An Assessment of Public Primary School Falicities in Ogbomoso Oyo State Nigeria

AN ASSESSMENT OF PUBLIC PRIMARY SCHOOLS INFRASTRUCTURAL FACILITIES IN OGBOMOSO

REGION

By

AKINLABI PHILIPS ADEOLU 041155

BEING A DISSERTATION SUBMITTED TO THE DEPARTMENT OF URBAN AND REGIONAL PLANNING

FACULTY OF ENVIRONMENTAL SCIENCES LADOKE AKINTOLA UNIVERSITY OF TECHNOLOGY OGBOMOSO

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF TECHNOLOGY (B.TECH) IN URBAN AND REGIONAL

PLANNING

DECEMBER, 2009

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CERTIFICATION

This is to certify that AKINLABI PHILIPS A, Matriculation number 041155 of

the Department of Urban and Regional Planning, Ladoke Akintola University of

Technology Ogbomoso has satisfactorily carried out his project under the supervision of;

. .. DR. M.O JELILI (PhD, MNITP, RTP) Date The Department of Urban and Regional Planning Faculty of Environmental Sciences Ladoke Akintola University of Technology Ogbomoso

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DEDICATION

This work is dedicated to Almighty GOD for his provision and protection over my life.

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ACKNOWLEDGEM ENT

My utmost gratitude goes to the Almighty, Invisible and the only wise GOD, for

His goodness, kindness and unmerited favour in the course of my study.

Special appreciation goes to my indefatigable supervisor, Dr M.O Jelili for his

constructive ideas and comments for the success of this project; indeed you are a great

Man. I appreciate the support of my parents: Mr and Mrs P.A Akinlabi for their support,

morally, financially and spiritually over my life. May GOD spare your lives to see this

mustard seed grow and flourish. This script of gratitude will never be completed without

mentioning my dynamic siblings, Rose, Christiana, Richard, George, Cecilia and

Ayomide, thank you so much in various ways. Mr Debo Atanda, Hon. Wale Ayedun, Mr

Gbola and Peter Akinlabi, thank you. Future House family and all my friends, Lolade,

Justina, Wale, Brightest, Deji, Bishop, Kunle, Hakeem, Tunrayo, Soji and Adebola you

are so wonderful.

Lastly, to the people that contributed in various ways to the success of my programme,

my fathers in the Lord, Evang. Doyin Olayiwola and Pastor Tunde Ayanlere, and Mrs. V.

Folaranmi, thank you very much and GOD bless you all.

AKINLABI PHILIPS A 2009

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TABLE OF CONTENT CONTENTS PAGE Cover Page i Title Page ii Certification iii Dedication iv Acknowledgement v Table of Content vi List of Tables viii List of Figures ix List of Plates x Abstract xi

CHAPTER ONE INTRODUCTION

1.1 Introduction 1 1.2 Statement of Problem 4 1.3 Aim and Objectives 5 1.4 Justification for the Research 6 1.5 Scope of the Study 6 1.6 Hypotheses 7 1.7 Research Methodology 7 1.8 Primary Source and Instruments of Data collection 8 1.9 Secondary Source of Data Collection 9 1.10 Sampling Method 9 1.11 Sample Size and Frame 9 1.12 Data Analysis 11

CHAPTER TWO

CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW 2.1 Conceptual Framework 12

2.1.1 Concept of Infrastructural Facilities 12 2.1.2 School Infrastructural Facilities 14 2.1.3 Public Participation in Facility Provision 15 2.1.4 Model of Participation 16 2.1.5 Sustainable Facilities Development Concept 19 2.1.6 Maintenance Theory 19 2.1.7 Planning Standard for the Provision of School Facilities 20

2.2 Literature Review 21 2.2.2 Importance of Facilities 21

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2.2.3 Accessibility of Public Facilities 23 2.2.4 Effect of absence of Facilities in the School environment 24 2.2.5 Public Facilities Provision in Nigeria 25 2.2.6 Impact of Infrastructure on Development 26 2.2.7 Empirical Studies on Infrastructural Facilities 27

CHAPTER THREE

THE STUDY AREA

3.1 The Study Area 30 3.2 Historical Background of Ogbomoso 30 3.3 Geographical Location 31 3.4 Physical Setting 31 3.5 Trend of Urbanization in Ogbomoso 33

