

broadband communication systems that can carry significantly more data faster or

more conveniently to and from the vast interconnected databases that continue to

grow in number and type. These technological advances coupled with new methods

for interconnecting computers, such as the proposed internet, and advanced internet

under development by universities, industry, and the government, promise to make

PCs even more powerful and useful Ogwo (2000).

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CHAPER FOUR

4.0 SPECIAL CONSIDERATIONS FOR INFORMATION TECHHNOLOGY

TRAINING CENTER FACILITY

4.1 OVERVIEW

A professional's need for education and training in Information Technology does not

end upon completion of his or her formal schooling years. Today, more than ever,

continuing education is paramount to maintaining and enhancing one's skills,

especially in response to changes in technology that impact virtually every

profession. While most state licensing agencies and professional associations require

continuing education credits for professional certification, individuals may seek

educational opportunities to achieve other personal and career objectives. This

Information Technology Training Centre that will be sited in New Owerri is aimed at

providing these technological training to different cadre of professionals and youths

as well as going further to equip them with Entrepreneurship Training with is lacking

in the development of our economy.

4.2 INFORMATION TECHNOLOGY BUILDING ATTRIBUTES

A training facility for Information Technology experts, youths, and business

executives must have flexible and technologically-advanced learning environments

that are safe, healthy, comfortable, aesthetically-pleasing, and accessible. It must be

able to accommodate the specific space and equipment needs of the training program

and curriculum. Support spaces geared toward adult needs, such as a business

station that allows students to carry out some business functions during their

training sessions, must be seamlessly integrated into the facility as well.

4.2.1 TYPES OF SPACES

A training facility incorporates a number of space types to meet the needs of adult

trainees, trainers, and staff. These may include:

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4.2.1.1 LECTURE ROOMS

Changes in the teaching/learning process, extension of lecture room activities, and

the use of group techniques within the lecture room have led to new lecture room

design in recent years. In the educational circle, lecture rooms that are generally

more square in proportion are proving more satisfactory than rectangular ones for

small group work and video viewing Chiara, (2001). The area of the lecture room is

increasing with the realization that small lecture rooms or the past have had a large

impact on limited future use of lecture room space. Today’s classrooms are expected

to deliver flexibility in a variety of ways. The lecture room might be arranged to

accommodate a large screen for audio visual study. The minimum space per one

student is (approx. 2.00 x 2.20m2) and should have maximum of 32 students and

minimum of 65-70m2. In some cases, the lecture rook is raked to give good sightline.

The following lecture rooms in Figs. 4.1, and 4.2 show a typical section of a lecture

room.

Fig. 4.1 Drawing for calculating view curve

(Source: Neufert, Architects’ Data)

Fig. 4.2 Section of a Lecture Theater


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• Auditoriums: Large-size rooms designed for lecture-style instruction and

training. . To facilitate circulation and ease of access, locate auditoriums near

major parking facilities. In Auditoriums attention must be paid to sightline,

Circulation, seating density, acoustic and audibility of spoken words. It should

be designed and equipped so that all groups-amateurs, professionals, youths,

and adult alike-may use it effectively. The use will extend over to concerts,

plays, motion pictures, forums, and other public activities.

An area of at least 0.5m2 per spectator is to be used for sitting spectators. The

number is derived from a seat width x row spacing of at least 0.45m2 per seat,

plus an additional minimum of 0.5m x 0.9m = 0.05m2 per seat. Exits, escape

routes: 1m wide per 150 people (min. width 0.8m). Length of rows: A

maximum of 16 seats per aisle. An Auditorium must have a good gradient for

effective sightline as shown in fig. 4.3. and fig. 4.4 show a projector room.

Fig. 4.3 Steep Auditorium with good gradient


Fig. 4.4 Projector Room


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• Conference Rooms: This is a multiple purpose medium-size instruction

rooms. Depending on the seating configuration, the rooms may accommodate

lecture-style instruction or encourage interaction in the form of roundtable

discussions and teleconferences. Often two or three conference rooms can be

combined to form a larger conference room by opening movable partitions

that slide or fold into pockets in the walls. In Conference rooms can type

different forms and shape depending on the purpose of such space as can be

seen in Plate. 4.1.

Plate 4.1 Typical Conference Room

(Source: Boston University)

• Seminar Rooms: This is a small-size discussion rooms, usually used to

accommodate a small number of people within close proximity. Seminar

rooms can be furnished with audio visual aids to discussion more easy to

understand. The data use is 1.9m2 per person. It takes different forms as can

be observed in Fig. 4.5.

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Fig. 4.5 A Typical Seminar Room


Computer Training Rooms: This space forms the main aim of this research

work. It must be designed to take advantage of full technological innovations

in educational fields. All the special design considerations which include

Electrical and data access, Air-conditioning and ventilation, lighting,

projection equipments acoustic and visual control as well as furniture must be

applied. Rooms must have to be equipped with computer workstations and

Internet access for each student. The fig. 4.6 shows what a typical Computer

Training Furniture data. Fig. 4.7, 4.8, 4.9 and fig. 4.10 show correct standing

positions on a workstation as well as a disable person on a VDU workstation.

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Fig. 4.6 Dimension of workstation furniture


Fig. 4.7 Correct ergonomic positions Fig.4.8 Ergonomic VDU Workstation


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Fig. 4.9 Disable on a VDU Workstation Fig. 4.10 Leg Space


4.2.1.2 USER SUPPORT SPACES

• Trainee Storage Spaces: Lockers, coat closets, or cubbies for trainees to

temporarily store their possessions.

• Library: A quiet reading room with study cubicles is provided for students to

use. Figs. Figs. 4.11, 4.12. 4.13 and Fig. 4.14 show some of the minimum

spaces and furniture arrangement in a library.

Fig. 4.11 Minimum free space in Fig. 4.12 Minimum distances in

Reading area bookshelf


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Fig. 4.13 Bookshelf Fig. 4.14 Maximum height


• Observation Rooms: This is spaces adjacent to lecture rooms for

simultaneous translation of instruction into a second language.

• Business Center: The business center is equipped with computers with

Internet access, phones, and fax machines for trainees to quickly connect with

their organizations. This section will help to make the project sustainable.

• Bookstore: This is a place where students buy reading materials.

• Reception/Lobby: This location is the central location for building directory,

schedules, and general information. Fig. 4.14 shows a good example of a

Reception Desk with Furniture data.

Fig. 4.15 Reception counters


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Figs, 4.16, 4.17 and 4.17 show the space requirements for corridors, Step

measurement in the lobby and space requirement with luggage.

Fig. 4. 16 Space Requirements for Corridors Fig. 4.17 Step measurement for Queue

(Source:Neufert, Architects’ Data)

Fig. 4. 18 Space Requirements with Luggage


• Cafeteria or Dining Hall: A comfortable space where staff or students take

refreshment is an essential in this type of project. However, spaces that will

not be used effectively should not be created to avoid waste. The furniture

and acoustic for this space must be attractive and modest to motivate people

to use the space. Figs. 4.19, fig. 4.19 and fig. 4.20 show the minimum space

requirements in a cafeteria.

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Fig. 4.19 Seating for 5 persons Fig. 4.20 Seating with circulation


Fig.4.21 Minimum Area Requirements


• Infirmary: On-site, health care facility with a private office for health care

officer is proved.

5.2.1.2 ADMINISTRATIVE SUPPORT SPACES

• Administrative Offices: The administrative office handles the running of the

center. Figs.4.21 and 4.22 illustrates the furniture requirements of offices

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Fig.4.21 Minimum dimensions for Fig. 4.22 Swivel chair on

2-persons office casters


• General Offices: This is a shared space with equipment, including computers,

phones, fax machines, desks, libraries, and supplies. Figs 4.23 and 4.24 shows

an example of a general office and an office desk

Fig. 4. 23 General Offices Fig. 4.24 Office Desk


4.2.1.4 OPERATION AND MAINTENANCE SPACES

• General Storage: This where items such as stationery, equipment, and

instructional materials.

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4.3 IMPORTANT DESIGN CONSIDERATIONS

4.3.1 FLEXIBILITY

At some Information Technology training facilities, programs and schedules vary

frequently. Furthermore, instructors have different and evolving training methods.

As such, flexibility within the building's design is critical to the success of an enduring

training program. The following strategies can be used to meet the challenge of

designing a training facility around evolving teaching styles and emerging

technologies:

Cluster instructional areas around central, shared support and resource

spaces. Shared resource spaces may include informal gathering spaces, shared

seminar rooms, computer kiosks, and trainer offices.

Use an appropriate combination of stand-alone movable partitions, movable

modular furnishings, and large double doors between classrooms and shared

spaces.

Create classrooms of various sizes. Equip larger rooms with movable

partitions to accommodate a wide variety of group learning sizes.

Arrange spaces in keeping with the educational and programmatic goals of the

facility.

• When connecting semi-private or enclosed spaces to more open areas, ensure

moderate visual openness and acoustical privacy.

• Where possible, allow for individually controlled temperature and lighting.

4.4 TECHNOLOGICAL CONNECTIVITY

Information Technology has become an indispensable tool for business, industry, and

education. Many training courses are specifically designed to enhance a trainee's

competency with new software and hardware. In some cases, technology has even

changed the way instruction is provided: from traditional live instructor-led courses

to self-directed learning and individualized instruction. Distance learning using

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telecommunication technologies like cable television, Internet, satellites, and

videotapes, is popular because it allows students from across the nation to

participate in courses remote from the point of instruction.

Given that technology is driving a variety of changes in the organizational and

architectural forms of training facilities, consider the following issues when

incorporating it, particularly information technology (IT), into a training facility:

Currently, many training facilities provide IT connection in only a few areas,

like computer training rooms, business stations, and media centers. Because

IT is becoming an integral part of training curricula, designers should plan

new training facilities to have a distributed, robust, and flexible IT

infrastructure, which would allow technological access in virtually all the

spaces.

• During the planning stage, identify all necessary technological systems (e.g.,

voice/cable/data systems such as audio/visual systems, speaker systems,

Internet access, and Local Area Networks [LAN] / Wide-Area Networks

[WAN] / Wireless Fidelity [WI-FI]), and provide adequate equipment rooms

and conduit runs for them.

• Allow for computer and Internet connectivity at desks, as appropriate.

Consider equipping fixed desks with under-top computers to ensure adequate

sightlines between trainers and trainees.

• Consider and accommodate for wireless technologies, as appropriate.

• For existing training facilities, consider improving access to the IT

infrastructure as renovations are undertaken.

4.5 INDOOR ENVIRONMENTAL QUALITY

All educational facilities, including training facilities, must have high-quality indoor

environments to promote learning as well as productivity. The following strategies

support good indoor environmental quality that can positively influence task

performance and attention spans:

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• Quality Acoustics: Trainees should be able to hear their instructors clearly,

and vice versa. Ensure low ambient background noise and appropriate

acoustics in classrooms and support spaces through a combination of space

planning, sound absorption, and sound transmission reduction techniques.

For example, avoid placing mechanical rooms next to classrooms, conference

rooms, auditoriums, offices; libraries, laboratories, and computer centers may

be adjacent to classrooms. Consider sound amplification and/or speaker

systems for auditoriums and other appropriate spaces. Provide

accommodations for hearing impaired trainees.

• Appropriate Lighting: A high quality, energy-efficient lighting system that

utilizes both natural and electric sources as well as lighting controls is optimal

for a learning environment. Ensure the lighting design is appropriate for the

task at hand. Consider indirect/direct luminaries for ambient lighting in

classrooms and support areas. Allow individually controlled lighting in study

areas and workrooms where possible. Design appropriate exterior lighting for

facilities that will be used at night.

• Day lighting: This day lighting is very important in order to enhance the

visual environment of classrooms as well as support spaces. Coordinate the

day lighting scheme with the design of interior lighting and controls as well as

other energy efficiency measures. Specify energy-efficient windows. Install

proper sun control and shading devices to reduce glare (especially in

computer training rooms) and allow for room darkening (for rooms with A/V

equipment).

• Environmentally Preferable Products: The use of attractive paints and

finishes for interior surfaces are advised. Consider selecting renewable

materials such as wood. Specify no-formaldehyde panels and cabinetry. Use

non-toxic cleaning products.

• Good Sightlines: Ensure adequate and appropriate sightlines in auditoriums,

conference rooms, and seminar rooms. Consider sloped floors, which promote

good sightlines and are more accessible than tiered floors.

