Prof Joel Barde was born on the 21st June 1965 at Mangun District of Mangu Local Government Area of Plateau State. He attended Transfer Ekan Primary School Namu in Qu'an Pan Local Government Area and completed in 1981. He later gained admission into Government Secondary School Namu from 1981-1986 and then proceeded to School of Preliminary Studies Keffi from 1987-1989. He was admitted into Faculty of Law, University of Jos and bagged a Bachelor of Laws in 1996. Thereafter, he attended the Nigerian Law School from 1997-1998 and was called to bar in February 1998.  He worked as legal practitioner in the Firm of G.Ofodile Okafor & Co. (SAN) and Omolade Makanjuola & Co from 1998-1999. He was a legal officer l with the Nigeria Mining Corporation, Jos Plateau State.

He has held the following offices/appointments:

i. A magistrate with plateau State judiciary from September 1999-February 2008;

ii. A member of the Plateau State Child's Right Implementation Committee from 2006-2008;

iii. Consulting Editor for International Profiles of Accomplished Leaders by American Biographical Institute, Inc. in 2007. In 2008 Professor Joel Barde was employed by the University of Jos as Lecturer II and rose to the rank of a professor of law (criminal justice) in 2020. He was the Head of Department of International Law and Jurisprudence from 2017-2020.

Professor Joel Barde has to his credit many published works in reputable local and international journals and has attended and presented papers in several workshops and conferences both within and outside Nigeria. He is committed and knowledgeable lecturer with significant expertise in criminal justice with over 16years of experience in University of Jos, teaching students from various social and cultural backgrounds. With a focus on psychological research practice, he possesses a remarkable ability to engage students in the development of their knowledge, and deliver effective teaching methods that promote a stimulating learning environment. Adept at identifying students learning requirements and responding appropriately, remaining committed to developing students practices that enhance the learning experience