3.6 Educational Development 33

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS 4.1 Introduction 34 4.2 The classroom buildings 34 4.3 Furnitures 46 4.4 Toilet 48

4.5 Waste Disposal Facilities 53 4.6 Health Facilities 55 4.7 Electricity 59 4.8 Sporting Facilities 61

4.9 Water 63 4.10 Indices of Infrastructural Pathology or Decay Level in the Schools (IIPLS) 70

CHAPTER FIVE

SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION 5.1 Summary of Findings and Planning/Policy Implication 74 5.2 Recommendations 76 5.3 Conclusion 82

REFERENCES

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APPENDIX LIST OF TABLES PAGE

Table 1.1 sample size 10

Table 2.1 planning standard for nursery, primary and junior secondary 20

Table 4.1 Wall type 36

Table 4.2 Roof type 37

Table 4.3 Floors finishing 38

Table 4.4 Materials used for windows and doors. 39

Table 4.5 Availability of ceiling 40

Table 4.6 Building condition 41

Table 4.7 Classrooms built by non-governmental bodies 42

Table 4.8 The private donors 43

Table 4.9 Furniture adequacy in the schools 46

Table 4.10 Availability of toilet in the schools 49

Table 4.11 Conditions of toilets in the schools. 50

Table 4.12 Waste management methods 54

Table 4.13 Availability of health facility 56

Table 4.14 Functionality of the Health Facility 57

Table 4.15 Actors in provision of health facilities for the schools 58

Table 4.16 Availability of electricity in the schools 60

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Table 4.17 Availability of computer offering in the schools 60

Table 4.18 Availability of water and water facility for the schools 64

Table 4.19 Types of water available to the schools 65

Table 4.20 Functionality of the water facilities 66

Table 4.21 Inter Local Government Variation in Infrastructural Pathology/Decay 70

Table 4.22 Variations in level of Infrastructural Decay or Pathology 72

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LIST OF FIGURES PAGE

Figure 2.1 Model of Participation 16

Figure 3.1 The Map of Nigeria showing Oyo State 33a

Figure 3.2 The Map of Oyo State showing Ogbomoso 33b

Figure 3.3 The Map of Ogbomoso showing all the LGAs 33c

Figure 4.1 The adequacy of the Classrooms in the Schools 35

Figure 4.2 Furniture providers for the schools 47

Figure 4.3 Stakeholders involved in the provision of toilet 52

for the Schools

Figure 4.4 Availability of Any Waste Disposal Facility in the Schools 53

Figure 4.5 Availability of sporting facilities in the schools

Schools 62

Figure 4.6 Actors involved in the provision of water for the 67

Figure 4.7 Needs for improvement on the condition of the schools. 68

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LIST OF PLATES PAGE

Plate 4.1 A Classroom with poor condition 45

Plate 4.2 A dilapidated Classroom Building 45

Plate 4.3 A Toilet with poor condition 51

Plate 4.4 Example of Waste disposed in available ground in some Schools 55

Plate 4.5 An example of deteriorated Sporting Facility in some Schools 63

Plate 4.6 An example of type Water available in some Schools 66

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ABSTRACT

This study assessed the Public Primary School Infrastructures in Ogbomoso. This

is with a view to identifying sustainable strategies for developing and maintaining the

Infrastructural facilities in the Schools.

Data on the availability, condition, functionality and providers of the facilities, as

well as certain attributes of Primary School environment were obtained on the Schools

and a total of 186 questionnaires were administered to the randomly selected Schools in

all the Local Government Areas in Ogbomoso zone.

Both qualitative and quantitative methods were used to analyze the data obtained.

In addition to descriptive statistics, analysis of variance (ANOVA) was used to explain

the differences in the level of Infrastructural pathology or decay in the Schools and Chi-

square test was also conducted on some variables.

The study showed the various types of Facilities available in the Schools,

condition of the facilities and their level of functionality and decay and the actors

involved in the provision of the facilities amongst other attributes of the School

Infrastructures. It also revealed the differences in the level of provision and maintenance

of the facilities between the schools located in Urban Areas and those in Rural Areas of

Ogbomoso, and identified strategies for planning, improving and maintaining the

facilities.

