1.1 Background to the Study
School is a complex social organization established for the production of human capital (educated persons). The schools input resources are human (that is, teaching and non-teaching staff) and non human (that is, time strategies physical and financial resources). These input resources are obtained, procured, produced or developed and utilized to produce the output (that is, school graduates).
The operational input resources in the education industry are referred to as school infrastructural facilities (Olutola, 1998). The provision and proper management of these facilities have been found to be significantly related to school performance (Adeboyeje, 1999). For instance, Olutola’s (1998) study revealed that schools with adequate facilities recorded greater achievement in West African Examination Council (WAEC) Examinations than schools with poor Educational facilities.
Teaching and learning are very
important aspects of education, because the realization of educational
objectives depends largely on them. Education involves the inculcation of
norms, values and right attitudes in an individual. As such to learn, a person
must be taught and to teach there must be someone to impact knowledge and there
must be facilities to instruct with. For teaching and learning to be
effectively carried out there must be infrastructural facilities such as
classrooms, laboratory equipment, playground, hostel facilities, water and
light supply. All these facilities help to facilities teaching and learning.
Adequate classrooms, laboratory equipment, playground, library and furniture
are necessary for effective teaching.
Adequate facilities in a school improve the quality of instruction and striving to create healthy school climate. Most instructional facilities in schools are stale, broken, out date and inferior such that they cannot meet up with the standard of the educational system and can result in low performance of students academically. There is the increasing belief in the efficacy of education as a powerful instrument of development, especially among developing nations, including Nigeria. Consequently, the nation’s school system is witnessing a historical expansion in school enrolment and school programmes.
This would expectedly necessitate a great demand for more school facilities to take care of the teaching school population (Abdulkareem, 2003). Inspite of the importance of these resources in achieving education goals, adequate attention has not been paid to their provision and management in Nigerian schools. As elucidated by Adeboye (1999), Inspector’s report over years have indicated that there is abundant evidence of a catalogue of inadequacies in the provision and judicious use of school buildings and materials for instruction in the country.
In the mid-70s, the Federal Government embarked on Universal Free Primary Education (UPE) in all parts of the country. This programme involved physical development of primary schools in addition to teacher training etc. To ensure the success of that programme, the Federal Ministry of Education Issued some technical guidelines for the building programme which consisted of some prototype school designs (Fafunwa, 2004).
EVALUATION OF PROVISION AND MAINTENANCE OF INFRASTRUCTURAL FACILITIES IN BOARDING SECONDARY SCHOOLS IN YOLA METROPOLIS ADAMAWA STATE, NIGERIA