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A SURVEY OF SCHOOL PLANT MAINTENANCE PRACTICE IN LAGOS STATE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

This study focuses on availability and maintenance of school plant which includes the school buildings, grounds, service facilities and other structures that make up a school in order to make sure that teaching and learning take place effectively with little or no interruption. The major aim of this study is to identify the required school plant facilities, ascertain whether they are provided and whether the knowledge, skills, and competences that are necessary for maintaining a school plant are provided. The quality of education delivered by teachers and the academic achievement of pupils of any school is dependent on several factors of which school plant facilities is paramount. School plant facilities are materials resources that enhance teaching and learning thereby making the process meaningful and purposeful. School facilities can be referred to as school plant. School facilities can be defined as the entire school plant which school administrators, teachers and students harness, allocate and utilize for the smooth and efficient management of any Education institution, for the main objective of bringing about effective and purposeful teaching and learning experience.

According to Adeboyeje (2000) and Emetarom (2004), school facilities are the physical and spatial enablers of teaching and learning which will increase the production of results. School facilities serve as pillars of support for effective teaching and learning. Oyesola (2000) posits that school facilities include permanent and semi-permanent structures such as machinery, laboratory equipment, the blackboard, teacher’s tools and other equipment as well as consumables. Good quality and standard of school depend largely on the provision, adequacy, unitization and management of education facilities. Akinsolu (2004) asserted that Education curriculum cannot be sound and well operated with poor and badly maintained school facilities. From all indication, school facilities are physical resources that facilitate effective teaching and learning. They include blocks of classrooms, laboratories, workshops, libraries, equipment, consumables, electricity, water, visual and audio-visual aids, tables, desks, chairs, play ground, storage space and toilets.

In Nigeria, public school enrolment has continued to increase without a corresponding increase in facilities for effective teaching and learning. As a result of underfunding of education in Nigeria, the government has been encouraging proper maintenance of available school facilities. School plant management entails ensuring that the facilities are kept near their original state as possible. This involves keeping the school sports and football field clean, periodic renovation of the buildings, servicing the school bus and generator sets, repairs etc. for the purpose of restoring the facilities to optimum working condition. Olagboje (1998) sees school plant maintenance as any work carried out on any component of the plant with a view to keeping it at good working condition. According to Hinum (1999) the quality and durability of a building largely depend on the type and level of servicing, repairs and the rate at which the needs and requirement change. School facilities management involves keeping records of the facilities, supervising the facilities, planning for the facilities, motivating students and teachers to participate in facilities maintenance and evaluating the available facilities.

Adeboyeje (2000) reported that schools with well coordinated plant planning and maintenance practices recorded better students performance. Burkett and Bowers (1987) reported that students in newer and adequate school facilities schools outperformed students in older and inadequate school facilities. Conducive school physical environment could enhance students’ school attendance, involvement in academic activities and academic performance positively.

In addition, Adesina (1999) stressed that the quality and quantity of education facilities available within an education system positively correlates with the quality and standard of the education system. Durosaro (1998) examined school plant planning in relation to administrative effectiveness of secondary schools in Oyo state of Nigeria. He found that schools that planned and maintained their facilities had higher students’ retention and is more effective than the others. Many scholars, researchers, administrators and education planners have confirmed that school facilities in Nigerian schools are inadequate and few available ones are being over utilized due to the astronomical increase in school enrolment. Ikoya and Onoyase (2008) reported that only 26% of secondary schools across the country have school infrastructures in adequate quality and quantity. Ajayi (1999) reported that most of the Nigerian schools are dilapidated due to inadequate funding while most tertiary institutions are living in their past glories. Such situation hinders effective teaching and learning, making the process rigorous and uninteresting to students and teachers. Similarly, Owuamanam (2005) noted that the inadequacy of infrastructural facilities and lack of maintenance for available facilities were major problems facing Nigerian education system. The school facilities are grossly inadequate to match the student’s population and the available facilities were poorly maintained. The availability and maintenance of school facilities will enhance teaching and learning and improve academic performance of students.

Researchers like Wilcockson (1994), Lawal (1996), Ajayi (1999) and Owoeye (2000) have long identified the importance of school facilities in teaching and learning while the inadequacy, deterioration and lack of maintenance of these facilities will spell doom for the teachers and students in the teaching and learning activities. Negligence in the maintenance of school facilities has much negative consequences. When school facilities are not well managed and maintained, they constitute health hazards to pupils and teachers who use the facilities. For instance Ogonor (2001) reported the killing of pupils and teachers of a primary school in Nigeria when the school walls and roofs collapsed. Even large amount of money invested on school facilities are wasted when school buildings and equipment are left to deteriorate without maintenance.