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CHAPTER ONE

1.1 INTRODUCTION

The provision of Infrastructural Facilities is one of the basic necessities of life for

Man in any environment (its sufficiency both in quantity and quality allow maximum

comfort, convenience, safety and healthy living). It promotes productivity in terms of

developing social, economic, and physical structure of any area and also involves

enhancing the welfare of such area.

According to Keeble (1969), Infrastructural facilities are very vital to the

development of any area or settlement because these facilities enhance meaningful

development and these should have a proper management to ensure continuity and

functionality of such facilities.

Infrastructural facilities provision is not limited to city, town and political

boundary only, but facilities are required in all aspects or institutions where human

beings can be found. Example of places where infrastructural facilities can be found are;

educational institutions (primary, secondary and tertiary institutions), places of work,

recreational centers and places of worship amongst others.

From the aforementioned areas or institutions where infrastructural facilities can

be found, educational institution is a vital area that should be equipped or facilitated with

very good infrastructural facilities in order to make it conductive for learning and to

achieve the aim of its establishment. This study is focused on the educational facilities, in

Public Primary Schools in Ogbomoso zone.

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In relation to the Oxford dictionary of current English, education is the process of

teaching or learning. It can also be defined as the activities of instructing; activities that

impart knowledge and skill to human. Education is divided into formal and informal. The

formal education is a type of education received by a child or person from the organized,

recognized and recommended sector (School), whilst informal education is a type of

education received by a child through his or her immediate and remote environment. In

terms of the formal education, a place has been setup for learner to receive education and

it is called school. School is characterized with different or various infrastructural

facilities, services and equipments in order to have convenience for learning.

Prior to building of schools, it was learnt that education was being given to the

people under the trees in Africa, particularly in Nigeria. But at certain time things began

to change, through the development or building of schools in order to develop the modern

education with reference to the development of conducive environments for learning. The

Environment is characterized by the following; building of classroom in order to occupy

the students and to prevent them from environmental hazards; provision of the classroom

furnitures (chair and desk); provision of toilets and so on.

The above mentioned infrastructural facilities as supported by Okedara (1980);

help in creating and maintaining good learning environments through effective classroom

organization and school environment organization in terms of the provision of effective

and adequate infrastructural facilities for the school and ensure that they are appropriate,

accessible, identifiable and relevant to pupils learning needs.

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Moreover, Taiwo (1980) stated that, the development of modern and progressive

educational system is universally accepted today as a major way of accelerating

economic, social and physical growth of a community through the development of human

resources. He then shed more light to it that educational development is seen as a strong

weapon to eradicate illiteracy and ignorance, diseases and poverty as well as producing

enlightened and industrious citizens for national development. Thus, for these to be

achieved, the environment where people (student), will receive education must be

conducive for learning in terms of provision of infrastructural facilities needed for such

environment.

In the course of development of the modern education, Nigeria is one of the

countries embarked on it, with the provision of infrastructural facilities to the primary

schools (public primary school) by the Nigerian governments (three tiers of Government).

But in the recent survey by the World Bank (2004) on primary schools in Nigeria, it was

revealed that the school environment was found to be far from conducive for learning, in

terms of the pupil safety, security and health. Classrooms spaces were inadequate,

meaning that many children are either instructed in the open air or share classrooms with

up to four other classes. As well as being insufficient in numbers, classrooms are

generally in a poor state of repair; schools lack offices, desks and other furniture and

recreational facilities and have few or no toilet facilities. In addition there are extremely

low remuneration, poor working conditions and satisfaction and many more in the side of

the teachers.

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Therefore in Nigeria, the functioning of educational system is fraught with multi-

dimensional problems, ranging from lack or shortage of such facilities like classroom

blocks to the inadequate treatments and dearth of human resources.

With all these aforementioned anomalies in the Area of infrastructural facilities in

the public primary schools in Nigeria, this research embark on an assessment of

infrastructural facilities with particular reference to classrooms, water, electricity, library,

sickbay, recreational equipments, toilet, dining and sitting equipments in public primary

schools in Ogbomoso region of Oyo state.

1.2 STATEMENT OF PROBLEM The near absence of infrastructural facilities in some public primary schools has

presented grave incidence of failure, graduation of half baked students and undeveloped

education in the Nation.

However, the functioning of Educational system is faced with various problems,

ranging from lack or shortage of facilities like Classroom blocks to inadequate treatments

and dearth of Human resources.