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• Comfort and Aesthetics: It is preferable if users are allowed to adjust

seating, computer equipment placement, light levels, table or desk heights,

classroom layout, and ventilation. Make a learning environment more

conducive with colors.

• Thermal Comfort and Ventilation: Ensure fresh air intake and adequate

airflow rates. Specify high-performance ventilating, and air-conditioning

equipment (HVAC) zoned to accommodate varying occupancy rates.

4.5 SIGNAGE

Signage and other way finding measures help promote a welcoming and efficient

training environment, especially for trainees new to the training facility.

• Signage should include posted directories for easy navigation, schedules of

activities, and clear designation of classrooms and support spaces.

• Many facilities have extended hours and exist on "open" campuses. When

entrances are unmonitored, post building hours, appropriate trespassing

notices, and important building use policies on the exterior of the building.

• Consider the use of colors or other visual markers to facilitate way finding.

• Ensure signage is available for persons with disabilities.

4.6 SECURITY AND OCCUPANT SAFETY

Implement security measures based on the level of protection desired to protect

facility occupants and assets (e.g., computer equipment). Consider standoff distances;

access control strategies; entrances that do not face uncontrolled vantage points with

direct lines of sight to the entrance; open areas that allow for easy visual detection by

occupants; and minimized glazing. First time visitors, unfamiliar with their

surroundings, may have trouble navigating the safest exit route from the building.

Consider using increased signage and/or providing safety information and a building

directory in welcome brochures. Also, review and evaluate safety plans on a regular

basis.

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4.7 OPERATIONS AND MAINTENANCE

Training facilities have varied hours and rates of occupancy, which affect the

facilities' operations and maintenance schedules. Consider the following

recommendations in developing an operations and maintenance plan:

• During the planning stage of the project, design a proactive facility

management program to anticipate facility problems, rather than reacting to

problems when they occur. This plan is essential to ensuring optimal long-

and short-term use of the facility.

• Appropriate planning decisions can support custodial care, ease of

maintenance of facility grounds and building equipment, materials and

surfaces, as well as support the flexible scheduling of space for future

programs.

• Ensure that program schedules and maintenance schedules are cohesive and

compatible.

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CHAPTER FIVE

5.0 CASE STUDIES

5.1 CRITERIA FOR CASE STUDIES

During the course of the Thesis Report, the researcher carried out intensive case

studies in order to have in-depth information on how existing Information

Technology Training Centre operate and function. He was opportune to have access

to two case studies from overseas which broadened his understanding on the way

Training Centers are designed and operate.

Furthermore, some local case studies were included which added a lot of information

during research work. The case studies got are described below.

5.2 YORK UNIVERSITY COMPUTER SCIENCE BUILDING, CANADA

PROJECT: York University Computer Science Building

LOCATION: Toronto, Canada

GROSS SQUARE FOOTAGE: 101,400 sq. ft.

TOTAL CONSTRUCTION COST: $17.8 million

OWNER: York University

ARCHITECT: Architects Alliance

317 Adelaide Street West, Suite 205

Toronto, ON M5V 1P9

T: +416.907.7247

F: +416.593.4911

[email protected]

This high-tech facility becomes the first “green” building in Ontario. This warm and

welcoming facility is a showcase for the university’s computer science faculty. A

commitment to sustainable design allowed the architect to develop the first green

building in Ontario. Fig. 5.1 shows the Ground plan of the building. The elevation

design Concept, elevation and two perspective views of the University computer

building are shown in Plates 5.1, 5.2, and 5.3 respectively.

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Fig. 5.1 Ground Floor Plan of York University Computer Building

(Source: www.archrecord.construction.com)

Plate 5.1 East and South Elevations of York University


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Plate 5.2 Perspective York University Computer Building


Plate 5.3 Perspective View of York University Computer Building


There are three architectural zones in the building – a three story bar building, a

courtyard building, and a lecture hall. Program components are distributed among

these zones to promote energy efficiency and student-faculty interaction. A double-

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height linear atrium between the bar building and other zones is the primary north-

south circulation spine as illustrated in Plate 5.4.

Fig. 5.2 Section of York University Computer Building


Plate 5.4 Atrium View of York University Computer Building


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The courtyard brings fresh air and sunlight deep into the building, and allows east-

west air circulation with the lecture hall to the south. A highly refined steel and glass

canopy provides year-round weather protection.

A central atrium captures heat, and thermal chimneys on the roof vent overheated

air. A large amount of operable perimeter glazing allows building occupants to self-

regulate the environmental controls in their spaces. Computer laboratories are

placed on the north façade to capture efficiencies in energy consumption and

communications systems. Plate 5.5 shows the laboratory.

Plate 5.5 View of the Laboratory


Faculty and Teaching areas are stacked in a flexible wing that parallels the main

circulation space. Overhang, sunshades, and a large continuous canopy on the south

exposure reduce glare, as well as the tonnage of the cooling system. Saw-toothed

facades on the east and west exposure redirect incident solar energy to the south-

east and north-west respectively, reducing tonnage and cooling energy. The core

atrium supplies natural daylight to the offices and lab arranged around its perimeter.

A planted roof absorbs and retains rain water, excess run of which cannot be

retained is collected and stored in a rooftop tank. The design incorporated recycled

material, such as reclaimed brick, and a 50 percent fly-ash/cement mixture.

5.2.1 FACILITIES IN THE BUILDING

The structure is a 2-storeyed complex with a basement. The building has the

following facilities:

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a) Entrance

b) Crush space (Reception Lobby)

c) Lecture theatre

d) Pre-function room

e) Projection room

f) Offices

g) Ground Offices

h) Computer Laboratories

i) VGR Laboratory

j) West Atrium

k) East Atrium

l) Classrooms

m) Library

n) Faculty Lounge

o) Seminar Room

p) Administrative Offices

q) Planted Roof

r) Exterior Deck

s) Mechanical/Electrical Closets

t) Computer Machine Room.

5.2.2 BUILDING ORGANISATION

The facility has two major entrances from the front that led into the Crush space.

Also, the fire exit stair case opens into the front of the building. The reception lobby

is very large that can absorb a large number of people at the same time. From the

reception lobby one observes the reception counter by the left and the entrance door

to the lecture theatre as well as a flight of stairs at the right side of the building that

leads into the basement. The Crush Space is shown in Plate 5.6.

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Plate 5.6 Reception Lobby of York University Computer Building


The lecture theater is racked as shown in fig. 5.2 and plate 5.7 which are the sections

and interior views of the building respectively.

The laboratories are located at the lift side of the building and are ventilated and

lighted through the west atrium. Each of the laboratories has a mechanical and

electrical closet attached to it for maintenance. The conveniences are located at the

center of the building for easy accessibility. Behind the convenience are the

administrative offices and closet attached to them. They are ventilated and lighted

up by the east atrium. The facility has three stair cases and a lift. From the section

as shown in fig. 5.2 one can see the basement, atrium, and the racked lecture theater.

It is observed that the ceiling of the theater is folded to assist in the acoustic handling

of sounds in the space.

Plate 5.7 Interior view of lecture theatre


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The seminar rooms are located at the first and second floors of the building. Plates

5.8 and 5.9 show the pictures of two different seminar rooms in the building.

Plate 5.8 Seminar Room


Plate 5.9 Seminar Room


5.2.3 MECHANICAL OPERATIONS

Some mechanical techniques were used in the construction of this building. These

are as follows:

a) Fan coils locked out, windows and stock dampers open, to allow cross

ventilation.

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b) Hot air rises through openings in atrium to create pressure differential. “Stack

Effect” draws air in operable windows. Wind pressure raises air change rate,

passive cooling.

c) As out door air temperature rises, solaron stacks use wind and built-up heat

to suck hot air out of the building. Smoke exhaust fans are turned on to assist

ventilation.

d) Stack effect draws air through intake grille, into underground plenum where

air is passively cooled, and then up through floor diffusers into classrooms,

laboratories and the theater.

e) Relief air hoods open on the roof. Hot air rises up through relief air hoods,

creating pressure differential. As outside temperature rises, fans activated to

assist ventilation.

5.2.4 MERITS OF THE DESIGN

During the course of analyzing the York University Computer Building, some merits

were identified. These are as followings:

a) The building has most of the spaces cross ventilation and well lighted up.

b) The facility has a very unified and compact design

c) The Structure is energy efficient

d) Glare problem caused by radiation was resolved.

5.2.5 DEMERITS OF THE DESIGN

The following demerits were observed in the building. They include:

a) The facility has a lot of exit which will cause security problems

b) The building does not have adequate drop-off for people in case of bad

weather.

c) The structure did not celebrate the main entrance.

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5.3 ALGONQUIN COLLEGE ADVANCED TECHNOLOGY CENTRE, CANADA

PROJECT: Algonquin College Advanced Technology Centre

LOCATION: Nepean, Ontario, Canada

GROSS SQUARE FOOTAGE: 115,873 sq. ft.

TOTAL CONSTRUCTION COST: $13.7 million

OWNER: Algonquin College of Applied Arts & Technology

Mr. Mike Rushton, Director, Physical Resources

1385 Woodroffe Avenue

Nepean, Ontario K2G 1V8

Tel: (613) 727-4723 x 5006

Fax: (613) 727-7601

ARCHITECT: Griffiths Rankin Cook Architects

47 Clarence Street, Suite 401

Ottawa, Ontario, K1N 9K1

Tel: (613) 241-8203 fax: (613) 241-4180

E-mail: [email protected]

www.grcarchitects.com

The architectural master piece is a creative approach to “big box” design. It took the

form of a box-like central processing unit (CPU) as shown in fig. 5.3 and the fig. 5.4

shows the sections A-A and B-B. The Elevation Design Concept in fig. 5.5 The three-

story building houses the school of Information technology, incorporating the

followings:

a) Main Entrance

b) Lobby

c) Offices

d) 30 laboratories for computer studies, electronics, and telecommunications,

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e) 18 classrooms ranging from 24 to 120 seats

f) Crush Space (Reception Lobby)

g) Overhead Bridge

h) Storage

i) A multi-media amphitheater

j) Feature Wall/Stair

k) Existing Building “N”

l) Existing Building “J”

m) Feature Wall/Main Atrium

n) Main Communication Stair

o) Study Nodes

p) Penthouse

q) Faculty Offices.

Fig. 5.3 Ground Floor Plan of Algonquin College of Advanced Technology Centre


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The program of the space balances the need for open-access computer rooms and

offices for teaching and support staff. The combination of a tight budget and

numerous program requirements led the team to a “big box” rectangular plan for the

building. To address its massing, the façade is broken up into smaller areas of

curtain wall, metal cladding, buffed brick, and charcoal block. These design choices

help to scale the building and address important corners and entrances. In addition,

they allude to high-tech, pixilated images, such as punch cared and data streams. The

perspective view is shown in plate 5.10.

Fig. 5.4 Sections of Algonquin College of Advanced Technology Centre


Fig. 5.5 Elevation Design Concept


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Plate 5.10 Perspective View of Algonquin College of Advanced Technology Centre


Flexibility was considered in every aspect of the building plan. An integrated

approach to design ensured the provision of adequate capacity, accessible service

space, as well as the programming of spaces, allowed for potential changes to the

design. Working with the owner, consultants, major trades, and various users helped

attain maximum value.

5.3.1 ANALYSIS OF THE DESIGN

The structure is sandwiched between two existing body namely “N” and “J” and they

are linked to the main building with an overhead bridge. From the Ground Floor Plan

the Frontal façade is facing the Right side. On entrance from the frontal façade one

meets the main lobby which opened to the last floor forming an atrium which aids

cross ventilation and lighting of the partitionable classrooms as well as the Computer

laboratory. On this main lobby is located the main communication stair. On the

entrance of the lobby is the reception Counter by the left, three big columns and an

exit from the right of the same lobby. The interior view of this main lobby is shown

in plate 5.11. This main lobby formed the projection that can be seen from the

perspective view of the building.

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Plate 5.11 Main Lobby that formed an Atrium at the Centre


A corridor from the main lobby led to the convenience location, escape stair, storage

and two classrooms that are racked in the ground floor. The facility has three

staircases which take people out of the building.

On the remaining floors are located more classrooms, study nodes, faculty offices and

a penthouse as can be shown from sections A-A and B-B in fig. 5.4.

