We offer a wide range of high quality of teaching and extra-curricular activities.

Welcome Note
I welcome you to the website of Zoology Unit of the Biosciences and Biotechnology Department under the College of Pure and Applied Sciences, Kwara State University, Malete. Here, you can peruse a Unit/Programme undergoing undergraduate academic metamorphosis with all modifications approved by the University Senate adequately captured. This reflects the lively nature of a Programme that shows the way to impinging on transforming its environment. As the incoming Head, it is an exciting time to build on the past and deliver the future.

Brief History
The Unit serviced the Zoological aspects of other Biological Science Programmes from 2009 until 2013 when it became a full Programme. Zoology programme now has seven Academic Staff members including three seasoned Professors (1 full and 2 adjuncts) and two other Ph.D. holders servicing the newly established M.Sc. Zoology programmes in Entomology and Parasitology. The programme also has four other associate Academic staff members (Ph.D. holders from College of Agriculture and Public Health Departments) assisting in the service of both undergraduate and post-graduate students.

Our Vision
To be foremost in expanding the frontier of biological knowledge and be most innovative in disseminating Zoological knowledge towards advancing the course of humanity.

To develop in the students broad based knowledge and skills on which further studies in specialized areas of biological Sciences can be built and produce graduates with the zeal and ability to respond to emerging challenges in the immediate community, the state and the world.

Achievements/ Milestones/Plans
1. Zoology Programme got full accreditation after the visit of representatives of the NUC in 2017.
2. Zoology degree Programme established and currently runs the Centre for Beekeeping Training and Research as a training and research resource for students.
3. Two of our students won the University Undergraduate Research grant awards under the mentorship of academic staff of the Unit.
4. Zoology programme introduced for the first time and has been successfully running two courses on beekeeping (ZLY 105: introductory beekeeping, ZLY 208: Practical beekeeping) since inception in 2013.
5. Establishment of a Sericulture unit as a training resource for students is underway. The unit is expected to commence full operation in the 2018/2019 session.


Geology and Mineral Sciences is one of the pioneering programmes in the College of Pure and Applied Sciences and Kwara State University. The programme started in the 2009/2010 academic session with students’ population of about 20. In the year 2010, the three pioneer staff of the department (Dr. O. Olaniyan, Dr. O. S. Bamigboye and Dr. Mrs. O. O. Owoyemi) were recruited through the processes that include academic/ scholarly presentation and one-on-one with the Vice-Chancellor. During the academic presentations, scholars of repute were in attendance to test and probe the academic potentials of the prospective staff.

The trio started teaching Geology and Mineral Sciences courses in the 2010/2011 academic session with Dr. O. Olaniyan as the Head of the Department. The staff strength was however increased by appointment of Dr. M. O. Awojobi, Dr. K. C. Ikwuakor and Prof. S. S. Dada in the subsequent sessions. Presently, the Department has 9 staff on ground with two adjunct lecturers that augment those on ground. Seven members of the first set of students in this Department graduated in the 2012/2013 session. It is also noteworthy that the take-off syllabus has been reviewed to accommodate the compulsory 6 months industrial training for the students.

Finally, in her quest to be different, the department has a consultancy team headed by Dr. O. O. Babalola. The mission of this team is to solve geologically related problems for the University, Kwara State and the Nation at large.


In educational planning and indeed any planning at all levels must relate to population distribution and trend; of particular importance are the annual rate of population growth, size of the population and probably the size of the labourabsorbtive capacity of the population. In effect, the question could be asked whether we are producing scientists for the sake of it as an educational venture or we are involved in a strategy of human resources development with its broader goals of social and political modernization. We believe that we should be aiming at encompassing not only educational but cultural, social and political development, thereby contributing to the building of national identity and integrity.

From the above standpoint, it is felt that what has been approved for the training of scientists is right and should be encouraged.Science disciplines are the bed-rock of technological development and therefore of national growth and maturity with attendant contribution to human welfare, health and progress.

The training of Scientists should involve the broad strategy of human resources development with its broader goals of social and political modernization. The provision of the milieu for the development of the disciplines in terms of funds, infrastructures; facilities, contented competent staff and employment outlets, aiming at encompassing not only educational but also cultural, social and political development, thereby contributing to the building of national identity and integrity.

The training in Science need to be thorough and of reliance which will assure our graduates employment opportunities or an environment whereby they could be creative innovative and seek self-employment.

These considerations lead to the concepts on which the following model curricula for Science disciplines are constructed:-

The need for broad training in the Sciences i.e. Biology, Mathematics, Physics and Chemistry
The need for freedom of choice, to forage in the wilderness of accumulated human knowledge for self-realisation and actualization;
The need for skill acquisition to ensure competence in one’s chosen field of study;
The need for interdisciplinary orientation to imbibe the salutory rewards of inter-disciplinary approach to the solution of complex life problems;
The need for social relevance, to ensure social acceptability and service to society.
The main aims and objectives of the degree programme in geology should be:

To instill in students a sense of enthusiasm for geology, an appreciation of its application and relevance in the solution of different societal developmental problems, and to involve them in an intellectually stimulating and satisfying experience of learning and studying.
To provide students with a broad and balanced foundation of geological knowledge and practical skills.
To develop in students the ability to apply their geological knowledge and skills to the solution of theoretical and practical problems in geology.
To develop in students, a range of transferable skills and attitudes that are of value in geological and non-geological employment.
To provide students with a knowledge and skills base from which they can proceed to further in specialized areas of geology or multi-disciplinary areas involving geology
To generate in students an appreciation of the importance of geology in an industrial, economic, environmental, technological and social development.


