Appraising the state of maintenance and management of available secondary school facilities on students’ academic performance in cross river state, nigeria
This study examined the relationship between maintenance and management of school facilities and student academic performance in Cross River State, Nigeria. The researchers surveyed 235 stakeholders and found that 87.1% agreed that properly maintained facilities positively impact student performance. The study recommends that the Cross River State government sustain increased education budgets to ensure adequate and continuous upkeep of school infrastructure to support learning goals.
Funding On Provision and Maintenance of School Facilities in Senior Secondary...iosrjce
Over the years, there is a rampant cry by the general populance in the country on the issue of low
standard and students’ achievement more especially in senior secondary schools. Senior secondary education is
the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18)
Consequently, there has been tremendous increase in establishment of senior secondary schools and
enrolment of students as well. This increase has necessitated a greater need for adequate funding of schools for
the provision and maintenance of school facilities. Unfortunately most of the senior secondary schools in Bauchi
state are poorly funded, these make it impossible for senior secondary schools organization to realize the aims
for which they have been established. Taiwo (2000) noted that the physical environment in most senior
secondary schools in African countries is literacy aggressive due to poor funding and maintenance of school
facilities. However, Nigerian secondary schools have undergone tremendous changes since independence in
1960. These include changes in a number of institutional programme due to the general changes of the entire
education system from 7-3-4, 7-3-5, 6-3-3-4 and now 9-3-4 system.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
THE K-12 SENIOR HIGH SCHOOL PROGRAM: THE CASE OF LABORATORY HIGH SCHOOL, COTA...tarhataguiamalon
This document summarizes a study that assessed the implementation of the K-12 Senior High School program at the Laboratory High School of Cotabato City State Polytechnic College in the Philippines. The study found that the school provided adequate services and resources to support the program. It also found that teachers implemented effective instructional practices and achieved the objectives of the program, despite challenges like large class sizes. Overall, the Laboratory High School maintained high academic and extracurricular standards in implementing the K-12 program.
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
The document discusses issues with India's higher education system and the need for reforms. It notes that the system produces graduates lacking practical skills, leading to unemployment despite skilled labor shortages. Standards are low and declining at many institutions. Private institutions have grown chaotically with minimal oversight. The regulatory system fails to maintain quality. Reforms are needed to align the education system with the demands of the economy and produce a skilled workforce to help India's development.
Administrative Order No. 378 created a National Steering Committee in 1998 to implement Project RISE (Rescue Initiative in Science Education), a 5-year teacher training program run by the Department of Science and Technology. The project aimed to improve the competencies of elementary and secondary science and math teachers through 180 hours of supplemental training in areas like general science, biology, chemistry, and physics. It sought to address issues like many teachers not having majored in the subjects they taught. While the free training helped provide teachers more content knowledge and teaching strategies, budget and time constraints limited its ability to significantly improve student performance in science and math. This document discusses reviving Project RISE through new legislation.
The document discusses education in the Philippines and its efforts towards regional cooperation in ASEAN. It provides an overview of the Philippine educational system, performance indicators, current initiatives and emerging challenges. The key points are:
- The educational system in the Philippines consists of elementary, secondary, and tertiary levels with a 10-year basic education cycle.
- Current initiatives include upholding children's rights, hosting regional education centers, and curriculum reforms to promote Asian studies.
- Emerging challenges include increasing participation, developing common ASEAN educational frameworks, and accelerating regional cooperation through ICT and integration efforts.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
Funding On Provision and Maintenance of School Facilities in Senior Secondary...iosrjce
Over the years, there is a rampant cry by the general populance in the country on the issue of low
standard and students’ achievement more especially in senior secondary schools. Senior secondary education is
the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18)
Consequently, there has been tremendous increase in establishment of senior secondary schools and
enrolment of students as well. This increase has necessitated a greater need for adequate funding of schools for
the provision and maintenance of school facilities. Unfortunately most of the senior secondary schools in Bauchi
state are poorly funded, these make it impossible for senior secondary schools organization to realize the aims
for which they have been established. Taiwo (2000) noted that the physical environment in most senior
secondary schools in African countries is literacy aggressive due to poor funding and maintenance of school
facilities. However, Nigerian secondary schools have undergone tremendous changes since independence in
1960. These include changes in a number of institutional programme due to the general changes of the entire
education system from 7-3-4, 7-3-5, 6-3-3-4 and now 9-3-4 system.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
THE K-12 SENIOR HIGH SCHOOL PROGRAM: THE CASE OF LABORATORY HIGH SCHOOL, COTA...tarhataguiamalon
This document summarizes a study that assessed the implementation of the K-12 Senior High School program at the Laboratory High School of Cotabato City State Polytechnic College in the Philippines. The study found that the school provided adequate services and resources to support the program. It also found that teachers implemented effective instructional practices and achieved the objectives of the program, despite challenges like large class sizes. Overall, the Laboratory High School maintained high academic and extracurricular standards in implementing the K-12 program.