The interior view of one of the shared office is shown in Plate 5.12.

Plate 5.12 Faculty Shared Offices Space


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5.3.1 MERITS

The Algonquin College Advanced Technology Centre is a design that has the following

merits:

a) The centre was well integrated in the site to function with the two existing

buildings

b) The main lobby was well utilized for cross ventilation, horizontal and vertical

circulation, lighting and access into most of the building facilities.

c) The classroom was partitioned and if dismantled will become a multi-purpose

hall.

d) The covered overhead bridge unified the three buildings.

5.3.2 DEMERITS

The demerits observed in this centre include:

a) There is the problem of security as a result of a lot of exits from the centre.

b) The structure will require a lot of fund to maintain the active systems used in

lighting up and ventilation the laboratories and other facilities.

c) The entrance to the building is not defined.

5.4 NIIT TRAINING CENTER, OWERRI, IMO STATE

NIIT stands for National Institute of Information Technology. This is a world-wide

ICT organization started in India. However, in Nigeria, NIIT has 31 Centers with

Owerri Center as the only center in the South-East. The Ground Floor Plan of the

center is shown in fig. 5.6. Plates 5.13 and 5.14 illustrate the frontal façade of the

centre. This ICT organization is known to be o ne of the

102

Fig. 5.6 Ground Floor plan of NIIT

(Source: Author)

Plate 5.13 Approach Elevation of NIIT Plate 5.14 Approach Elevation of NIIT

Training Center, Owerri Training Center, Owerri

(Source: Author)

world-best Training Centers in the world. The NIIT Owerri Center is located in a

quiet serene environment called Item Street that connects to Okigwe Road. The

103

structure stands out as a unique building in the neighborhood and was

commissioned in 2008.

5.4.1. SITE ORGANISATION

The entrance is greeted with 10 parking lots as well as security post at the entrance

gate as can be shown in plate 5.15. The structure is a two-storey building containing

the following facilities:

a) A Security Post

b) Parking lots

Plate 5.15 Parking Lots in Front of the NIIT Center

(Source: Author)

c) Entrance Porch

d) Security Room

e) Reception Counter

f) Counseling Offices

g) Accounts Office

h) General office

i) Manager’s Office

j) Administrative Offices

k) Meeting Rooms

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l) Conference Room

m) Seminar Rooms

n) Storage

o) Conveniences

p) Computer Rooms

q) Support facilities

r) Generator House.

The entrance porch started from the front and extends to the right side of the

building from where the staff can access the building.

5.4.2 TYPE OF CONSTRUCTION AND MATERIALS

The construction type is post and beam type of construction with sandcrete block.

The building has a square floor plan and a two-storey building with a deck planted

with grasses covering the entrance porch. The windows and external doors are made

with reflective glass panels on an aluminum blue frame. Most of the partitions in the

building are done with blue aluminum frame and reflective glass panels. The floor

finishes is made of marble titles while the wall is plastered with mortar and internal

wall is painted with white emulsion paint and external with texcote white paint. The

frontal façade is painted partly with off-white and the upper elevation is painted with

white texcote paints.

5.4.3 ARCHITECTURAL EXPRESSION

The NIIT Owerri Center is an imposing structure that stood out in the neighborhood.

It has bold Architecture expressions which made use of vertical and horizontal

elements. The windows in the first and second floor give it an institutional

expression.

5.4.4 CRITICAL APPRAISAL

The NIIT Center is located in a small site which is inadequate. The public parking lot

is inadequate and there is no staff parking. It was observed that the center no place

for the notice board as a result student result and admission data are published on a

wooden stand on the right side of the entrance porch. The design has no waiting area

105

and the Reception is an after-thought as can be seen from the plan and in plates 5.16

and 5.17. The location of the stair is hidden and is not centralized. The Security

post is located immediately one enters the building at

Plate 5.16 Waiting Lobby Plate 5.17 View of Reception Desk

(Source: Author)

the right side. Plate 5.18 illustrates this. Behind the Reception are located counseling

offices as shown in plate 5.19. After the Reception Counter one sees the some of the

offices surrounding the big lobby including the Manager’s Office as shown in plate

5.20. Opposite the Reception are the four classrooms accessed through a very

narrow corridor as shown in plate 5.21. Plates 5.22, 5.23, 5.24 and 5.25 illustrate the

different capacities of classrooms in the center. The information I got is that the

facility can only take about 75 students at a time and finally, the facility is not meant

for the poor.

106

Plate 5.18 View of Reception Desk Plate 5.19 Counselor’s office

(Source: Author)

Plate 5.20 View of Office spaces Plate 5.21 Corridor to Classrooms

(Source: Author)

107

Plate 5.22 Classroom for 5 Students Plate 5.23 Classroom for 12 Students

(Source: Author)

Plate 5.24 Classroom for 15 Students Plate 5.25 Classroom Students

(Source: Author)

It is a center for the upgrading of computer professionals and business executives.

The costs of the programs ran in the center are very high and they include Oracle,

Java, Word processing, Data base creation, and Desktop publishing, Web Design and

Networking etc. The programs run for different periods ranging from one month to

six months.

108

5.4.5 MERITS

The following merits of the center were identified during the course of the study.

They include:

a) The entrance porch to the facility is very large

b) The design is very compact and functional

c) The use of cutting wall made the space to enjoy reasonable illumination.

d) The appearance of the facility was very impressive.

5.4.6 DEMERITS

The following demerits were identified:

a) The facility has no waiting area for visitors

b) The stair case is not centralized and is also very hidden from direct view

c) Some of the computer rooms do not enjoy adequate lighting and ventilation.

d) The reception area was not proper located

e) The parking lot is not adequate

f) The designer did not place a suitable location for the publication of students’

results.

5.5 AFRI-HUB UNIVERSITY OF NIGERIA, NSUKKA

Afri- Hub is one of the Computer Training Centers in UNN. It is located at the first

and second floors of the ICT building in UNN. This building is one of the imposing

structures in UNN very close to the old Admission office block. Afri-Hub in UNN can

be accessed from a tarred road that passes through the front of the ICT building.

Figs. 5.7 and 5.8 show the floor plans of Afri-Hub Center in UNN. Plate 5.26 shows

the frontal façade of the center. By the left of the ICT Building is the UNN Admission

office and by the right is the Economic Department.

109

Fig. 5.7 Floor Plan of Afri-Hub Centre UNN

(Source: Author)

Fig. 5.8 Floor Plan of Afri-Hub Centre UNN

(Source: Author)

110

Plate 5.26 Front View of Afri-Hub UNN

(Source: Author)

The facility can be accessed from a single flight of steps in front of the building.

Thus, the center is housed in a makeshift building used by Intercontinental Bank

before they got their own permanent building.

5.5.1 SITE ORGANISATION AND TYPES OF CONSTRUCTION AND MATERIALS

The front of the building is the parking lot that is not planned and on natural soil.

The construction is a post and beam type of construction. The building is framed and

fitted with cutting walls. The building is on a square plan with a hanging concrete

slab emphasizing the entrance to the Center. The window and entrance door is fitted

on a silver framed aluminum with a dark glass panels as the closing membrane.

On entrance are the Reception desk by the right and a security post by the left as

shown in plate 5.27. Beside the security post is the Business Center in plate 5.28

where photocopying, typesetting, ID card and other services can be done.

Immediately after the Business Center, comes the Manager’s office facing the Afri-

Fresh which functions as the canteen of the Center. In front of the Afri-Fresh is a

spiral staircase that leads people to the upper floor of the center. The right of the

center immediately after the Reception is the Cashier office followed by the

111

Accountants’ office. The remaining offices function as offices and one classroom

called Oklahoma. After the Security post is the cyber café as shown plates 5.29, and

5.30 that house up to 40 workstations. The cybercafé has a void over it plate 5.31. On

the last floor of the building is a very spacious corridor plate 5.32 that leads in about

4 classrooms with some general offices for instructors as illustrated in plates 5.33

and 5.34. The floor of the building is finished with a terrazzo floor finish throughout

the center.

Plate 5.27 Reception Lobby/ Plate 5.28 Business Center of Afri-Hub

Security Post

(Source: Author)

Plate 5.29 Afri-Hub Cyber Café Plate 5.30 Afri-Hub Cyber Café

(Source: Author)

112

Plate 5.31 Afri-Hub Cyber café Plate 5.32 Corridor to Classrooms

(Source: Author)

Plate 5.33 Classroom with Plate 5.34 Classroom with

Workstation Workstation

(Source: Author)

5.5.2 ARCHITECTURAL EXPRESSION

Afri-Hub is located in ICT building which is the most imposing building within the

area. It is painted with white paint and has fins and parapet throughout all the

facades. The entire classrooms are partition with white fabricated wood on black

frames.

113

5.5.4 CRITICAL APPRAISAL

The Center does not have defined parking lot, thus chaotic parking is witnessed.

Furthermore, all the facilities are inadequate as during the course of research, the

author could not secure a system to browse through the internet. Also, the whole

facilities looked unkempt as there was confusion and disorder in the center. Afri-

Hub UNN offers computer training in Basic Computer Applications, Word Processing,

Spreadsheet, Database Management, Desktop publishing, Oracle, Java and other

computer applications. The programs run within a period of one month to six

months depending on the program.

.

114

CHAPTER SIX

6.0 PROJECT LOCATION AND SITE ANANLYSIS

6.1 INTRODUCTION

Fig. 6.1 Map Showing the Relative Location of Imo State within Nigeria

(Source: Microsoft Encarta, 2007)

Imo State derives its name from Imo River, which takes its course from the

Okigwe/Awka upland. It lies within latitudes 4° 45′N and 7° 15′N and longitude

6°50′E and 7°25′E. It occupies the area between the lower River Niger and the upper

and middle Imo River. The state is bounded on the east by Abia State, on the west by

the River Niger and Delta State; and on the north by Anambra State, while Rivers

State lies to the south. Imo State covers an area of about 5,100sq km. The fig. 6.1

shows the map of Nigeria with Owerri as the capital of Imo State.

Imo State has a population of 2,485,499 persons. The population density varies from

230 persons per sq. km. in Oguta/Egbema area, to about 1,400 persons per sq. km. in

115

Mbaise, Orlu, Mbano and Mbaitoli areas. This high population density has led to

intensified pressure on land, forests and other natural resources, leading to

increasing rural poverty which is characteristic of densely populated rural areas.

Fallow period rarely exceeds one year and in some areas continuous cropping is the

rule. Low crop yield and loss of land to erosion have combined to induce people to

migrate in search of jobs and even farmland in other parts of the country.

By reason of this geographical location it falls within the tropics; a region

characterized by high amount of sunshine, rainfall, humidity levels, temperature and

an almost uniform weather throughout the year. The entity known as Owerri zone is

made up of nine areas namely Owerri Municipal Council (the study area), which is

the capital city of the state, Owerri North L.G.A and Owerri West L.G.A. These three

make up the core Owerri Federal Constituency. The rest are Mbaitoli, Ikedure, Aboh-

Mbaise, Ahiazu-Mbaise, Ezinihitte-Mbaise and Ngor Okpala L.G.As. The native tribe

of the people of Owerri is Ibo, while the language spoken is the Igbo language.

Though inter denominational, Christianity is the main religion practiced by the

Owerri people. With a mixed economy which is predominated by agricultural

activities, Owerri produces palm oil, palm kernel, palm wine, cassava, cocoyam, yams,

and vegetables in large quantities.

6.2 HISTORICAL BACKGROUND OF OWERRI

Owerri is a city in south-Eastern Nigeria. It is the capital of Imo State and is set in the

heart of the Igboland. It currently has a population of about 231,789 and is

approximately 40 square miles in area. The Owerri Slogan is Heartland of Igboland.

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Fig. 6.2 Map of Imo State

(Source: Microsoft Encarta, 2007)

Owerri was the capital of the Republic of Biafra in 1969. The capital of the

secessionist state was continuously being moved as Nigerian troops captured the

older capitals. Enugu, Aba, and Umuahia were the other capitals before Owerri. The

fig. 6.2 illustrates the map of Imo State with some of the neighboring towns to

Owerri.

Owerri was founded by a man called Ekwema Arugo. He was the son of Uratta and

was forced to leave because he committed an unpardonable sin. Uratta had eight

sons namely Orji, Owaelu, Owalla, Umuori, Umunahu, Okwu, Umuoba and Owerri.