It has been observed that school facilities in Lagos State are not been maintained by school administrators and hence their depreciation. The administrators appears to spend much time on instructional planning, curriculum development, personnel development and community relations claiming that the management and maintenance of school facilities is the sole reserves of the government. It is also believed the condition of the school plants in

Lagos State is discouraging and contributes to students’ lack of interest in education. This to a large extent must affect their performance. It is against this background that this study will examines school facilities in public secondary schools in Ikeja, Lagos, Nigeria with focus on the state of the facilities, the adequacy of the maintenance provided, factors encouraging school facilities depreciation and the roles of school administrators in the management and maintenance of school facilities.

1.2 Statement of the Problem

Education system in Nigeria has contributed in no small measure to support the nation’s economy through the provision of qualitative man power and acquisition of knowledge, skills and values. In achieving this, in the 21^st century, it has been nightmares due to the poor state of school plant facility which are poorly manage, out of use, aged and not conducive for teaching and learning process.

It has been observed that most schools especially public schools are poorly managed. These schools have become sorry sites. Specifically you notice dilapidated buildings with leaking roofs, broken chairs and desks, rough floors and windows without louvers and bushy compound. In some of the schools, the buildings are dirty, no lightning while some have blown off roofs. The roads leading to the sports field in some schools are weedy. It appears adequate management and maintenance is not provided on the available

school facilities.

School facilities are supposed to be kept in good condition near their original state as much as possible by school administrators. But from causal observation and complaints, it appears that school administrators are neglecting on the role of school facilities management and maintenance. Could this observation be the same for all public secondary schools in Ikeja?

There are specific problems identified that could affect teaching and learning in secondary school. First is lack of basic social amenities in most schools such as electricity, water supply, laboratory, class room etc. Effective and efficient operation of any school is in doubt with absence of school plant management. This adversely creates a discomfort to the teachers, students and adequate operators of the school’s administrative system. Fabunmi (1997) in support of this asserted that school plant facilities when provided will aid teaching and learning programme and consequently improve academic achievement of the students. Indeed, the supply of electricity and pipe borne water in any school building will help for the maximum use of such school plant and vice versa.

Unequal allocation of school plant facility to schools coupled with inadequate funding of school plant is the second factor which has compounded the myriads of problems linked to this study. Facilities form one of the potent factor that contribute to academic achievement in the school system (Hallak, 1990). If therefore, such facilities as school building, classroom, library, laboratory, furniture, recreational equipment and other instructional materials are not evenly distributed to school due to political reasons, lack of funds or for any other reasons. Then, academic performance of students in such schools should not be queried because of the obvious reasons created. In his contributions, Ojoawo (1990) observed that certain schools are favoured in the allocations of facilities at the expense of others.

Also the issue of funding to the sector has continued to receive public criticism in view of its contribution to other sectors of the economy. It is not too surprising with the United Nations recommendations of countries national; budget of 26% to the entire education sector. This perhaps is to keep the system running ways from its perennial instability (problems caused by poor infrastructure, industrial action and so on).

Lastly, perceived failure of the authorities to provide adequate facilities and teaching aids in schools could worsen the situation already created. In addition, poor school plant management affects teaching and learning process. Ikeja has been identified as one of the likely areas affected by some of the problems mentioned above. This phenomenon is dangerous to the society and if not controlled, may lead to high rate out half baked students and drop outs in the nearest future. This informs the significance of this study to justify the observations and suggest way forward.

1.3 Objectives of the Study

The study is set to achieve the following objectives:

Assess the availability of teaching facilities in secondary schools in Zaria

Education Zone.

Assess the maintenance of teaching facilities in secondary schools in Zaria

Education Zone.

Determine the availability of learning facilities in secondary schools in Zaria

Education Zone.

Determine the maintenance of learning facilities in secondary schools in Zaria

Education Zone.

Examine the availability of games and recreational facilities in secondary schools in Ikeja.
Examine the maintenance of games and recreational facilities in secondary schools in Ikeja.
Find out the availability of welfare facilities in secondary schools in Zaria

Education Zone.

Find out the maintenance of welfare facilities in secondary schools in Zaria

Education Zone.

1.4 Research Questions

The following questions serve to guide the conduct of this study:

What are the available teaching facilities in secondary schools in Zaria Education

Zone, Lagos State?