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
The document discusses issues with India's higher education system and the need for reforms. It notes that the system produces graduates lacking practical skills, leading to unemployment despite skilled labor shortages. Standards are low and declining at many institutions. Private institutions have grown chaotically with minimal oversight. The regulatory system fails to maintain quality. Reforms are needed to align the education system with the demands of the economy and produce a skilled workforce to help India's development.
Administrative Order No. 378 created a National Steering Committee in 1998 to implement Project RISE (Rescue Initiative in Science Education), a 5-year teacher training program run by the Department of Science and Technology. The project aimed to improve the competencies of elementary and secondary science and math teachers through 180 hours of supplemental training in areas like general science, biology, chemistry, and physics. It sought to address issues like many teachers not having majored in the subjects they taught. While the free training helped provide teachers more content knowledge and teaching strategies, budget and time constraints limited its ability to significantly improve student performance in science and math. This document discusses reviving Project RISE through new legislation.
The document discusses education in the Philippines and its efforts towards regional cooperation in ASEAN. It provides an overview of the Philippine educational system, performance indicators, current initiatives and emerging challenges. The key points are:
- The educational system in the Philippines consists of elementary, secondary, and tertiary levels with a 10-year basic education cycle.
- Current initiatives include upholding children's rights, hosting regional education centers, and curriculum reforms to promote Asian studies.
- Emerging challenges include increasing participation, developing common ASEAN educational frameworks, and accelerating regional cooperation through ICT and integration efforts.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
A review of nigerian tertiary institutions of learning and national transform...Alexander Decker
The document discusses the role of tertiary institutions in Nigeria in national transformation. It finds that Nigerian tertiary institutions are poorly funded and equipped, producing graduates without skills needed for development. This is due to issues like corruption, underfunding of education, and lack of modern facilities. For Nigeria to transform, it needs tertiary institutions that can equip youth with skills through quality teaching, learning, and research. The document concludes that if tertiary institutions remain inadequate, Nigeria may fall behind globally in economic and technological development.
HIGHER EDUCATION IN DEVELOPING COUNTRIES-8625EqraBaig
Higher education plays a vital role in developing countries by building skilled workforces and knowledge-based societies. However, higher education systems in developing countries face several challenges. These include insufficient infrastructure and resources, outdated curricula focused on rote learning rather than critical thinking, and a lack of alignment between education outputs and the needs of the job market. To address these issues, governments are working to expand access to higher education, reform pedagogical approaches, and better link education and workforce development goals. Overall, higher education is becoming more important for developing countries but systems must continue adapting to meet the evolving needs of students and economies.
Emerging concerns, trends and prospects in educationalErich Garcia
The document discusses several emerging concerns, trends, and prospects in educational planning in the Philippines. It covers topics such as the K-12 curriculum, amalgamation of higher education institutions, the Philippine Qualification Framework, academic paradigm shifts, performance-based incentive systems, and the role of blended and flexible learning. The overall trends examined include aligning the education system with international standards, increasing access to higher education, and adapting learning models for the 21st century.
The document outlines the implementing rules and regulations of the Enhanced Basic Education Act of 2013 in the Philippines. It defines key terms, establishes the scope and policies around basic education, and outlines regulations regarding curriculum development, teacher qualifications and training, and other provisions to strengthen basic education in the country. The rules are intended to operationalize the law and ensure inclusive, quality education for all learners in accordance with the new basic education system of the Philippines.
The national curriculum-policy launched last weekJoseph Mwanzo
The national curriculum policy launched last week.It will inform the CBC implementation process.The session paper is still in parliament to be taken to AG before being approved by the president.
The document summarizes information about the cost of private tertiary education in the Philippines. It notes that 313 private institutions received approval to increase tuition and fees by an average of 6.48% for the 2015-2016 school year. The National Capital Region had the most schools increase fees. It also provides data on tuition costs per unit at universities in Metro Manila, with the Polytechnic University of the Philippines having the lowest at 12 pesos per unit. The document discusses that tertiary education in the Philippines has low priority and government financial assistance programs only help a small percentage of students.