Umundula is not named separately because it is related to Orji, just as Owerri was not

named separately because he was related to Owalla. The proper name of this village

is Owere. In Igboland, there are several places called Owere. However, this particular

Owere village is the most popular. In Igbo language, Owere means an open place of

habitation. Ekwema Arugo, who founded Owere, had five children. These children

constitute the five hamlets of Owere village namely:

a) Amaawom

b) Umuodu

c) Umuonyeche

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d) Umuonyima

e) Umuororonjo

The ancestor Ekwema Arugo first settled at a place called Ugwu Ekwema. In

remembrance of Ekwema Arugo, Owere people have a special celebration called Oru

Owere. The festival is usually conducted at Ugwu Ekwema. The current Eze or

traditional ruler of Owere is Dr. Emmanuel Emenyeonu Njemanze of the Njemanze

Dynasty. He is titled the Ozuruigbo V of Owere.

Owerri has an airport 14 miles southeast of the city, called the Imo Airport which

provides service to Abuja, Lagos, Port Harcourt, and Enugu. Right now, it serves as an

alternate for Port Harcourt, but it does not serve international purposes. Some major

roads that go through the city are; Port Harcourt Rd., Aba Rd., Onitsha Rd., and

Okigwe Rd. Roads within the city are; Douglas Rd., Weathral Rd., Tetlow Rd., and

Works Rd. Eke Ukwu Owere market is the main market in Owerri.

Owerri sits in the rain forest and produces many agricultural products, such as yams,

cassava, taro, corn, rubber and palm products. Important educational institutions in

Owerri include Imo State University, Federal University of Technology Owerri,

Federal College of Land Resources Oforola, Seat of Wisdom Seminary Owerri, Alvan

Ikoku College of Education, Federal Government Girls College Owerri, Owerri Girls

Secondary School, Government Secondary School Owerri, Development Secondary

School Owerri, Emmanuel College Owerri, Holy Ghost College Owerri, Community

Secondary School Oforola Owerri, Federal Polytechnic Nekede Owerri, Government

Technical collge Owerri, Army Day Secondary School Obinze Owerri etc.

The soccer clubs Arugo F.C., Heartland F.C., and Papillo F.C. are based in Owerri.

As in most of Igboland, Christianity is the dominant religion. The Catholics and

Anglicans have the largest followings and Owerri is home to Assumpta Cathedral,

seat of the Roman Catholic Archdiocese of Owerri (Latin: Archidioecesis Overriensis).

The Seat of Wisdom Seminary is in Owerri. The archdiocese covers an area of 2,996

km². 670,986 of the 1.7 million people in the area are member of the Catholic Church.

118

In 1902, British colonial administration reached Owerri and by 1918, Owerri became

the headquarters of the eastern protectorate including then Port Harcourt, Opobo,

Bende, Okigwe and Agwu Divisions. It was at this period that administration started

and Owerri become identified as an administrative headquarters. Later, Port

Harcourt and Umuahia provinces were carved out and Owerri’s function was

reduced to a divisional headquarters.

With oil exploration in 1940’s Owerri saw a hope of revival, when in 1953 the then

Shell D’Árcy Exploration Company began to build up its headquarters known as

“Shell Camp”. This period brought a certain economic growth resulting in residential

expansion, market reconstruction and a new motor park. When the Shell Company

moved its headquarters to Port Harcourt in 1963, Owerri sank again to its former

state of relative oblivion. With the location of the Alvan Ikoku College of Education

land a modern shoe factory, greater life was brought back to the town. This however

was short-lived and in spite of several efforts to socio-economically revive Owerri,

growth was still dismally slow.

On February 3, 1976, Imo State was created and Owerri became its capital. A total

land area of 72.5 square kilometers was designed by the Imo State government for

capital development projects. Today, Owerri is an important town notably as a result

of the high number of educational institutions located there such as the Girls

Secondary School, the Federal government Girls College, the Federal of Technology

(FUTO), the Imo State University, the Federal Polytechnic, Nekede, etc. Other major

public institutions include the Teachers’ Training College and the General Hospital.

All these have helped to created on influx of people into Owerri, with an

accompanying increased level of socio-economic activity. The map below shows the

relative location of Owerri within Nigerian.

6.3 SOCIO-ECONOMY OF OWERRI

Much of Owerri socio-economic development can be attributed to the high number of

educational institutions located within and around it. These include the Alvan Ikoku

College of Education, Imo State University, etc which are responsible for the influx of

non-indigenes into the area. Commercial activities centre around four markets

119

located in Owerri (namely Main, Relief, Timber and New Markets). Several shopping

facilities, craftworks and cottage industries also adore the city. In addition to these,

Owerri also boasts of a few industries such as the Fuason Steel galvanizing Factory

and the Revitalized Shoe industry. Others include concrete block moulding, milling,

baking, printing, industries and the sudden growth of the banking industry and the

fast food industry. Also, by reason of its location in the rich palm belt, Owerri is

blessed with rich fertile soils and produces several agricultural products.

6.4 SELECTION CRITERIA

The choice of Owerri, Imo State capital as the location of this project is squalled to the

level of application if ICT for the reduce of unemployment, poverty, and lack of

adequate information by Imo inhabitants who are in dire need of correct information

to better their lots in life.

Also, the number of educated people, students and graduates in the State will make

this project very viable if carefully and meticulously handled as they will be willing to

take all the advantages of Information technology to improve their resources.

A look at the level of illiterate in Nigerian and Imo State in particular in the field of IT

underpins the urgency and importance of the research work.

According to Mansell et al. (1998; 35), literacy is a first indicator of the attainment of

the skill levels needed to use ICTs productively. In the developing world, for every

illiterate male, there are two illiterate females as shown in Table 6.1.

Region Illiteracy rate % of Population

No. of men (million)

No. of women (million)

Latin America 13.3 26.6 33.0

Mahgreb 45.5 10.2 18.8

Other North Africa 49.2 16.6 28.7

Sub-Saharan Africa 45.3 83.8 139.4

West Africa 26.6 16.5 34.8

Central Asia 2.5 0.4 1.3

120

Southern Asia 46.0 238.0 423.7

China 18.9 60.1 169.1

Others 1.8 0.0 0.0

Table 6.1 Illiteracy in the Developing World, 1995

(Source: Calculated from UNESCO (1995).

Professional skills IT are needed to design and adapt to new uses. An indicator of this

is the availability of these skills in the number of graduates of post-secondary

education program in engineering and science (mathematics and computer science).

A comparison of the data presented in Tables 6.2 and 6.3 shows clearly that the

developing countries including Nigeria must do something quick in the area of skills

development so as not to lose out completely in the information technology market.

This fear is justified by the wide gap in Table 2.3 Regions like Asia and South America

in 1995 were producing graduates in the relevant areas at the rate of 974 and 227

per million population, respectively and sub- Saharan African region was producing

at the rate of 18 graduates in the fields relevant to ICT development per million

population. It is no wonder therefore, that these regions today have become main

exporters of ICT experts and components, while Nigeria is still struggling to

effectively adopt and maintain her imported ICT component stock.

First Degree Awards in

1988 1989 1990 1991 1992

Engineering and Technology

1,570

1,954

1,543

1,975

1,397

Science 2,783 3,381 3,381 3,637 2,947

Diploma and Certificate Awards in

Engineering and Technology

22

34

N/A

28

140

121

Sciences 146 188 310 200 393

Table 6.2 Graduates in Nigeria Universities and Polytechnics (1988 – 1992)

Source: FOS, Annual Digest of Statistics (1996).

Region Rate per million population

US and Canada 851

Europe Developed 748

African Developed n.a

Mahgreb 151

Other North Africa 101

Sub-Sahara Africa 18

Asia Developed 974

South America 227

China 238

West 247

Other 54

Table 6.3 World Graduates in Engineering, Computer Science and Mathematics 1995

Source: Mansell et al. (1998).

Imo State and Owerri in particular which is the target location for this project has the

following record as the number of unemployed citizens with different levels of

qualification as shown in Table 6.4. The import of this data is to show how urgent

and important for the government to immediately embark on the effective adoption

of Information Technology to tackle this problem in the State. The figures shown in

the table are only the number of people who voluntarily registered in Imo Job Center

in Owerri (2008), since at the time of the compilation of this statistics; it is the only

center for registration. When one adds the youths that refused to register, the

under-employed youths and the youths are with only secondary school qualification,

one will marvel at the figure that will be seen.

122

S/N

LGA RN/W HEALTH

TCII

NCE OND

HND

B.ED

S.SC & OTHERS

PGD/M.SC

TOTAL

PER LGA

1 Aboh Mbaise

15

232

91

15

112

99

288

4

856

2 Ahiazu Mbaise

21 233 78 18 110 115 171 2 748

3 Ehime Mbano

14 194 68 22 98 103 190 - 689

4 Ezinihitte Mbaise

17 106 64 10 106 93 238 2 635

5 Ideato North

3 159 65 4 48 42 91 4 416

6 Ideato

South

1 105 23 5 29 22 68 2 255

7 Ihitte Uboma

5 121 10 7 39 30 120 - 332

8 Ikedure 20 284 92 21 35 149 303 16 920

9 Isiala Mbano

23 162 80 13 114 133 342 8 875

10 Isu 4 115 26 7 31 17 68 - 268

11 Mbaitoli 11 244 92 27 120 153 392 7 1047

12 Ngor Okpala

10 366 54 9 53 74 51 - 617

13 Njaba 4 146 60 6 33 44 92 3 388

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14 Nkwerre 1 48 13 6 11 13 75 1 168

15 Nwangele 3 55 15 4 19 22 82 5 205

16 Obowo 7 107 25 9 42 50 156 - 396

S/N

LGA RN/W

HEALTH

TC

II

NCE OND

HND

B.ED

S.SC & OTHERS

PGD/M.SC

TOTAL

PER

LGA

17 Oguta 2 248 32 7 37 29 130 - 490

18 Ohaji/Egbema

- 182 31 6 39 36 83 3 380

19 Okigwe - 143 19 9 13 14 71 - 269

20 Onuimo 1 70 7 1 14 14 34 - 141

21 Orlu 6 144 67 3 36 46 133 5 440

22 Orsu 1 147 25 4 12 24 57 - 270

23 Oru-West 2 186 40 10 2 23 62 1 351

24 Oru-West 2 168 30 8 26 16 62 - 312

25 Owerri Municpal

3 27 14 8 26 16 62 - 206

26 Owerri North

10 220 96 35 155 150 287 16 969

27 Owerri West

4 124 33 13 77 66 114 - 431

Total Per Qualification

190

4,336

1,250

287

1,470

1,617

3,839

85

13,074

Table 6.4 Records of Registered Unemployed According to Qualifications 2008

Source: Imo Job Center Statistics (2008)

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6.4.1 PHYSICAL AND GEOGRAPHICAL CHARACTERISTICS OF OWERRI

Owerri is located between latitude 50 18E and longitude 50N to 50 45N and longitude

of the earth’s surface, Owerri is characterized by certain elements which will be

discussed under the following headings:

6.4.2 RELIEF AND DRAINAGE

Imo State is underlain by the Benin Formation of coastal plain sands. This formation,

which is of late Tertiary age, is rather deep, porous, infertile and highly leached. In

some areas like Okigwe, impermeable layers of clay occur near the surface, while in

other areas, the soil consists of lateritic material under a superficial layer of fine

grained sand.

Rivers are few with vast inter fluves which are characterized by dry valleys that carry

surface drainage in periods of high rainfall. The phenomenal monotony of the terrain

may be accounted for by the absence of any tectonic disturbances and by the

homogeneity of the rock structure.

The main streams draining the state are Imo, Otamiri, Njaba and Ulasi rivers, all of

which have very few tributaries. With the exception of Imo River, which runs through

the area underlain by the Imo Shales? Other rivers rise within the coastal plain sands.

Generally, river valleys constitute the major physical features, which are often

marshy.