Problems of Educational facilities in Nigeria include:

(a) Inadequate funding, compounded by mismanagement of resources

(b) Inadequate facilities, equipments and materials i.e. Shortage of Classrooms,

Furniture e.t.c

(c) Skewed distribution of facilities such as between Urban and Rural Areas.

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(d) Under - utilization of available facilities in some places and over -utilization in

other instances.

These have been part of the great hindrances to Education Development in Nigeria

and the same may be true of the Public Primary Schools in Ogbomoso. The extent to

which this is true, and dimension it takes is the pre-occupation of this study.

The Questions now are:

Is there adequate provision of Infrastructural Facilities in Public Primary Schools in

Ogbomoso region?, is there any skewed distribution of facilities such as between Urban

and Rural Areas?, Are the facilities up to the standard? Are the Facilities functioning

effectively?, and are they overused or underused.

This Study shall attempt to provide answers to such questions above, amongst

others.

1.3 AIM AND OBJECTIVES

1.3.1 AIM This study is aimed at assessing Public Primary School Facilities in Ogbomoso region.

1.3.2 OBJECTIVES

The Objectives to achieve the above aim are to;

(a) Examine the Existing Facilities and Physical condition of the Schools

(b) Assess the adequacy and standard of the Facilities provided for the Schools.

(c) To identify various actors involved in provision of the Facilities for the Schools.

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(d) Identify factors affecting the supply and maintenance of facilities in Public

Primary Schools in the region.

1.4 JUSTIFICATION FOR THE RESEARCH

The inadequate Infrastructural Facilities in most Public Primary Schools in

Ogbomoso region coupled with ineffective planning and maintenance or management

policies and low level of Public or lack of Private participation in their provision have

caused a lot of hardship and not conducive Academic Environment in the Schools.

Therefore, these have led to the poor performance in Public Primary Schools, and

the Parents are not motivated to send their Children to the Public Primary Schools again

in Ogbomoso region.

Therefore, there is the need for a research to be carried out in order to ascertain

the conditions of Facilities in Public Primary Schools and the circumstances surrounding

same.

1.5 SCOPE OF STUDY

The Study is concerned with an assessment of Public Primary Schools

infrastructural facilities with reference to classrooms provision and conditions, classroom

furniture, water supply facilities, Electricity, Library, recreational facilities, Sick-bay,

Dining Hall and Toilets in Ogbomoso region.

The Study covers the five (5) Local Government Areas that Constitute Ogbomoso

region namely; Ogbomoso North, Ogbomoso South, Oriire, Ogo-Oluwa and Surulere Local

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Government Areas, where the first two Local Government Areas aforementioned are located

in Urban Area, while the rests (three others) are located in Rural Area. The study covers the

selected public primary Schools in each of the Local Government Areas.

1.6 HYPOTHESES (A) Ho Access to Public Primary School Facilities does not vary with Ruralness and

Urbanity in Ogbomoso region.

(B) Ho There is no significant difference in the level of Infrastructural pathology or decay

amongst the schools located in Rural and Urban area of Ogbomoso.

1.7 RESEARCH METHODOLOGY These are the method of Investigation adopted in the study. The study relies on

published and unpublished material, direct observation and measurement as well as use of

questionnaires. These constitute both the Primary and Secondary data that will be analyzed

and interpreted to draw rational inference on the subject in discussion.

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1.8 PRIMARY SOURCE OF DATA COLLECTION AND INSTRUMENTS OF DATA COLLECTION 1.8.1 Reconnaissance Survey

This is a form of primary data collection that was done in this study. It involves the

preliminary visit to the study areas, which are some selected Primary Schools in Ogbomoso

region and getting acquainted with the environments and also knowing the existing

situation of the area, which includes Identifying the presence of the facilities in the areas

and their effectiveness. 1.8.2 Questionnaire Structured questionnaire was used to collect information from the selected public

Primary Schools in Ogbomoso region, the questionnaires were directed to the Teachers.

1.8.3 Oral Interview

Oral interview was also conducted for the pupils in order to acquire correct and valid

information.

1.8.4 Map

Another Instrument of Data collection is the Route map of the Local Government

Areas in Ogbomoso region in order to know the Actual Location of the selected Public

Primary Schools, especially those located in the Rural Areas.

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1.8.5 Others

One - on - one interview with the staff of the Local Ministry of Education.