This document provides a list of programs and projects from the Department of Education as of February 2020. It summarizes several key education programs, including the Education Policy Development Program, Basic Education Inputs Program, Inclusive Education Program, and Alternative Learning System. The programs aim to strengthen education policy, improve school facilities and resources, promote inclusive learning options for all students, and provide alternative paths to education for out-of-school youth.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
This document summarizes the key points of Republic Act 10533, also known as the K to 12 Law, and its Implementing Rules and Regulations (IRR). Some of the main points covered include:
1. The objectives and scope of the K to 12 enhanced basic education program.
2. Requirements for private schools to comply with DepEd standards to adopt the K to 12 program.
3. Establishment of the Curriculum Consultative Committee to oversee curriculum development.
4. Provisions for teacher qualifications, training, and professional development to support the new program.
5. Expansion of the Government Assistance to Students and Teachers in Private Education (GASTPE) program
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
The document discusses the history and issues with the Philippine education system and proposals to improve it through the "Philippine New Education Highway". It notes that in the 1990s, the Philippines spent less on education than neighboring countries. While enrollment was high, educational quality and outcomes were poor. Several commissions recommended coordinating the different education agencies and integrating education from preschool through college to address issues like disparities in access and poor teaching. This proposal to create a unified "Main Education Highway" framework became a priority to help the Philippines develop a skilled workforce and knowledge-based economy.
The document discusses the history and objectives of higher education in Pakistan. It outlines several national education policies and five-year plans from the 1950s to 1990s that aimed to expand access to and improve the quality of higher education. However, many of these plans and policies faced challenges in implementation and did not achieve their goals due to lack of funding, political interference, and failure to address systemic issues.
This document outlines key provisions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education made up of four years of junior high school and two years of senior high school. It aims to develop productive citizens equipped with life-long learning and employment skills through a globally competitive and learner-centered curriculum using research-based approaches including mother tongue instruction in early grades. The act also provides for teacher education and training programs to support the new curriculum as well as hiring specialists and practitioners to address shortage areas.
The document discusses the privatization and commercialization of the Philippine education system and the resulting policy gaps. It notes that basic education is unable to adequately prepare students for specialized training due to lack of investment, resulting in higher education serving only to bridge skills gaps. Spending on education as a percentage of GDP has remained well below the recommended 6% benchmark. Meanwhile, significant portions of the national budget have been spent servicing interest on public debt, exceeding the estimated funding shortfalls for education to meet the Delors standard. This points to underinvestment in education being a matter of policy priorities rather than resources.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
1. The document discusses secondary education in Ekiti State, Nigeria and argues it is important for secondary education standards to be high to properly prepare students.
2. Secondary education plays a strategic role as it receives primary students and prepares them for further education or employment. However, standards relating to resources, teachers, and the learning process also impact education quality beyond just the curriculum.
3. While Ekiti State's secondary curriculum covers important subjects, the author argues moral education and entrepreneurship should be added to develop students holistically and for different pathways after graduation. The paper will examine input, process and output quality issues to improve secondary education functionality and sustainability.
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
A review of nigerian tertiary institutions of learning and national transform...Alexander Decker
The document discusses the role of tertiary institutions in Nigeria in national transformation. It finds that Nigerian tertiary institutions are poorly funded and equipped, producing graduates without skills needed for development. This is due to issues like corruption, underfunding of education, and lack of modern facilities. For Nigeria to transform, it needs tertiary institutions that can equip youth with skills through quality teaching, learning, and research. The document concludes that if tertiary institutions remain inadequate, Nigeria may fall behind globally in economic and technological development.
HIGHER EDUCATION IN DEVELOPING COUNTRIES-8625EqraBaig
Higher education plays a vital role in developing countries by building skilled workforces and knowledge-based societies. However, higher education systems in developing countries face several challenges. These include insufficient infrastructure and resources, outdated curricula focused on rote learning rather than critical thinking, and a lack of alignment between education outputs and the needs of the job market. To address these issues, governments are working to expand access to higher education, reform pedagogical approaches, and better link education and workforce development goals. Overall, higher education is becoming more important for developing countries but systems must continue adapting to meet the evolving needs of students and economies.
Emerging concerns, trends and prospects in educationalErich Garcia
The document discusses several emerging concerns, trends, and prospects in educational planning in the Philippines. It covers topics such as the K-12 curriculum, amalgamation of higher education institutions, the Philippine Qualification Framework, academic paradigm shifts, performance-based incentive systems, and the role of blended and flexible learning. The overall trends examined include aligning the education system with international standards, increasing access to higher education, and adapting learning models for the 21st century.
The document outlines the implementing rules and regulations of the Enhanced Basic Education Act of 2013 in the Philippines. It defines key terms, establishes the scope and policies around basic education, and outlines regulations regarding curriculum development, teacher qualifications and training, and other provisions to strengthen basic education in the country. The rules are intended to operationalize the law and ensure inclusive, quality education for all learners in accordance with the new basic education system of the Philippines.