7.4.3 CLIMATE

Nigeria is in the tropical zone and is characterized with two seasons; the dry and the

rainy seasons and also by four climatic zones as follows namely the tropical

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continental north, the high plateau, the tropical hinterland and the sub-equatorial

south. Owerri is situated within the sub-equatorial south which extends from the

coast to roughly 130km to 160km inland. Climatic conditions experienced in Owerri

are:

6.4.4.1 RAINFALL

The undulating nature of the interfluves gives rise to numerous depressions

especially in the northeast Rainfall distribution is bimodal, with peaks in July and

September and a two week break in August. The Southern Nigeria usually

experiences four seasons as illustrated with fig.6.3. These are the long wet or rainy

season begins in March and lasts till July. This period is known with heavy rains

Fig. 6. 3 Rainfall Distributions in Nigeria

(Source: A New Geography of Nigeria, by N.P. IIoeje)

and high humidity. This is followed by the short dry season which is known as the

August break. The short wet season which follows the August break and lasts from

September till October is another season. This rainfall is not as heavy as in the long

126

wet season. The last of the four seasons is the long dry harmattan season which lasts

from November to mid-march.

From March to May, there are violent storms which destroy crops and houses.

Rainfall is often at its maximum at night and during the early morning hours. Rainfall

is over 200cm and increase steadily southward as the coast is approached. Owerri

has a 244cm rainfall per year, which is not equitably distributed among the months.

The highest peak is reached in September after the August break, with a dramatic

drop through to December when harmattan takes control. However, variations occur

in rainfall amount from year to year. Annual rainfall varies from 1,990 mm to 2,200.

6.4.4.2 TEMPERATURES

Fig. 6. 4 Temperature Distributions in Nigeria

(Source: New Geography of Nigeria, N.P. IIoeje)

127

Temperatures are similar all over the state. The hottest months are January to March,

with the mean annual temperature above 20°C. The influence of the harmattan lasts

for about nine weeks (i.e. from late December to late February). Imo State has an

average annual relative humidity of 75 per cent which is highest during the rainy

season, when it rises to about 90 per cent. The high temperature and humidity

experienced in the state favor luxuriant plant growth, which produce the Imo State’s

rich and beautiful vegetation of the tropical rain forest. The fig. 6.4 illustrates the

three main temperature distributions in Nigeria.

MEAN MONTHLY MINIMUM TEMPERATURE

Fig.6. 5 Mean Monthly Minimum Temperature for Owerri

(Source: Master Plan For the Twin City of Owerri, 1997)

6.4.4.3 HUMIDITY

The relative humidity in Owerri is high throughout the year. Throughout the whole year [except January) the mean monthly relative humidity ranges between 60% and 85% (measured within the period 1975 to 1985).

128

MEAN MONTHLY RELATIVE HUMIDITY FOR OWERRI 1975

Fig.6. 6 Mean Monthly Relative Humidity for Owerri

(Source: Master Plan for the Twin City of Owerri, 1997)

6.4.4.4 WINDS

The two prevailing winds experienced in Owerri are the North east Trade winds and

the South West Monsoon winds. The North East blow from the Sahara in northern

Africa, and is characterized by dryness. It brings with it the dry season, accompanied

by a great deal of dust and the harmattan phenomenon. On the other hand, the South

West Monsoon Winds blow from the Atlantic Ocean, and is characterized by the

wetness it causes during the rainy season. These two winds alternate twice every

year and graphically shown in figs. 6.7 and 6.8.

Fig.6.7 North East Trade Winds Fig.6.8 South West Monsoon Winds

(Source: New Geography of Nigeria, N.P. IIoeje)

6.5 TOPOGRAPHY

Imo State lies within the lowlands and scarp lands of South Eastern Nigeria. This

relief unit may be divided into three sub-units

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a) The Cross River Plains

b) The Scarp lands, and

c) The Eastern Coastal Lowlands

Owerri and its hinterland is situated in the northern part of the eastern coastal

lowlands of tertiary rocks lying south of the scarp lands. The slope is southwards in

sympathy with the dip of the rocks from about 165m at the Northern margin to about

30m in the south. The lowlands are predominantly an area of deposition. The terrain

south west of Owerri is flat. In the east, small rolling hills run from North to South.

1. 6.5.1 SOIL TYPE

Fig. 6.9 Soil Distribution in Nigeria

(Source: A New Geography of Nigeria by N.P. IIoeje)

The Nigerian soil map published in 1967, divided Nigeria into four major soil zones namely:

a) The Zones of Alluvial Soil

b) The South Forest Soil

c) The North Zone of Sandy Soil

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d) The Interior Zone of Laterite Soil Iloeje (1965).

Owerri falls within the southern belt of forest soils. The belt coincides roughly with

the highest forest belt, an area of constant heavy rain. Thus weathering is by

chemical corrosion, in which case rocks rot easily and decay of organic matter

accelerated. The rain water percolates through soil, dissolving the minerals and

carries them deeper into the soil as it does so, leaving the soil with little animal

mineral material. The soil is, therefore, highly leached and extremely acidic. Fig. 6.9

shows the distribution of soil types in Nigeria.

6.5.2 VEGETATION

Fig. 6.10 Vegetation Distribution in Nigeria

(Source: A New Geography of Nigeria, by N.P. IIoeje)

Two broad belts of plant groups can be found in Nigeria. They include:

a) The Forests and

b) the Savanna. Within each group, it is possible to distinguish three sub-types:

Fig 6.10 illustrates the vegetation distribution in Nigeria.

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6.5.2.1 THE FORESTS

a) Salt Water Swamp

b) Fresh Water Swamp

c) High Forest

6.5.2.2 THE SAVANNA

a) Guinea Savanna

b) Sudan savanna

c) Sahel Savanna

Owerri area falls within the high forest belt. The Vegetation is characterized with

Economic trees like the iroko, mahogany; obeche, Gmelina, bamboo, rubber and oil

palm pre dominate. But due to high population density, most of the state has been so

farmed and degraded that the original vegetation has disappeared. Thus farmers are

forced into marginal lands, a situation aggravated by the rising demand for fuel-

wood. Deforestation has triggered off acute soil erosion especially in the Okigwe Orlu

axis.

6.6 INFRASTRUCTURAL FACILITIES AND UTILITIES

Owerri is serviced by several public utilities and services which are provided in all

the developed parts of the state. Some of these utilities are discussed below.

6.6.1 ROAD NETWORK

Owerri lies at the intersection of six major roads of regional importance from

Ontisha, Orlu, Okigwe, Aba, Umuahia and Port Harcourt. In Owerri, Douglas Road has

by far the highest traffic volume and serves both as a collector and distributor the

urban traffic.

This is true for the in-two traffic as well as for the through traffic. Other major roads

in Owerri are Okigwe road, Mbaise road, Wetheral Road, Orlu and Aba roads.

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6.6.2. COMMUNICATION

The general post office has a number of branches within the city. Courier service is

provided by a number of firms, which handle cargo, letters and documents bound for

all over the federation and overseas. Owerri also enjoys dial telephone service to all

parts of the country with public telephone booths provided by NITEL and distributed

within the city. These NITEL telephone services however seem to have been

neglected since the arrival of GSM services in the state, although the public phone

booths are only located at the NITEL office. The Imo Newspaper, Imo Broadcasting

Corporation, NTA Owerri is also communication facilities of which Owerri boasts.

6.6.3 WATER SUPPLY

Water reservoirs are located all over Owerri. The reservoirs have treatment plants

attached to them for the purification of water. The treated water is distributed

through ground pipes by means of gravity along the streets. The major arterials have

large capacity pipes supplying the various sectors of the city.

6.6.4 SURFACE WATER DRAINAGE

A system of open drains is constructed along the streets to channel storm water into

major canals that lead to the river. The city authority maintains the drains. The

storm water drainage system collects rain water from the green and built-up areas

and carries it to exiting waters. The conveyance of storm water by open channels is

customary, reasonable in cost and has in general proved to be satisfactory in spite of

acts of vandalism and dumping of refuse into them and lack of adequate attention

from the appropriate authorities.

6.6.5 SOIL WASTE MANAGEMENT

Environmental and Waste Management Authorities in Owerri maintain a good job of

collection, transportation, processing and final disposal of solid waste generated

within the area.

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6.6.6 ENERGY SOURCES

The main source of energy utilized in Owerri for domestic, commercial and industrial

processes is electricity, which is supplied by the Power Holding Company of Nigeria

(PHCN). Other energy sources include PMS automobile fuel and diesel utilized for

transportation and powering secondary electricity generators as well as kerosene

and firewood utilized for domestic purposes.

6.7 LAND USE ANALYSIS

Owerri (Municipal Council) is sometimes referred to as the “the twin city” as a result

of its two-phased land use developments namely the Old Owerri and the New Owerri

which are located on either side of the Nwaorie River. The Old Owerri has been in

existence since the inception of Owerri and is highly developed and built up, while the

New Owerri was developed as part of a new master plan for Owerri. The Land use pattern

for Old Owerri is principally a Radial patter, while the New Owerri, in which the

project site is situated, follows the Grid Iron pattern. The study of the land use

pattern will be based on the proposed New Owerri. The fig. 6.11 is the master plan of

Owerri showing the various land uses.

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NORTH

Fig. 6.11 Map of Owerri Municipal Council Showing Old (B) and New Owerri (A)

(Source: Imo Ministry of Lands and Survey)

6.7.1 THE SCHEMATIC LAND USE PATTERN

A central spine formed by the government and the commercial centre is neighbored

on both sides by residential areas. Besides the centre, major employment sites are

located north and south of the residential areas. The employment sites are related to

the residential areas, yet separated by a buffer zone of public buildings and open

spaces.

The location and distribution of the various areas and activities in accordance with

the proposed land use pattern are in detail below:

6.7.1.1 THE GOVERNMENT RESERVE

In accordance with the immediate actions proposed, the government area remains

the central spine for the new town development. This spine is located on the western

side of Nwaorie River. Its eastern end points towards the existing town centre, while

future growth will occur in the opposite direction towards the west.

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6.7.1.2 THE COMMERCIAL CENTRE

Only one commercial centre is proposed. In order to strengthen its future

development as many facilities as possible are concentrated in it. The new

commercial area with hotels, banks, shopping, etc, flanked the government spine on

its southern side. In addition to the new commercial centre the existing commercial

centre will remain in the Douglas Road area. It is a principle of the plan to enable a

linear growth of commercial and governmental centers on both parts of Owerri. This

will guarantee an easy future expansion of the centre within a minimum of

displacement of other functions.

6.7.1.3 THE RESIDENTIAL AREAS

The development of new housing areas will take place in the existing as well as in the

new town. In part of Owerri the residential areas will expand in a perpendicular way

on both sides of the central spine. As the city grows, new sectors can be added.

6.7.1.4 THE INDUSTRIAL AREAS

In this proposal two industrial areas are provided: one in the North-west of Owerri

for immediate development, another industrial area in the South-East of Owerri

reserved for long term expansion. Both industrial areas have direct access to the

loop of external tangents. The directions of the prevailing winds were considered in

locating them. In addition non-polluting and quiet industries are dispersed evenly

throughout the existing and the new town proposal.

6.7.1.5 THE PUBLIC OPEN SPACES

Major public open spaces shaped as linear parks run along booth the Nwaorie and

the Otamiri rivers, bordering on the development area of the existing as well as the

new part of Owerri. It is important that no urban development is allowed in these

areas where the central spine meets the linear park. Following Nwaorie River, a

landscape central park which provides a variety of facilities for recreation and leisure

around the artificial lake, is located.

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6.8 THE PROPOSED MAIN ROAD NETWORK FOR NEW OWERRI

6.8.1 EXTERNAL TANGENTS

External tangents carry people through traffic and lead the inter-urban and regional

traffic to the city. This loop of external tangents surrounds the city. It is connected

with the six major roads leading to Owerri from Onitsha, Orlu, Okigwe, Umuahia, Aba

and Port Harcourt. The business route into Owerri is the road from Umuahia, which

lead through the populous Mbaise and Uratta areas.

6.8.2 MIDDLE TANGENTS

These connect the different segments of the city, with each other. They also connect

the external freeway system with the urban road network.

6.8.3 CENTER TANGENTS

A centre tangent connects the various parts of the city with the two centers as in fig.

12. Finally, the three separate networks of tangents are combined into a single

network of main roads. The widths facilitate unhindered two-way traffic along them.

The entire road network system is geared towards providing easy access within and

between all the segments of the new town in quantitative and qualitative terms.