Are the teaching facilities in secondary schools in Ikeja, Lagos

State maintained?

What are the available learning facilities in secondary schools in Zaria Education

Zone, Lagos State?

Are the learning facilities in secondary schools in Ikeja, Lagos

State maintained?

What are the available Games and Recreational facilities in secondary schools in

Ikeja, Lagos State?

Are the Games and Recreational facilities in secondary schools in Zaria Education

Zone, Lagos State maintained?

What are the available welfare facilities in secondary schools in Zaria Education

Zone, Lagos State?

Are the welfare facilities in secondary schools in Ikeja, Lagos

State maintained?

1.5 Research Hypotheses

The following are the research hypothesis:

There is no significant difference in effect from the availability of teaching facilities in secondary schools in Ikeja Lagos
There is no significant difference in effect from the maintenance of teaching facilities in secondary schools in Ikeja Lagos
There is no significant difference in impact from the availability of learning facilities in secondary schools in Ikeja Lagos
There is no significant difference in impact from the maintenance of learning facilities in secondary schools in Ikeja Lagos
There is no significant improvement on the availability of welfare facilities in secondary schools in Ikeja Lagos State
There is no significant improvement from the maintenance of welfare facilities in secondary schools in Ikeja Lagos
There is no significant improvement from the availability of recreational and games facilities in secondary schools in Ikeja Lagos
There is no significant improvement on the maintenance of recreational and games facilities in secondary schools in Ikeja Lagos

1.6 Basic Assumptions

For the purpose of this study, the following assumptions were made

The availability and maintenance of teaching facilities in secondary schools has direct and significant effect on teaching and learning process in Ikeja.
The availability and maintenance of learning facilities in secondary schools has direct and significant impact on teaching and learning process in Ikeja.
The availability and maintenance of welfare facilities in secondary schools has direct and significant improvement on teaching and learning process in Ikeja.
The availability and maintenance of recreational and games facilities in secondary schools has direct and significant effect on teaching and learning process in Ikeja.

1.7 Significance of the Study

It is believed that the availability and maintenance of school plants translates to growth and development of the process of teaching and learning. The life wire of any Education system is the quality of the school plants. This implies availability of school facilities which occupy a crucial place in the realization of Education goals. All the foregoing implies that provision and maintenance of school plant is necessary for effective and efficient achievement of a common goal. It is hoped that the result of this study will help to raise the standard of education in schools having made useful suggestions on what is required and how to improve the maintenance of the school plant. This study will hopefully reveal to the government and school administrators the problems facing school plants and how they can be solved using Ikeja secondary schools, Lagos State as a case study. To the students, this study is significant because programmes of instruction these days have their specific demand for facilities. The Nigerian education system places much emphasis on academic and technical programmes requiring specialized facilities. As a result, the processing of education inputs (students) would demand for facilities that are at the utmost production. The realization of this lies in a well maintained school plant. The students hopefully will benefit from a conducive and wellequipped environment which is a prerequisite for high academic performance. This study will also serve as a resource material for students to find out the extent and implications of utilization of the suggested strategies and for comparative studies on same topic in another state. The findings of this study will furnish secondary school administrators with more strategies, which will help them achieve desired goals and objectives. Suffice it to say that if the result of this work is implemented, it will assist in education management in secondary schools in Ikeja. This study will hopefully inform the school authorities and teachers of secondary schools on the need for regular and effective supervision of the school plant. This is necessary since the school is like a manufacturing organization where plants and equipment must be in top operational shape to produce results. Effectiveness on the use of materials is dictated largely by the operationality of the facilities. It is hoped that this work will expose the condition of the plant to the stakeholders whom it is believed will improve the quality and provision of school plant. If the recommendations of this study are implemented, the government expenditure on material resources in the school will be reduced. This is so since good maintenance of school plant will help to protect their financial investments in the school. It is hoped that this study would provide information, awareness and strategies for educators, most especially managers of school plants, planners, parents, communities, and policy makers with respect to school plants, being that over the years not much has been assessed on maintenance of school plants. More so, this study will create awareness on both teachers and school administrators on the need for good management and maintenance of school plant facilities and judicious usage of the limited available facilities to attain education goals.

1.8 Scope of the Study

This study focuses on the availability and maintenance of school plants in secondary schools in Ikeja. A total of 20 schools were used to carry out this investigation. The study was restricted to availability and adequacy of material resources in the selected schools. The work also covered the following aspects of school plant facilities: