CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

There are growing concerns among Education stakeholders and Practitioners aboutthe present poor state of Infrastructural facilities available for teaching and learning in Secondary Schools across the Country. There are calls for the need to re-vamp the Educational sector to address the concerns of the citizenry and comply with Millennium Development Goals (MDGs). These calls, gave rise to the current educational reforms of the Federal Government.

Documentary research evidences revealed that facilities and resources for teaching and learning in schools are grossly inadequate and sometimes inappropriate. Nwadiani (2001) observed that the facilities are not only over utilized, they are also poorly maintained. UNESCO (1998) further stressed that monitoring of the learning achievement report on the available instructional materials in the 960 sampled schools across the country revealed that chalkboard and chalk were the only materials reported as being adequately available in the schools. According to Ajayi (2007) and Okebukola (2002), effective teaching/learning process cannot be guaranteed with inadequate instructional materials. Oladipo (2001) observed that Nigerians have not developed the culture of maintaining facilities, especially public utilities, Aminu (1986) in Abdulkareem andFasasi (2010) accused Nigerian schools of poor strategic planning in their physical development.