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Fig. 6.12 Map Showing The Proposed Main Network of Roads in New Owerri

(Source: Master Plan for the Twin City of Owerr, 1997)

6.9 THE PROPOSED SITE

The proposed Site was chosen as a result of the fact that it was proposed exactly at

the same site in the master of Owerri. This choice was reinforced when a thorough

analysis of the followings:

a) The New Owerri Master Plan

b) The Existing Land Use Pattern

c) Level of Infrastructural Facilities Available and

d) Urgent Need of the Project in the area.

The fig. 7.13 below shows the location of the site within the area allocated for public

buildings.

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NORTH

Fig. 7.13 Section of the Map Showing the Site Location

(Source: Imo State Ministry of Lands and Survey)

The Information Technology Training Centre will function like an educational facility.

The activities of the centre will not pose any threat to the neighboring activities.

6.10 THE SITE; CHARACTERISTICS, LOCATION AND ACCESS

Fig. 7.14 Site Plan

(Source: Author)

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The project site is located at the area proposed for Public Buildings by the State

Government. In fact, the site as shown in fig. 7.14 is designated to house Vocational

Training Center in New Owerri. The site is sandwiched between The World Bank

Residential House project and the government Institution Buildings. The Site is

quiet a very large site, thus a portion of the site was taken for the project and the

remaining left for future development. The site is bounded by the North by Motor

Driver Training Ground, in the west by Staff Development Center and Comprehensive

Health Center, in the East by Community Development Center and Co-operative

College and in the South by Work Banking Housing Project. The major road passed

through the South which obviously will be the major point of access into the facility

and joins the Onitsha Owerri Road not very far from Assumpta Cathedral Church. Its

service route may come from any other side.

6.11 CRITERIA FOR SITE SELECTION; SUITABILITY AND

POTENTIALS

The selection of a site for a project of this nature is very critical and as such, certain

considerations have to be made for the overall project significance to be of any value.

Firstly, there is the problem of accessibility to clients, customers very close to people

that will work in the facility; a problem which could make or mar the value of any

project, depending on how it is handled. The site has to be located close to

transportation routes available to commuters visiting or working at the facility. The

proposed site for the Project is centrally located in the Area proposed for Public

buildings in New Owerri; a situation which affords it the advantage of easy

accessibility from all other areas of the city. It is also located very close to the World

Bank housing estate, which is situated to the south of the area and thus a potential

source of staff, clients, and students for the facility. Its strategic location also ensures

that it will easily be noticed by clients and customers visiting or seeking to patronize

the services of the Information Technology Training Centre.

6.11.1 SITE ANALYSIS

Having chosen a site, in order to take advantage of the all the potentials of the site, a

careful study was carried out. This was to determine the physical, environmental

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and geographical characteristics of the site. This will help me to analyze its impact to

the proposed facility. The area studied includes:

6.11.1.1 SUNPATH, WIND DIRECTION

Fig. 7.15 Site Analysis

(Source: Author)

The sun path as shown in fig. 7.15 shows that the sun rises in the east and sets in the

west, as indicated in the figure above. Between sunrise and mid-day, as the rises, it

gradually builds up solar radiation which is usually at its peak at about 2pm in the

afternoon. From this point till sunset, solar radiation from the sun gradually reduces.

The effects of Radiation on the building include sweating, and glare which is

unpleasantly bright sunlight and which also further heats up the building thereby

causing discomfort if not treated effectively in the design/orientation of the building.

Also, The North east trade wind (Harmattan winds) passes the site from the North

East while the South West monsoon wind (Rain Winds) passes the site from the

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South west. Efforts must be made to ensure that the building is orientated to take

advantage of these natural phenomena.

6.11.1.2 NOISE SOURCES

Fig. 6.16 Noise Source

(Source: Author)

The major source of noise is from the major road that passes through the Southern

part of the Site as illustrated in fig. 6.16 a result of vehicular traffic. The design will

make effective use of vegetations to reduce the effects of noise on the site. This can

be achieved through planting of trees, hedges, recessing the building inside and also

through proper zoning of internal activities that generated noise.

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6.11.1.3 VEGETATION AND LANDSCAPING

Fig. 6.17 Site Vegetation

(Source: Author)

Vegetation present on the site is mainly grass and shrubs while a few trees are dotted

sparely on the site as can be seen in the plan fig. 6.17. The shrubs will be cleared

during construction and the designer will that maximum advantage of the trees to

enhance the aesthetic, shading and ventilation if it will not obstruct construction on

site. Furthermore, trees, shrubs, grass lawns and hedges will be incorporated in

enhancing the landscape of the facility.

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6.11.1.4 TOPOGRAPHY AND DRAINAGE

Fig. 6.18 Site Topography

(Source: Author)

The topography is relatively flat. The site slopes from the North west side to the

south east side thus making drainage of the site very easy as shown in fig. 6.18. It

will also aid internal reticulation of pipe borne water in the site which will save cost

during construction. Also, the site does not have rock deposit, water body and any

physical features which may impose construction problems.

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6.11.1.5 BUILDING ORIENTATION

Fig. 6.19 Best Orientation

(Source: Author)

The building should be orientated such that the adverse effects of solar is eliminated

or minimized. Also the building’s orientation, in addition to providing respite form

solar radiation, should take optimum advantage of the flow of the prevailing winds

through the site and ventilating the building and its inhabitants as shown in fig. 6.19.

The orientation in the figure above proves to be the most effective for the tropics (in

which region the site is situated).

In addition, this choice of orientation will expose the building a little effect of solar

radiation and natural ventilation may be optimized through the use of design

elements in the building. These design elements include fins, louvers, generous roof

eaves, overhangs, reflective glass panes, tinted glass panes, etc. Depending on the

application, these elements may either block/reduce solar radiation received by the

building or aid in trapping/channeling air for ventilation of the building. Natural

methods such as the advantageous use of trees, water bodies, lawns and shrubs may

also be used to this effect.

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6.11.1.5 ZONING

The effective zoning of the site is the only way to make effective use of the site. This

has to do with categorizing activities in the areas of public, semi-public and private

zones. Also, activities in the external part of the facility must be made to conform to

the activity zone in the internal facility to produce the best out of the design. Fig.

6.20 illustrates the position of the proposed project.

Fig. 6.20 Site Zoning

(Source: Author)

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CHAPTER SEVEN

7.0 PLANNING PRINCIPLES AND SPACE PROGRAM

The main planning consideration for IT training centre has to do with the resolution

of circulation of clients, visitors, staff and students. Like the traditional school

environment, ICT training centers during peak periods are characterized by large

crowds moving in and out of the facility for varying reasons. Daily routines and

classes are structured into sets such that during a certain period of training classes, a

particular set of students occupy the classes. At the end of the period, another set of

students come into the facility at the same time the previous set is leaving.

Simultaneously, visitors and software customers are being attended to be other

respective departments. These processes are continuous all through the working

hours of the ICT training. Planning and circulation therefore has to ensure that, at all

times there is a free flow of activities throughout the facility without over-crowding,

wastage of time and also disturbing other functions.

However, method of teaching and learning in an IT center is different in the sense

that all training functions are centered on the Personal computer, thereby calling for

advanced technological and technical expertise and know-how in the methods of

imparting knowledge. Serious considerations go into all aspects of ICT training

centre design ranging from general space planning to particular PC handling and

usage space requirements which are quite different from the traditional classroom

setting. These special considerations are in the areas of:

a) Security

b) Air Conditioning

c) Ventilation

d) Lighting

e) Noise Control

f) Provision of services e.g. piping of services and

g) Furniture in the facility.

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7.1 VARIOUS FUNCTIONS OF THE TRAINING CENTER

The Training functions will consist of the administrative, the instructors and the

students that will be admitted into the center for training. The programs offered by

the centre have duration of between one month to six months depending on the type

of training required. The Centre will offer a wide variety of PC and ICT training

packages and courses ranging from the following

a) Basic Computer Appreciation Skills

b) Web Publishing

c) Spreadsheet

d) Word Processing

e) Electronic Publishing

f) Web and Graphic Design

g) Microsoft Excel Training

h) Power-point Training

i) Computer and Web programming

j) Internet and Office Training

k) Data Management Courses

l) Auto Cad Training

m) Computer Technician Courses

n) Database Administrator courses

o) Networking

p) Security and Information management

q) Cisco Courses

r) Java Courses

s) Linux Courses

t) Oracle Courses etc.

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7.1.1 BASIC COMPUTER APPRECIATION SKILLS

Computer Appreciation introduces students to all the necessary information on what

a computer is all about. It informs the students on the parts of computer, history of

computer, classifications of computers and their characteristics, the meaning of

hardware and application software. In fact, Basic Computer Appreciation Skills

helps students to become familiar with the computer systems.

7.1.2 WORD PROCESSING

Word Processing refers to using application software to write, revise, format, save,

and print text for letters, reports, manuscripts and other written documents. About

three-quarters of applications sold are for word processing. Word Processing is

designed to automate many actions performed manually on typewriters. For

example, you do not have to insert a new piece of paper at the end of each page and

you need not insert carriage return at the end of each line of text.

Word Processing also incorporate computerized writing tools that make creating

good documents easy. They include spell checker, thesauruses, outlines, et cetera.

They also make revising easy that is providing means of checking, changing and

modifying text that you have written. Another advantage of revision with word

processing is the ability to create any number of drafts, a term used to describe

successive version of your document.

When working with a word processor, you have the option of formatting every

element of your written documents. Popular formatting features include boldfacing,

italicizing, underlining, setting margins, justifying text, page numbering, line headers

and footers, spacing, et cetera. These features allow you to change your

presentations the way you like with little ease. You can even choose these settings

ahead of typing in your text, so that subsequent keyboard inputs follow them.

Printing your document is also easy. You print entire documents or section of it. The

printed copy is usually the same as the on-screen preview of the document.

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7.1.3 SPREADSHEET

An electronic spreadsheet is an application that uses mathematical formulas to

perform calculation on data arranged in a matrix or grid. Much like the paper ledger

sheet, the Spreadsheet has the same columns and rows and serves the same purposes

too. They are very useful to most, including accounts and auditors.

Checking out its history, the spreadsheet was actually the first software originally

developed for Personal Computers and later adapted for use on large computers. It

was developed by An Bricklin (an MBA student) and Bob Frankston (a programmer)

in VisiCalc in 1979.

The Spreadsheet combines three manual tools for working with number: the ledger

sheet, the pencil and the calculator. The ledger sheet is what you see on the screen.

The keyboard and mouse replace the pencil while the calculator is the PCs CPU. A

spreadsheet formula is a rule expressed as an equation. Much like a mathematical

formula, when issued, the spreadsheet software activates the CPU to obey them.

7.1.4 DATA MANAGEMENT SYSTEMS

Data refers to a group of related records and files. If you have ever visited an

organized library to search for a book, then you have experienced database in

operation. Libraries mostly keep databases to help manage their collection of books.

For example, those that use card catalogs as databases have three kinds of card

holding information on each book.

a) The title index, which has one card for every book in the library, is filed

alphabetically by book title.

b) Secondly, the card catalog has an author index which has one card for every

book, filed alphabetically by author name.

c) The last set of cards, the subject index, has a card for every book arranged

according to topic.

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A book falling into different subject categories has different subject cards. The card

catalog described above is essentially a manual database since users can check on the

library book collection by thumbing through the cards instead of walking round the

library, reading book spines. However, it is slow and a single user system requiring

that you wait for somebody using the drawer you are interested in before you can

use it. Its scope is also limited. To search for all books from an author on a certain

subject area will require that you search all cards on the subject area or all the author

cards bearing the author’s name, carefully reading each.

With a computerized database management system used, some of these searchers

are made simpler and a lot easier.

Therefore, a Database management system (DBMS) is application software that helps

you organize, store, retrieve data from a single database or databases. The DBMS

provides a platform for you to design the way data is organized, manipulate this data

and format and print your data as reports. These functions more or less make the

DBMS different from other applications.

The advantages of DBMS include flexibility, discrimination, and extensibility.

7.1.5 ELECTRONIC PUBLISHING

Word Processors may not be very efficient in producing text materials in a

professional and publishable format as used in documents like books, magazines and

newspapers, leaflets, flyers, banners, newsletters or even pamphlets.

For such documents, especially designed application packages are available.

Electronic publishing allows the use of graphics combined freely with text to dress up

publications. The result is camera-ready pages that are printed from a high quality

printer. The conventional printing process can then take over.