The national curriculum-policy launched last weekJoseph Mwanzo
The national curriculum policy launched last week.It will inform the CBC implementation process.The session paper is still in parliament to be taken to AG before being approved by the president.
The document summarizes information about the cost of private tertiary education in the Philippines. It notes that 313 private institutions received approval to increase tuition and fees by an average of 6.48% for the 2015-2016 school year. The National Capital Region had the most schools increase fees. It also provides data on tuition costs per unit at universities in Metro Manila, with the Polytechnic University of the Philippines having the lowest at 12 pesos per unit. The document discusses that tertiary education in the Philippines has low priority and government financial assistance programs only help a small percentage of students.
This document provides a list of programs and projects from the Department of Education as of February 2020. It summarizes several key education programs, including the Education Policy Development Program, Basic Education Inputs Program, Inclusive Education Program, and Alternative Learning System. The programs aim to strengthen education policy, improve school facilities and resources, promote inclusive learning options for all students, and provide alternative paths to education for out-of-school youth.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
This document summarizes the key points of Republic Act 10533, also known as the K to 12 Law, and its Implementing Rules and Regulations (IRR). Some of the main points covered include:
1. The objectives and scope of the K to 12 enhanced basic education program.
2. Requirements for private schools to comply with DepEd standards to adopt the K to 12 program.
3. Establishment of the Curriculum Consultative Committee to oversee curriculum development.
4. Provisions for teacher qualifications, training, and professional development to support the new program.
5. Expansion of the Government Assistance to Students and Teachers in Private Education (GASTPE) program
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
The document discusses the history and issues with the Philippine education system and proposals to improve it through the "Philippine New Education Highway". It notes that in the 1990s, the Philippines spent less on education than neighboring countries. While enrollment was high, educational quality and outcomes were poor. Several commissions recommended coordinating the different education agencies and integrating education from preschool through college to address issues like disparities in access and poor teaching. This proposal to create a unified "Main Education Highway" framework became a priority to help the Philippines develop a skilled workforce and knowledge-based economy.
The document discusses the history and objectives of higher education in Pakistan. It outlines several national education policies and five-year plans from the 1950s to 1990s that aimed to expand access to and improve the quality of higher education. However, many of these plans and policies faced challenges in implementation and did not achieve their goals due to lack of funding, political interference, and failure to address systemic issues.
This document outlines key provisions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education made up of four years of junior high school and two years of senior high school. It aims to develop productive citizens equipped with life-long learning and employment skills through a globally competitive and learner-centered curriculum using research-based approaches including mother tongue instruction in early grades. The act also provides for teacher education and training programs to support the new curriculum as well as hiring specialists and practitioners to address shortage areas.
The document discusses the privatization and commercialization of the Philippine education system and the resulting policy gaps. It notes that basic education is unable to adequately prepare students for specialized training due to lack of investment, resulting in higher education serving only to bridge skills gaps. Spending on education as a percentage of GDP has remained well below the recommended 6% benchmark. Meanwhile, significant portions of the national budget have been spent servicing interest on public debt, exceeding the estimated funding shortfalls for education to meet the Delors standard. This points to underinvestment in education being a matter of policy priorities rather than resources.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
THE ENHANCED BASIC EDUCATION ACT OF 2013 (K TO 12)
Similar to Appraising the state of maintenance and management of available secondary school facilities on students’ academic performance in cross river state, nigeria
1. The document discusses secondary education in Ekiti State, Nigeria and argues it is important for secondary education standards to be high to properly prepare students.
2. Secondary education plays a strategic role as it receives primary students and prepares them for further education or employment. However, standards relating to resources, teachers, and the learning process also impact education quality beyond just the curriculum.
3. While Ekiti State's secondary curriculum covers important subjects, the author argues moral education and entrepreneurship should be added to develop students holistically and for different pathways after graduation. The paper will examine input, process and output quality issues to improve secondary education functionality and sustainability.
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
The document discusses support for basic education in the Philippines. It summarizes that (1) a World Bank project provided $200 million to support education reforms from 2006-2012, which led to improved access, participation, and learning outcomes. It also discusses (2) the challenges of failing education systems in the past and how spending increases helped address them. (3) Key results included increased enrollment, participation rates, and test scores through support for policies like school-based management.
AN ASSESSMENT ON THE VIABILITY OF BASILAN STATE COLLEGE FOR UNIVERSITYAJHSSR Journal
ABSTRACT : The study was conducted as an assessmenton the status of Basilan State College (BaSC) and
its viability for conversion into a university. The normative survey method utilizing documentary analysis of
available documents, observations and interviews, as sources of data of this study. The study revealed that: there
is a need to secure a CHED COPC for all its program offerings without COPC to qualify for the conversion, the
faculty members are qualified in terms of their educational or academic qualifications, the respondents
perceived that the Student Affairs Services (SAS) programs is consistent with the vision and mission of the
institution, as well as the goals of the College/Academic Unit and Objectives of every program, the Curriculum
design are effective, with the increasing publications and engagements in research with our partner institutions,
and with the establishment of or Research Agenda and the approval of our IPR Policy and Techno-transfer
Policy it is with great assurance that BaSC will continue to utilize 100% of the GAA budget allocated for
research and will still need to utilize other funds., laboratories and facilities are available and are adequate
including supplies and materials for use. The library is equipped and adequate for use by the faculty and
students. However, not all programs are with Certificate of Compliance, so it is urged that it should comply with
the requirements, encourage faculty to upgrade their academic qualifications, as well as improve and enhance
the delivery of all services and support to the needs of the students.
KEYWORDS: Accrediting agency, conversion, curriculum, viability
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Appraising the state of maintenance and management of available secondary school facilities on students’ academic performance in cross river state, nigeria
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Appraising the State of Maintenance and Management of
Available Secondary School Facilities on Students’ Academic
Performance in Cross River State, Nigeria
1.
2.
Odigwe, Franca N1*. & Eluwa, Idowu O2.
Department of Educational Administration and Planning, University of Calabar, Cross River State,
Nigeria
Department of Science Education, Michael Okapara University of Agriculture, Umudike, Umuahia ,
Abia State, Nigeria
* E-mail of the corresponding author: francaodigwe@yahoo.com
Abstract
The study appraised the maintenance and management of available secondary school facilities in Cross River
State. The Government of Cross River State has increased the funding of affordable and qualitative education by
about 12.96% in 2012 to 16.83% in its annual budget for 2013 in order to guarantee adequate provision,
maintenance, and management of school facilities in her secondary schools, and other institutions of learning so
as to foster quality learning, and enhanced student’s academic performance. This study sampled 235
stakeholders in Calabar South and North in the state secondary school education, and found that 87.10% of the
respondent agreed that there exist a correlation between provision, maintenance and management of school
facilities, and students’ academic performance. Thus, the study recommended among other things; a sustained
increase in annual budgets to ensure adequate and continuous maintenance as well as management of school
facilities.
Keywords: Appraising, Maintenance and management, School facilities, Students’ performance
1. Introduction
The global challenge to the future of most developing and underdeveloped nations of the world is the provision
of qualitative and sustained education to her citizenry. Sustained qualitative education is fundamental to the
much needed technological development; a major ingredient to the advancements of the third world nations.
Steady decline in the educational performance of students in secondary schools in African nations is evident
from cross sectional studies, and this steady decline has being traced to the growing concern about adequate
provision, maintenance, and management of school facilities (Godfrey & Chuks, 2010).
A number of school systems, particularly those in urban and high-poverty areas, are plagued by decaying
buildings which threaten the health, safety, and learning opportunities of students. Good learning facilities are an
important precondition for students learning; provided other conditions are met which support a strong academic
program in the school.
A growing body of research has linked student achievement and behavior to the physical building conditions and
resultant overcrowding. More so, with the enormous public concern that is placed on high academic achievement,
the condition of school facilities is considered a significant factor that does influence learning. As such, regular
funding initiative should be developed in order to provide incentive for regular and sustained maintenance of the
local school systems.
The Federal Government places great importance on the funding and maintenance of schools; particularly the
primary and secondary level of education as well as the tertiary institutions of learning. The Cross River State
Government has made very significant contributions toward public secondary schools construction, equipment,
maintenance, and management in recent years through the Ministry of Education. In order words, the Cross
River State Government is heavily involved in the funding of her secondary school education as such; she has
put modalities in place through the Ministry of Education with other stakeholders in education to ensure that her
investment into the sector is well cared for and result yielding (Cross River State Ministry of Finance, 2012,
2013). Such strategic directions for development of education include provision and maintenance of quality
facilities.
In the words of the state governor during the presentation of the 2013 annual budget:
“Our transformation agenda continues to focus on education as a veritable tool for sustainable socioeconomic transformation of our society. It is in recognition of this vital role that we are determined to
increase access to qualitative education for our people, thus laying a solid foundation for a dynamic
service-driven economy of the future. … I am pleased to inform you that our initiatives in the education
sector have started yielding dividends as evidenced in the performance of our students in the 2011/2012
May/June WAEC, SSCE Examinations where 56.03% of those who took the examinations had 5 credits
101
2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
including English and Mathematics, while over 80% had 5 credits and above”.
