In view of the objectives, the urgent need to house an expanded Faculty of Educational Studies was found to be best served by developing a site large enough for an integrated faculty. The proposed site was therefore chosen for its adequacy, proximity to administration, Sport Complex great hall and other Faculties. In formulating the approach for the physical development of the Faculty of Educational Studies, it was first to identify the prevailing constraints for in the final analysis it is these considerations that will dictate the possible framework and form of development. The Faculty of Educational Studies which and several well established departments and courses of proven value over many years. These departments initially provide the Core Courses of this new Faculty. In terms of the physical development this Faculty be a very different matter from the creation of an entirely new Faculty. Here one of the main considerations will be on how the existing facilities, which undoubtedly were oriented to function solely as components of the University, be effectively adopted and adapted for the University purpose and at the same time be integrated in a way so as not to restrict the new developments that must surely be required by the University in order to fulfill its function. This is but one of the many considerations that have been incorporated in the planning for a Satisfactory Faculty. The objective of this report then is to describe the proposed plan for the development of the Faculty and in the process attempts to explain the rationale behind it. Thus this report will also give an account of the planning process involved, the constraints and principles applied to the problem as well as the possibilities and limitation of the solutions. The primary objective of this planning exercise is to provide the Faculty with a structure or framework within which growth and change can occur while maintaining coherence and completeness at each stage of development. It is generally agreed that physically the Faculty should project the identity of functioning as a unit and that its environment reflect the academic and social patterns adopted for the Faculty Community. On this premise, the resultant faculty varied as the functions of different faculty. Nevertheless, whatever the concepts of faculty forms the criteria determining the pattern of development can be identified as common. The physical make up of the faculty consist mainly of its academic, admnistration, departments, social and service facilities. The relationship between these physical component as generated by the academic and social patterns envisaged when adopted to the site determine the basis faculty form. Among the other factors that affect the general form of the faculty is the consideration of growth and change which is inherant feature of faculty development. The role of the faculty is such that it cannot remain static. The faculty is expected to adjust itself corresponding to the progressive changes of academic and social demands. The form of development must therefore be able to provide opportunity for maximum change of use in the future while maintaining coherence and a sense of completeness at each stage of development. Environmental considerations are accepted as a determinant of faculty development. Quality in the environment is relative and can only be assessed in its appropriateness in creating within the community the kind of responses that compliments the academic and social goals of the faculty. The faculty involved when given the human dimensions of space, scale, character, style, colour and texture constitute the physical environment. This considerations for the environment desired incorporated in the determination of the faculty form. For the purposed of planning, the faculty adopted 1990 as the planning horizon for projecting student enrollment, staffing, curricula and the resultant net floor space required. In the initial stages of planning, standards for gross floor areas and a method calculating the exact teaching space required were used. Programming the faculty space needs require also that account be taken of dynamic and rapid changes in many aspects. Curricula revisions are bound to take place and in short time-frames. So also will teaching mode conceptions of the faculty community will likewise undergo change. The primary accomodations of the faculty will be for its academic facilities. The provision of academic spaces is dependent on various factors pertaining to the academic structure of the faculty. This any detailed projections of academic space requirements need to incorporate considerations on the nature of the courses offered, the method of teachng employed, the frequency pf service courses. Academic space are computed b applying usaged values or work-load, derived from the abovementioned factors, to the usage index of the related type of academic space. Simply this means that a known weekly work-load on, say, lecture spaces when divided by the lecture hours (contact-hours) possible per room per week will give the number of rooms require to handle this lecture loading. The analysis of teaching spaces requirements show that the service faculty requires one main lecture theatre (480 capacity), one lecture Theatre (240), one lecture Theatre (120), two theatrette (90 each), four lecture room (60) and 12 seminar/tutorial rooms. (The academic programme has been established in order to project effectively the related space needs. Thus being so it would therefore be difficult to project teaching space needs over long periods because of the probable changes that will occur in the academic system and programme. For this planning purpose, the teaching space requirements were projected until the year 1990). In conceptual approach in design, the primary concern was to evaluate alternative grouping and structuring of the major elements of the faculty : (a) academic zone; (b) departmental zone and facilities; (c) administration. The alternative solution of models of linear type with one modified, having courtyard were studied. There are many unmeasurable criteria involved in the evaluation. After careful evaluation, the linear type with courtyard was decided and elaborated further. This type shows functional grouping of academic spaces, departments and a administration, modern concept while still allows for unrestricted flexibility and extensibility. As for the conclusion, there is no universal pattern by which buildings and lands can be pieced together to form an effective faculty. The possible pattern are as many as the faculties themselves. Nothing is certain about the shape of faculty facilties. The educational poocess is changing, and faculty building must be designed to change with it.