Basically two types of electronic publishing exist: Corporate electronic Publishing

(CEP) and Desktop Publishing (DTP).

Corporate electronic publishing is used by companies for both internal documents

such as newsletter and external ones like users manuals, advert brochures.

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Desktop publishing combines word processing with advanced formatting

capabilities. It is used in small businesses for adverting and by entrepreneurs to

publish their own newsletters or to offer DTP services to clients in their

communities. Personal Computers are mostly used for DTP.

7.1.6 INTERNET

Internet is computer-based global information system. The Internet is composed of

many interconnected computer networks. Each network may link tens, hundreds, or

even thousands of computers, enabling them to share information and processing

power. The Internet has made it possible for people all over the world to

communicate with one another effectively and inexpensively. Unlike traditional

broadcasting media, such as radio and television, the Internet does not have a

centralized distribution system. Instead, an individual who has Internet access can

communicate directly with anyone else on the Internet, post information for general

consumption, retrieve information, use distant applications and services, or buy and

sell products.

The Internet has brought new opportunities to government, business, and education.

Governments use the Internet for internal communication, distribution of

information, and automated tax processing. In addition to offering goods and services

online to customers, businesses use the Internet to interact with other businesses.

Many individuals use the Internet for communicating through electronic mail (e-

mail), retrieving news, researching information, shopping, paying bills, banking,

listening to music, watching movies, playing games, and even making telephone calls.

Educational institutions use the Internet for research and to deliver online courses

and course material to students.

Use of the Internet has grown tremendously since its inception. The Internet’s

success arises from its flexibility. Instead of restricting component networks to a

particular manufacturer or particular type, Internet technology allows

interconnection of any kind of computer network. No network is too large or too

small, too fast or too slow to be interconnected. Thus, the Internet includes

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inexpensive networks that can only connect a few computers within a single room as

well as expensive networks that can span a continent and connect thousands of

computers. Although the World Wide Web is the most popular application, some

older Internet applications are still used. For example, the Telnet application enables

a user to interactively access a remote computer. Telnet gives the appearance that

the user’s keyboard and monitor are connected directly to the remote computer. For

example, a businessperson who is visiting a location that has Internet access can use

Telnet to contact their office computer. Doing so is faster and less expensive than

using a dial-up modem.

Another application, known as the File Transfer Protocol (FTP), is used to download

files from an Internet site to a user’s computer. The FTP application is often

automatically invoked when a user downloads an updated version of a piece of

software. Applications such as FTP have been integrated with the World Wide Web,

making them transparent so that they run automatically without requiring users to

open them. When a Web browser encounters a URL that begins with ftp:// it

automatically uses FTP to access the item.

Network News discussion groups (newsgroups), originally part of the Usenet

network, are another form of online discussion. Thousands of newsgroups exist, on

an extremely wide range of subjects. Messages to a newsgroup are not sent directly

to each user. Instead, an ordered list is disseminated to computers around the world

that run news server software. Newsgroup application software allows a user to

obtain a copy of selected articles from a local news server or to use e-mail to post a

new message to the newsgroup. The system makes newsgroup discussions available

worldwide.

A service known as Voice Over IP (VoIP) allows individuals and businesses to make

phone calls over the Internet. Low-cost services (some of them free) often transfer

calls via personal computers (PCs) equipped with microphones and speakers instead

of the traditional telephone handset. But a growing number of services operate

outside the PC, making calls via a special adapter that connects to a traditional

telephone handset. The calls still travel over the Internet, but the person using the

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special adapter never has to turn on his or her computer. Thousands now use such

VoIP services in lieu of traditional phone service. VoIP services are not subject to the

same government regulation as traditional phone service. Thus, they are often less

expensive.

7.1.6 NETWORKING

Network (computer science), a system used to link two or more computers. Network

users are able to share files, printers, and other resources; send electronic messages;

and run programs on other computers. However, networking involves more than

simply transmitting data.

A network connects two or more points together by a communication channel. The

points connects together are called nodes. For example, in voice communication

networks, the telephones form the nodes. Also, for computer networks, PC

terminals, minicomputers, mainframe are at the nodes.

Connecting computer in a network requires components. The particular component

you will use depends on the kind of network desired. One of the most used

components in connecting computers is modem. An acronym for Modulator-

Demodulation, modems interface the computer digital data to the analog telephone

line. They are used for networking computers via phone lines.

7.1.8 AUTO CAD TRAINING

With the rapid development in computer technology, came the use of Computer-

Aided Design and Computer Aided Manufacturing (CAD & CAM). These softwares are

used in computer drafting. Drafting also called mechanical drawing is the process of

representing topography, engineering works, Architectural drawings of buildings

and pieces of machinery by means of conventional drawings called Mechanical or

engineering drawings.

Auto Cad was invented in 1961 by American Ivan Sutherland. Today, Auto Cad

applications have developed to a great extent that it is used by Architects, Engineers

and others for their work.

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AutoCAD is a Design and Drafting Software product, it is considered an automated

process of producing precision drawings for Engineers, Architect, Landscape

Designers and others, an ideal solution for people who are new to computer aided

design.

Auto Cad is a product with a rich and unique history. First released in 1982 under

the name MicroCad, the first AutoCAD ran under the CP/M operating system on Intel

8080 computers. That first AutoCAD release started a revolution in drafting and

design. Today, AutoCAD is translated into 18 languages and used by millions

worldwide on computers a thousand times more powerful than those early 8080

microprocessors.

Though they are different versions and types of CAD software, AutoCAD have

remained the benchmark of all Cad software.

The knowledge of AutoCAD enhances the work of users, gives neat, accurate, quick,

and better presentation of drawings.

7.1.9 OTHER PROFESSIONAL COURSES

The Center will also run courses in professional courses for people that want to

upgrade their qualification and the competence. Also courses used in multinational

companies for data management and processing will be acquired. These include

Cisco, Java and Linux

This centre will incorporate sales services of different types and brands of computers

hardware and software as well as a business centre in other to make this project

sustainable. It must be said that some of the courses mentioned above are for

business executives who can attend private trainings.

Also, the need for clear distinction and identification of different spaces and zones

has to be duly considered to further aid circulation, security and eliminate

disturbance of administrative functions as a result of the noise generated by moving

transient crowds alike. The Information Technology Training Centre Owerri must

provide spaces that will aid efficient functioning of facilities and its sustainability.

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7.2 CLIENTS EXPECTED AT THE CENTRE

ICT skill acquisition, manpower development and IT training centre is open to a wide

variety of clienteles seeking advances in ICT capabilities. These include:

a) Persons with Senior Secondary School certificate qualifications seeking

skills in basic computer appreciation,

b) University and Polytechnic undergraduates and graduates alike

seeking special ICT skills which will improve their future and current

employment opportunities and benefits,

c) Persons seeking ICT skills which may be a pre-requisite for their desire

to study or gain employment abroad,

d) Professionals in various fields seeking specialized ICT training skills

which will ensure greater professional competency and efficiency as

well as keep them up-to-date with current trends in the practice,

e) Persons seeking technical expertise required for establishment of ICT

related businesses and schools,

f) Persons who just desire to be knowledgeable in certain PC and ICT

applications,

g) People seeking to start their businesses in various areas of human

endeavor,

h) Persons who wish to have access to a cheap, quality and new computer

hardware and software,

i) Persons who are in need of any business centre services.

j) Persons that may require some of the centre’s spaces for social

activities.

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7.3 GENERAL SPACE COMPONENTS OF AN IT TRAINING CENTER

The main unit in this center is the Training unit. All the other units act as a

supporting unit for the efficient and sustainable functioning of the Training Center.

These other units include:

a) Administrative

b) The Sales and Maintenance Spaces

c) The Business Centre Space and

d) All the support units.

The Training centre will be grouped into two broad zones for security and

functionality of the centre.

a) The Public Zones

b) Private Zones

7.3.1 PUBLIC ZONES

The public zone in the ICT training facility shall include the following spaces:

a) A well Landscaped Environment’

b) Adequate Parking

c) Entrance Foyer/Lobby

d) Reception Lobby

e) Display and Sales Room

f) Cash/Paying Offices

g) Counseling Offices

h) Auditorium

i) Lecture Rooms

j) Laboratories

k) Seminar Rooms

l) Conference Rooms

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m) Business Centre

n) Library

o) Special Studios

p) Computer Studios

q) Toilet

r) Infirmary

s) Cafeteria

t) Bookshop

u) Cyber café, etc

7.3.1.1 LANDSCAPING OF THE ENVIRONMENT

The attraction of this facility will be based on how serene, conducive, inviting and

aesthetic the external environment is. Thus, efforts must be geared towards ensuring

that all landscaping elements are employed. These include water fountain, grass

lawns, shrubs, trees, paved driveways and walkways, covered gutter, hedges, and

other elements that will enhance the beauty of the environment.

7.3.1.2 PARKING

Parking facilities seems to be one of the major problems experienced by most

Information training centre today in this country. Efforts must be made to ensure

that adequate parking will be made available. The parking must be close to the

entrance of the facility with the provision of parking for the public and the staff.

7.3.1.3 ENTRANCE FOYER/LOBBY

This is the point that receives all people coming into the training centre. The location

of the main entrance to the building shall be clearly indicated, visible and easily

recognized by new visitors to the complex and it shall be easily accessible from the

parking lots. A covered drop-off shall be provided at the main entrance to service

customers. The entrance shall be large enough and provision for ramp for disabled

people is very necessary.

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7.3.1.4 RECEPTION LOBBY

The reception is the main hub of circulation and customer relationships. It serves as a

welcoming point, providing information, enquires for customers and other staff

services. The reception lobby shall distribute circulation to the other spaces of the

public area and also to the administrative, business centre and sales areas. The

reception lobby must be large enough to accommodate visitor/customer as well as

staff movements without getting congested. A waiting area with seats for visitors

shall be provided in the reception with minor entertainment features such as cable

television. Also, with advancement in technology, ATM machines can be installed in

this location for easy service to all in the center.

7.3.1.5 DISPLAY AREA

This display area is where computer hardware and software as well as computer

accessories are displayed for customers to buy. This area provides different type of

computers PCs and laptops. This room shall be immediately adjacent to the

reception, for very ease access and identification by users. A help desk shall be

provided in the display area to provide information on the product available and

their prices.

7.3.1. 6 CASH OFFICES/PAYING ROOMS

Cash offices/paying room shall be provided in which customers will pay for placed

orders or PCs and peripherals bought off the shelf. All payments of clients and

students with respect to training services, software and hardware sales, booking

centre facilities, and payment for business services are made in this unit. The unit

can be accessed from the reception. This unit is linked to the accounting unit which

handles all financial affairs of the center.

7.3.1.7 COUNSELLING OFFICE

This unit is the first point of call for all coming into the facility for training. It has the

responsibility of sensitizing clients/students on the services rendered by the IT

Training Centre. Its functions include answering enquires from interested and

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potential clients and counseling them on the training course and packages which

would be of most benefit to their course of study or profession.

7.3.1.8 AUDITORIUM

This facility is expected to accommodate about 300 persons at the same time.

Attention must be paid to lighting, sightline, audibility and access into the space. This

facility can be used for various activities and can be rented out for other social

functions. Adequate position must be provided for a projector.

7.3.1.9 LECTURE ROOMS

This facility must be designed to take advantage of modern advancement in

technology in the areas of audio-visual, acoustic, ventilation and lighting. The sizes of

lecture rooms may vary depending on the number of pupils to be in one class. It is

advised that different capacities can be provided for.

7.3.1.10 CONFERENCE ROOMS

Conference rooms can be provided for different occasions for multiple and medium

purposes. The designer must define the type of seating configuration and provide

audio-visual facilities in the space.

7.3.1.11 SEMINAR ROOMS

Seminar rooms of different sizes can be provided to serve different people. Partition

walls may be used to divide very large seminar room into smaller seminar rooms.

Attention must be given to ventilation, lighting, audio-visual and comfort.

7.3.1.12 COMPUTER TRAINING ROOMS

As this facility formed the main aim of this research work, effort must be made to

improve the condition of this space. The wiring, lighting, air conditioning, audio-

visual, acoustic and other necessary features must be installed. Project equipments

and visual controlled furniture must be attended to.

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7.3.1.13 LABORATORIES

This space is important for the computer maintenance students. All features ranging

from audio-visual, projectors, lockers, water system, air conditioning, electrical

piping must be installed. Good testing equipment is necessary for repairs. It is

advised that storage is attached to this space.