The vision of the Department is to produce well baked geologists who can compete favourably with peers in Nigeria and across the globe using the most recent techniques in the field of earth sciences.


To solve all geologically related problems in our nation using sustainable approach thereby contributing to the development of our community. The Department also seeks to produce geologists that will imbibe this mission as they grow in their career.

History of the Department
Man-made communities have long been replacing the communities of nature throughout the world. However, the principles that govern the life of natural communities must be observed if these man-made communities are to thrive. This is because the components of natural ecosystems work in harmony with one another in the absence of (or from minimal) human interference.

Contemporary trends in the natural sciences show emerging crosscutting specializations that seek out systematic ways to study our environment and our proper place in it for a sustainable future. Our innovative undergraduate degree programme in Environmental Management and Toxicology (EMT) is another of such hybrid model incorporating aspects of Ecotoxicology and Environmental Management.

The EMT programme like many other programmes in the School of Allied Health and Environmental Sciences (SAHES) was conceived by Dr. Henry Sawyerr who is currently the Dean of the school and director of CEERMs in Kwara State University (KWASU). It started with one student in in 200L in 2013/2014 academic session.

The unit became fully operational in 2014/2015 academic session with addition of 3 academic staffnamely: Mr. Gabriel Salako, now Dr. Gabriel Salako and the current head of department, Miss T. Lasisi now Mrs. T. Lawrence and Mr. Bola Salami currently with the University of Ilorin. These three academic staff with the support of Dr. H. Sawyerr worked assiduously towards the successful take off of the department/unit and in that year admitted 14 students into 100L and 3 students into 200L and one student in 300 level . Since then the unit has been witnessing steady and consistent growth (currently with over 120 students) couple with the addition of new academic staff including Professor S.O Adewoye who was on a one year sabbatical leave in the department and once head the department. The big goal of becoming an academic department of world repute has been set.

EMT aligns with KWASU’s vision ‘to be foremost in expanding the frontiers of knowledge and be most innovative and exploratory in disseminating knowledge towards advancing the cause of humanity’.
The rationale behind the programme is to provide a true hybrid model for incorporating fundamental knowledge of biogeochemistry with a sound understanding of the fates and effects of contaminants and toxicants as well as modes of remediation for sustainable development.
The programme is designed to provide the training needed for an understanding of the environment and to build upon this foundation by exploring in some depths, specific aspect such as resource depletion, recycling, re-use and the impact of Science and Technology on the environment.

We aim to produce graduates that would go on to make reckonable contributions towards achieving local (and even global) sustainable development agenda.
The programme will provide skilled manpower, trained specifically for environmental surveillance, monitoring and management as against the present practice where these tasks were performed by people broadly trained in Basic and Applied Sciences.

• To broadly educate students in fundamental concepts and principles of Ecotoxicology and Environmental Management.
• To equip students with a range of technical skills that can be applied to manage the natural environment.
• To enable students develop invaluable generic skills that will improve their employability and enterprise as well as personal and professional development.
• To provide students with the opportunity to exercise, in a vocational environment, the skills and knowledge obtained during the programme and couple any current practical experience with the academic aspects of Environmental Management and Toxicology thus providing a strong link between academia and real life industrial application.

The academic staff in the unit/department is actively involved in the School research team and was part of the team that won 2 Tetfund IBR grant for 2014/15and 2015/16 academic sessions
SIWES Programme for 400 L students
Field work for 300L and 400L students
Other resarch and Consultancy services: Provide a technical service to the communitty in the
area such as:
Environmental hazards vulnerability and risk mapping e.g. flooding, desertification, erosion, waste management.
Disease surveillances, prevalence rate mapping and forecasting.
Prepation of base map for landuse planning and comprehensive development plan.
Campus or commuinity visitors guide map
Basic training for secondary/high school and college students on the use of GIS hardware e.g GPS, prismatic compass, desktop computers to capture and store geospataial data for resources management at local level

Environmental hazards vulnerability and risk mapping e.g. flooding, desertification, erosion, waste management.
Disease surveillances, prevalence rate mapping and forecasting.
Ecotoxicology and Bioremediation
Prepation of base map for landuse planning and comprehensive development plan.
Campus or commuinity visitors guide map

The advisors in the unit successfully guided the students towards formation of their association and conduct of inaugural socio and academic week in 2015/2016 academic session
Hosting of inaugural symposium and lectures on 4th and 5th April 2016
Wining two Tetfund IBR grant in 2015/2016 academic year:
Successful mapping of waste dumps location/characterization in Ilorin Metropolis Ilorin Waste Web
*The first grant was on the Malaria vulnerability mapping in Malete Elemere Community. Field work has been completed while the final report of the study is ongoing. The research is expected to reveal the socio economic and ecological factors that influence the vulnerability of the identified communities to malaria infestation and recommend pragmatic approach to scale down the vulnerability index.
*The second grant was on determining the biodiversity status in KWASU Malete community and the change detection between pre and Post KWASU establishment (2003- 2015). Several images of the study area have been acquired and image analysis cum ground truthingwereperformedfor data analysis and result. The result shows the biodiversity values across the study area and also the land use land cover changes that has taken place between pre and post KWASU establishment and the attendant implication on developmental planning See International Journal of Environment, Agriculture and Biotechnology (IJEAB) Vol-2, Issue-4, July-Aug- 2017http://dx.doi.org/10.22161/ijeab/2.4.65