In the views of Grasmick, Scott, Rutherford, Meloney, Puddester and Lever, (2005), for schools as well as for
all types of facilities; corrective maintenance is necessary in order to address observed deficiencies and
preventive maintenance so as to protect against new deficiencies in order to greatly extend the useful life of the
structure. By maintaining building structures, the costs of future repairs and major renovation are significantly
reduced. Regular maintenance ensures that buildings will remain operational even under adverse weather
condition. Most important, a well maintained school facility protects the health and safety of building occupants,
as well as the equipments therein.
There is a positive relationship between the quality of a school facility and the quality of the educational activity
that takes place within as evident from the study of Craig, (2009). The Cross River State government provides
assistance for school construction in the state capital budget but the regular supervision as well maintenance of
such school facilities is the sole responsibility of the state ministry of education and the secondary education
board. In Cross River State, the schools systems have long-established programs that allow them to identify,
prioritize, and execute projects that address corrective maintenance and preventive maintenance tasks. Although
schools in the state at some times have suffered at various levels some form of neglect, they are recovering from
the history of inadequate maintenance.
The democratic governments of the day are regularly and continually engaged in vigorous accelerated program
to develop maintenance management programs that correspond to the number of age of its facilities. (Cross
River State Ministry of Education). Therefore, the present study is an appraisal of the effect of maintenance and
management of available facilities on secondary school students’ academic performance in Cross River State.
2. A brief history of the rationale for secondary school education in Nigeria
In the works of Joshua (2004), the National policy on Education section 4 describes secondary education as
follows:
1) Secondary education is the education children receive after primary education and before the tertiary stage.
2) The broad goals of secondary education shall be to prepare the individual for:
a) Useful living within the society; and
b) Higher education
In specific term, secondary education shall:
a) Provide all primary school leavers with the opportunity for education of a higher level, irrespective of sex,
social status, religious or ethnic background;
b) Offer diversified curriculum to cater for the differences in talents, opportunities and future roles;
c) Provide trained manpower in the applied science, technology and commerce at sub-professional grades;
d) Develop and promote Nigerian languages, art and culture in the context of world cultural heritage
e) Inspire its students with a desire for self improvement and achievement of excellence;
f) Foster national unity with an emphasis on the common ties that unite us in our diversity;
g) Raise a generation of people who can think for themselves, respect the views and feelings of others, respect
the dignity of labour, appreciate those values specified under our broad national goals and live as good
citizens;
h) Provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and
economic development.
To achieve the stated goals, secondary education shall be of six years duration, given in two stages, - a junior
secondary school stage and a senior secondary school stage; each shall be of three years duration (Federal
republic of Nigeria, 1998)
3) Apart from noting the two broad aims of secondary education in Nigeria, namely preparing the individuals
for useful living within the society, and preparing the individuals for higher education, it should be noted
also that secondary education is part of the design to achieve the national educational aims and objective
(which themselves were developed from the national objectives). These national educational aims and
objectives are:
1.
The inculcation of national consciousness and unity;
2.
The inculcation of the right type of values and attitudes for the survival of the individual and the
Nigerian society;
3.
The training of the mind in the understanding of the world around; and
4.
The acquisition of appropriate skills and the development of mental, physical, and social abilities as
well as competencies that will equip the individual to live in and contribute to the development of his
society (Federal Republic of Nigeria, 1998).
The researchers’ concern is to appraise the extent to which maintenance and management of facilities in
secondary schools in Cross River State has equipped students with these lofty aims and objectives specific to
102
3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
secondary education and enhanced their academic performance.
3. Literature review
According to Lowe (1998), a number of studies have shown that many school systems, particularly those in
urban and high-poverty areas, are plagued by decaying buildings that threaten the health, safety, and learning
opportunities of students. Good facilities appear to be an important precondition for student learning, provided
that other conditions are present that support a strong academic program in the school. A growing body of
research has linked student achievement and behavior to the physical building conditions and overcrowding.
Cross River State has one of the oldest secondary educational institutions in the country – the famous Hope
Waddel Training Institution. This institution was established in 1895 has produced such eminent Nigerians as Dr.
Nnamdi Azikiwe, the first governor of the former Eastern Region. It is noteworthy to mention that current
demands in the educational sector globally are on institutions like the Hope Waddel Training Institute that has
produced high performing students. As such, great importance is laid on the provision, maintenance, and
management of available school facilities to enhance learning (Gogfrey & Chuks, 2010).
At the same time, resources for school planning, design, construction, operation and maintenance are constrained.
The challenge is to build high quality schools that would function efficiently and stand the test of times. In a
work presentation by Craig (2009), it was asserted that focus on the quality of pupil’s entire academic experience
has led to a greater emphasis on their school life activities and facilities. In response, many learning institutions
are renovating, expanding, or creating new buildings that support their goals and objectives.