7.3.1.14 THE BUSINESS CENTRE UNIT

This centre handles personal services of clients, students and teaching materials used

in the centre. It covers photocopying, internet services, laminating, spiral binding,

typesetting, ID card and other business activities in the centre.

7.3.1.15 TOILETS

Toilets and other sanitary facilities shall also be provided in the public area to serve

visitors/customers and staff there. They shall be clearly distinguished for the

convenience of both sexes and easily accessed from the reception lobby, though care

will be taken to ensure their privacy.

7.3.1.16 CAFETERIA

This welfare facility shall be provided to serve all the staff of the facility during lunch

breaks. Changes in levels may be used to accentuate certain eating areas within the

space. The cafeteria shall be well lit up and ventilated for comfort while eating and

relaxing.

7.4 THE PRIVATE ZONES

This zone is made up of all spaces that are restricted to only authorized persons.

These include the following:

a) Administrative offices

b) Support Units

c) Computer room

d) Security Units

e) Corporate Affairs Office

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f) Operations and maintenance

g) Human Resources Units etc

7.4.1 ADMINISTRATIVE AREA

The administrative spaces comprise of all offices and spaces utilized by the various

administrative, sales and Business center. The administrative area shall be located

between public areas to act as checks to the security of the facility. The location must

not disrupt circulation pattern in the facility.

Offices shall be provided for all administrative departments to serve the staff. The

current trend in designing administrative environments is to provide a general office

in which the staff will work, with an adjoining smaller office (or offices) for heads of

departments and supervisors and a meeting room to serve each department or group

of departments. Principal staff offices however, are usually preceded by a smaller

reception/secretarial office. This principle shall be employed for the administrative

offices in the centre. Also, located in the place is the server room which shall serve

as a point for the location of all server PCs monitoring, backing up and managing the

data on all the PCs used in the facility as well as the facilitating the internet

connections. Administrative offices that must be considered include:

a) Director General Office

b) Director Administrations

c) Director Commercial

d) Director Academics

e) Director Operations

f) Chief Accountant

g) All Their managers

h) Chief Engineer

i) Team Managers

j) Supervisors

k) Instructors

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l) Technical Director

m) Technical Officers

n) Secretaries

o) Transport officer

p) Chief Security.

7.4.2 HUMAN RESOURCES UNIT

This unit is the personnel unit of the IT training centre. It handles all staff

recruitment, training, discipline, and discharge. Its functions include the screening

and certifying of prospective employees in accordance with the necessary

qualifications. This unit is headed by the Head of Human Resources.

7.4.3 OPERATIONS AND MAINTENANCE

This unit sees to the smooth operation of all infrastructure, equipment, and

machinery in the centre. It is obvious that this type of establishment requires a lot of

technical operations experts. They are engaged for all installation, operation, repairs,

maintenance and replacement works necessary on the PCs and other equipments

used. The provision of adequate storage for equipments and machinery falls under

this unit.

7.4.4 SUPPORT UNITS

This includes all the facilities that enhance the smooth operations of the centre. They

include Bookstores, convenience stores, waste room, observation rooms, library

trainee storage spaces and infirmary.

7.4.5 SECURITY UNIT

This unit is very important for the safety of equipments, machinery, and items used

on the centre. The Architect must ensure the passive system of security is integrated

into the design to save cost before active system of security is employed in some

areas. Mechanism for internal security must be taken into considerations. The

movement of staff, students, and client must be closely monitored.

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Efforts must be made to provide security for the computer room because this is

where the center’s sensitive operational data is based. Measures for security shall

include:

a) The mounting of security men at the very points enroute to the computer

room

b) The wearing of an identity card by each officer in the center

c) A close circuit television should be installed with a TV camera monitoring

activities in the computer rooms and video display units located at

convenient points

It must be pointed out that security attack may come from external as well as

internal sources. All measure to eliminate these must be considered.

7.4.6 CORPORATE AFFAIRS OFFICE

This office handles the pubic relations affairs of the facility. There include

advertisements, bonanzas, project promotions, programs and general marketing of

all activities going on in the centre. Through this unit fund is generated for the

sustainability of the facility. In fact, the corporate image and the way the public

perceive the facility is the main responsibility.

7.4.7 THE COMPUTER ROOM

This is the focal point of the installation and may take up a large space in the facility.

It houses the Central Processing Unit (CPU) and a series of peripheral device as card

readers, magnetic tapes, drums and disk, printers and the console; from which point

the functions of the computers can be initiated, observed and controlled. These

equipment are contained in metal cabinets of varying sizes of up to about 2m high

and arranged in suits.

7.5 PLANNING PRINCIPLES

Technology is one of the key elements in transforming the traditional information

technology age training schools, and centers into a more viable and model reflecting

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the needs of the society. Just as technology is reshaping most other institutions, it

has the potential to reshape educational facilities and the disconnect that often exists

with the broader society. Technology offers exciting new ways of meeting students,

learner’s needs, teaching methods, and the very operations of the physical plant

schools.

Advancements in technology will continue to affect society. Addressing these

changes is part of the answer but may also fuel even greater changes in the way ICT

facilities are designed. To keep up with technology means keeping up with software

as well. This is where the future of Internet access may be the most cost-effective

way to stay ahead of the curve.

The challenge for educators, planners, Architects and citizens of integrating

instructional technologies is to recognize the magnitude of changes likely to occur

over the next generation and to develop facilities capable of receiving those changes.

Thus, designing of Information Technology centre requires that the architect be

knowledgeable in the zoning requirements of the activities involved. By this, he is

expected to be given adequate consideration in the behavioral pattern of staff and

various clienteles expected within the structure as well as their movement and

circulation flow with regards to on and off peak work periods. The architect should

also be well-versed in the various methods of PC and peripheral installations, their

positioning and space requirements, the human anthropometric and ergonometric

data required for their effective and comfortable utilization. Having carefully carried

out adequate research into all these processes, it becomes his duty to effectively

implement the findings in the design process.

7.6 FUNCTIONAL SPACE RELATIONSHIP DIAGRAM

Functional Space Relationship Diagram is sketches that illustrate graphically the

relationship between one architectural space and the other. It in fact explains in a

concise way one space relates to the other.

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Fig. 7.3 Functional Relationship Diagram of the Building Zoning

(Source: Author)

To Administration

To Central

Lobby

Fig. 7.4 Functional Relationship Diagram of Public Area

(Source: Author)

PUBLIC PARKING

STAFF PARKING

ADMINISTRATIVE

ZONE

TRAINING

ZONE

RECEPTION LOBBY/SALES DEPARTMENT

Reception Lobby/

Waiting Area

Lobby

Auditorium

Toilet

Training Rooms

Instructors’ offices

Seminar/Meeting Rooms

Sales Department

Counseling Offices

Cash Office

Toilet

Business center

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Fig. 7.1 Functional Relationship Diagram of the ICT Training Centre Zoning

(Source: Author)

Fig. 7.2 Functional Relationship Diagram of the Administrative area

(Source: Author)

Administrative Area

Public Area

Main Entrance Lobby

General Office

Meeting Room General Directors Office

Secretary

Lobby

Assistant Directors Office

Reception/

Waiting Toilet

Office

Office

Office

Office

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7.7 SPACE PROGRAM

The allocation of floor areas to the various sections of the center will be guided by the

outlined functions and purposes in view and other factors that affect the spaces such

as nature of use of space, number of users of space and planning guidelines and

criteria. Anthropometric data should be studied for standing, viewing, walking,

sitting, working, eating and reading in all the spaces that will be provided in the

center.

7.7.1 INFORMATION TECHNOLOGY TRAINING CENTER

SPACE NUMBER OF

UNITS

NUMBER OF

USERS

AREA PER ROOM

(M2)

Entrance Foyer 1 - 10

Reception/Lobby 1 - 40

Waiting Room 1 15 12

Paying Office 2 2 12

Counseling Office 3 3 32.4

Auditorium 1 300 225

Lecture Room 4 30 140

Corporate affairs 1 3 15

Laboratories 3 30 90

Seminar Room 4 20 80

Conference Room 3 35 110

Business Center 1 - 225

Cyber Café 1 80 75

Library 1 - 100

Special Studios 2 5 64

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Computer Studios 8 20 144

SPACE NUMBER OF UNITS

NUMBER OF USERS

AREA PER ROOM (M2)

Bookshop 1 1 20

Projector Room 2 2 10

Workshop 2 15 50

Storage 2 - 18

Cleaners Storage 1 5 9

Toilets 4 - 7.5

Director Academics 1 1 20

Secretary to DA 1 1 9

General Office 2 6 14

Offices 4 1

Chief Instructor Office

1 1 8

General Office for Instructors

4 3 50.4

Equipment Store 2 - 12

Staff Toilets 4 - 7.5

Storage 1 1 9

Parking - 60 972

Table 8.1 Space Program for the IT Center

(Source: Author)

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DISPLAY AND SALES DEPARTMENT

Sales Manager 1 1 12

Secretary/Waiting 1 1 9

Sales Representative 1 1 8

PRO 1 1 9


Marketing Manager 1 1 12


Storage 1 1 9

Toilets 4 - 7.5

Cleaners Storage 1 9

Infirmary 1 3 25

Table 8.2 Space Program for the Sales Department

(Source: Author)

ADMINISTRATION

Director General 1 1 20


Director Administrative

1 1 13


Administrative Manager

1 12


Accountant 1 1 12


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Purchasing Officer 1 1 12

Technical Manager 1 1 10

Chief Engineer Office 1 1 12

Telephone Operator’s Room

1 1 8

Storage 1 1 9

Conference Room 1 10 80

Chief Security Officer

1 1 12

General Security Office

1 12 20

Security Control

Room

1 1 7.6

Transport Officer 1 1 12

Table 8.3 Space Program for the Administrative Unit

(Source: Author)

CATERING SERVICES

Cafeteria 1 30 120

Kitchen 1 6 54

Servery 1 6 12

Storage 2 - 18

Changing Room M/F

2 - 15

Catering Manager 1 1 12

Kitchen Staff Room 1 6 10

Waste Room 1 1 4

Table 8.4 for the Catering Services

(Source: Author)

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CHAPTER EIGHT

8.0 DESIGN SYNTHESIS

8.1 DESIGN CONCEPT

The evolution of Architecture results from three basic processes. These are

conceptualization, Analysis and synthesis. Thus, every design starts with a thinking

process and must be concluded in hardware.

Concept is something thought or imagined Encarta (2007). Horshy defines it as “an

ideas that is connected with something Abstract”. Chukwuali (2006) also defines

concept in Architecture as “ways of integrating ideas, thoughts, emotions and

observation into one architectonic expression”.

Tim Maginty in his Article on “Concept on Architecture” defines concept as “ideas

that integrate various elements into a whole” and goes on further to state that these

elements can be ideas, notions, thoughts and observations. Thus, concept suggests a

way ones imagination influences the design during the course of designing.

Consequently, having researched widely in the area of Information Technology

Training Center and having analyzed these research eventually by way synthesis,

resolved to generate a concept that make use of squares and rectangles to generate

shapes that conform with the computer hardwares. Furthermore, the final design

will be made to have attributes of a computer system which is the engine of modern

social, educational, religious, economic empowerment in the world today.

8.2 DESIGN PHILOSOPHY

As a result of the rapid changing global environment in computer technology, it

becomes imperative to anchor the evolution of this project of a well thought out

design philosophy. This philosophy must be one that revolves around creativity and

innovativeness. It was John Portman, who said that the essence of design is that

people should get excitement and surprises.

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However, it must be known that the guiding principle must not deviate from the

mission statement of the National Policy for Information Technology which includes

using this project to achieve the following:

a) Enhance Education

b) Creation of wealth

c) Poverty of eradication

d) Job creation

e) Global competitiveness.

Having these as my guiding principles became necessary when one observes that

Information Technology does not strive in a vacuum. It strives within a society and

environment and must thus impact its advantages on the environment as well as the

people.

Thus, despite the fact that this project must exude creativity and innovativeness, it

must be aimed at tackling the societal problem of unemployment which has

bedeviled our society. This will catapult Imo State to a level where safety, comfort,

satisfaction and economic prosperity will be the order of all and sundry.

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8.3 SPATIAL RELATIONSHIPS

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