Lowe (1998) interviewed State Teachers of the Year to determine which aspects of the physical environment
affected their teaching the most, and these teachers pointed to the availability and quality of classroom
equipment and furnishings, as well as ambient features such as climate control and acoustics as the most
important environmental factors. In particular, the teachers emphasized that the ability to control classroom
temperature is crucial to the effective performance of both students and teachers.
Nationals and local officials are recognizing that school facilities – the physical buildings – are important to their
programmatic success. Many institutions are seeking for new design guidelines and requirements for “high
performance” schools whose features promote pupil/teachers health and productivity, cost- effectiveness, and
sustainability. School administrator, parents, teachers, and students are focused on meeting new testing standards,
which calls for an enhanced learning environment with appropriate technology and comfort control systems. In
the articles by Vaughan (2008) and Vandiver (2011), it was emphasized that more than other building types,
school facilities whose primary functions is teaching and learning, have a profound impact on their occupants.
They believe that the design and layout of school facilities should poses features that will aid learning and
teaching. They stress that the design and layout of the learning environment should be taken into consideration in
various stages of development.
In a research submission by Odofowokam (2011) and Olaleye (2012), it was noted that over the last two
decades, the management of primary education had been experiencing some problems as a result of policy gaps
in Nigeria. Schools were not well- maintained and facilities were not adequately provided arising from the fact
that management of primary education were used as political football between State Government, Local
Government and Federal Government. In a similar research study by Ijaiya (2001), it was opined based on the
unstable situation that the worth of any management is established on its ability to produce quality artifacts and
satisfy clients and other stakeholders. The tasks of such entity, therefore, include identifying and solving any
problem that militates against quality delivery. It is believed that such a problem solving approach should be
directed at taking preventive measures against wastage.
In another paper presentation by Burnham (1994), it was posited that prevention is the basis of preventing waste
as contested by the advocates of “Quality Assurance management” or “Total Quality Management. A number of
other studies have also shown that many school systems. Particularly those in urban and high-poverty areas are
plagued by decaying buildings which threaten the health, safety, and learning opportunities of students. Good
facilities appear to be an important precondition for pupils learning, provided other conditions are met which
support a strong academic program in the school. Thus, growing body of research works has linked student
achievement and behaviour to the physical building conditions and resultant overcrowding.
A study of the District of Columbia school system found, after controlling for other variables such as a student's
socioeconomic status, that students' standardized achievement scores were lower in schools with poor building
conditions. Students in school buildings in poor condition had achievement that was 6% below schools in fair
condition and 11% below schools in excellent condition (Edwards, 1992).
4. Purpose of the study
The main aim of this study was to assess the prevailing situation on ground in terms of provision, maintenance
and management of available secondary schools facilities in Cross River State, and determine how it is perceived
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4. Journal of Education and Practice
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to influence students’ academic performance. In order words, this study sought to find out the extent to which
the government through the Ministry of Education and the Secondary Education Board provides, maintain and
manage existing facilities as perceived by pupils, parents, teachers, and education staff.
5. Method
This study used the survey research design, and the area of the study was Cross River State. Cross River State is
one of the thirty six (36) states of the Federal Republic of Nigeria, situated in the oil-rich South-South Geopolitical Zone. It is bounded on the North by Benue State, on the South by Akwa Ibom State, on the East by
Cameroun Republic and on the West by Anambra and Imo State. It has eighteen local government areas and lies
between latitude 5o 32' and 4o 27' North of the Equator and longitude 7o 50' and 9o 28' East of the Greenwich
meridian. The state has Calabar as her capital city, and is a leading tourist haven in Nigeria, with attractions like
the Tinapa, Calabar Export Processing Zone (EPZ), the International Obudu Cattle Ranch, the Old Residency
museum, and Agbokim and Kwa waterfalls.
The sample for this study consisted of 235 educational stakeholders in Calabar South and Calabar North in Cross
River State secondary school education. The state has a total number of 89 pubic secondary schools out of which
45 were randomly selected and used for the study. The simple random sampling technique was used in order to
ensure equal chance of representation. There was no particular consideration to any personal characteristics of
the population of study. The instrument for data collection was a 30-items questionnaire designed by the
researchers tagged “Instrument for appraising the state of Maintenance and Management of available Secondary
School Facilities (IAMMSSF). The instrument after the trial test analysis yielded a Cronbach’s alpha reliability
coefficient of 0.83, and respondents were asked to indicate their level of agreement or disagreement with
rankings from 4 (strongly agree) to 1 (Strongly disagree).
6. Results
The results of data analysis using simple percentage are as shown below:
Table 1: Data retrieval statistics
Respondents
Number distributed
Pupils
89
Parents
99
Teachers
42
Education staff
5
Total
235
Number retrieved
89 (100%)
99 (100%)
42 (100%)
5 (100%)
235 (100%)
Table 2: Respondent percentage opinion on relationship between maintenance and management of school
facilities on students’ academic performance
Respondents
n
True
Untrue
Pupils
100
74
(31.5%)
15
(6.4%)
Parents
100
85
(36.2%)
14
(6.0%)
Teachers
30
41
(17.4%)
1
(0.43%)
Others
5
5
(2.0%)
Total
235
205
87.1%
30
12.83%
6.1 From the results of data analysis using simple percentages, the study revealed that stakeholders in the
secondary school system are 87.1% in agreement with the fact that maintenance and management of facilities in
the schools have a positive impact on academic performance.
7. Conclusion/ recommendations
This study revealed the role of adequate maintenance and management of available school facilities on students’
academic performance. Results of data analysis established a correlation between adequate maintenance, and
management of available school facilities on improved students` academic performance. The outcome of this
current study of which agreed with the works of Odufowokan (2011), Vandiver, (2011), and Olaleye, (2012)
should not be ignored.
The importance of adequate maintenance and management of available school facilities in the development of
manpower for a nation’s economy cannot be over-emphasized in any nations’ educational system. The Cross
River State Government in particular, and the government of Nigeria in general has demonstrated commitment
to enhanced funding by investing financially and materially in education generally, and particularly in the
promotion and popularization of the universal basic education in all state of the federation. Budgetary allocation
to education is enhanced annually as seen from literature and the positive impact of such gesture is evidenced
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5. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
from the improved performance of students in external examination like the WAEC and other examination
bodies.
Based on these findings, it was recommended that efforts should be made by educational stakeholders in Cross
River State and Nigeria at large to develop sustained maintenance and management culture in secondary school
learning facilities. Secondly, schools that efficiently maintain and manage provided learning facilities should be
encouraged through awards and prizes. More so, officials of the inspectorate divisions of State and Federal
Ministries of Education should be more regular and pragmatic in carrying out their duties and giving appropriate
feedbacks. Finally, high level of maintenance culture should be inculcated into secondary school students at this
stage of their development by school principals, parents and teachers
References
Craig, K. S. (2009), Relationship between educational facilities and academic achievement. [Online] Available:
http://www.nvel.gov/docs/fry080sti/31545.pdf (May 20, 2012)
Cross River State Government (2012), Budget consultative forum with stakeholder. [Online]
http://www.crossriverstate.gov.ng/index.php May 20, (2012)
Cross River State Government (2013), Budget Consultative forum with stakeholder. [Online] Available:
http://www.crossriverstate.gov.ng/index.php (August 6, 2013)
Edwards, M. M. (1992), Building conditions, parental involvement and student achievement in the D.C. public
school system. Master Thesis, Georgetown University, Washington, D.C. (ED 264 285).
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Thesis, Delta State University.
Federal Republic of Nigeria (1998). National Policy on Education (3rd ed.). Lagos Federal government Press.
Godfrey, O. & Chuks, P. (2010). Effects of design, layout and management of primary school facilities on
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Grasmick, N. S. Scott, A. E. Rutherford, B. K. Mclony, T. Ruddestar, F. & Lester D. (2005), Maintenance of
public school facilities in Maryland University. Maryland Printing Press.
Ijaiya, Y. (2001), From quality control to quality assurance: A panacea for quality education in Nigerian schools.
In N.A Nwagwu, E.T.Ehiametalor & M.Nwadiani(Eds.).Current Issues in educational management in Nigeria.
Benin City: Nigerian Association for Educational Administration and planning.
Joshua, M. T. (2004), Secondary School: An assessment evaluation. A paper presented at African Centre for
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Lowe, J. M. (1998), Impact of inadequate school facilities on student learning. [Online] Available:
http://www2.ed.gov/offices/OESE/archives/inits/construction/impact2.html (May 20, 2012)
Odufowokan, B. A. (2011), School plant planning as correlate of students’ academic performance in Southwest
Nigeria secondary schools. International Journal of Business Administration, 2, (2), 41-45. [Online] Available:
www.sciedu.ca/ijba. (24 May 2012)
Olaleye, F.O. (2012), Creating a friendly school learning environment for Nigeria children, European Scientific
Journal, 8(8), 124-133.
Vandiver, B. (2011), The impact of school facilities on the learning environment. [Online] Available:
www.acefacilities.org/RetrieveDocument.ashx?DocId=ebd0a08c-5299. (August 26, 2012)
Vaughan, (2008), Effect of design, layout and management of primary school facilities on performance of pupils.
[Online] Available: www.academia.edu
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