1.9 SECONDARY SOURCE OF DATA

This Source of data collection include previous research works, textbooks, journals,

Internet, newspapers, maps and other relevant documents. The information is also not

limited to the Ministry of Education, that is, Local inspector of Education Unit, Local

Government Education Board and the Primary Schools document as well.

1.10 SAMPLING METHOD

Stratified and Random methods of Sampling were adopted in this study.

(a) The Stratified Method; the study Area (Ogbomoso) is divided into Five different

strata (Five Local Government Areas), based on political boundary, that is, Local

Government Areas that Constitute Ogbomoso region. There are five Local Government

Areas in Ogbomoso Region, namely; Ogbomoso North, South, Surulere, Ogo Oluwa, and

Oriire Local Government Areas.

(b) The Random method; Schools were chosen randomly out of the total population

of the Schools in each Local Government Area.

1.11 SAMPLE SIZE AND FRAME

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The total number of Public Primary Schools in Ogbomoso region is three hundred

and eleven (311). The total number of the public Primary Schools in Ogbomoso region

serves as the Sample frame for the study, sixty percent (60%) of the total numbers of the

Public Primary Schools from each of the Local Government Area was chosen in order not

to be biased about each Local Government Area and this is illustrated in the table below.

Table 1.1 SAMPLE SIZE

S/N Local Government Areas

Total Number of Schools

60% of the Total Number of Schools

1 Ogbomoso North 24 15

2 Ogbomoso South 17 11

3 Oriire 112 66

4 Ogo-Oluwa 56 34

5 Surulere 102 60

Total 311 186

Source: Oyo State Primary Education Board

From Table 1.1 above, 186 Public Primary Schools were chosen as a sample and they

represented 60% of the total population of the Schools in all the Local Government Areas.

That is,

Sample = Total numbers of the sample ________________________ X 100%

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The Population

= 186/ 311 x 100 = 60%.

One questionnaire was administered in each School, thus the total numbers of 186

questionnaires were administered for the research.

1.12 DATA ANALYSIS

This study employs both the descriptive and inferential statistics to present and

explain the major findings in the study. While tables, and charts are used to present some

of the major findings, chi square is used to test if the Schools in both Rural and Urban

areas of Ogbomoso region have equal access to the facilities, an Index was computed and

used to determine the level of Infrastructural pathology/decay in the Schools by

computing the condition of the Facilities the in relation to year of construction and

subjected to Analysis of Variance (ANOVA) to test whether there is significant

difference in the level of Infrastructural decay or pathology amongst the Schools from

different areas.

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CHAPTER TWO

CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW

2.1 CONCEPTUAL FRAMEWORK

2.1.1 CONCEPT OF FACILITIES

The conception of infrastructural facilities varies in response to varying,

ideological indications and level of civilization or state of growth in nations.

Infrastructural facilities are used interchangeably with public at large in most cases.

Public Facilities Are Educational Facilities, Health Facilities, Post Offices And Postal

Agencies, Shopping Area, Recreational Facilities, Libraries, Museum e.t.c (Obateru,

1993) the provision, location and efficiency of which help to determine the quality of life

and development within an area.

Fox (1994) is of opinion that public facilities are services derived for the set of

public to enhance private sector production and to allow for household consumption,

while Sada (1996) defined facilities in terms of roads, airports, utility supply system,

communication system and the services flowing from these facilities.

Igbozurike (1983), in his definition, used social services synonymously with

infrastructural facilities. He asserted that they are those facilities, which have life

supporting, aesthetic, recreational or frictional values in the provision of which financial

cost-benefit rationalization are not principal objectives. He further made a classification

of infrastructural facilities into three categories Vis:

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(a) Physical and infrastructural facilities; these include electricity, having transportation

facilities, telecommunication and recreational facilities or services.

(b) Composite infrastructures; medical health facilities such as hospitals facilities,

primary, secondary and tertiary institutions include some vocational centers

(c) Advisory and institutional infrastructure; financial institutions like banks,

insurance houses and so on, administration institutions, family planning center.

Obateru (2003), in his own classification categorized infrastructural facilities into two

namely;

(1) Physical infrastructures, which comprise transportation facilities, public

utilities of electricity, supply, water supply, gas supply, storm water

drainage and telephone services.

(2) Social infrastructures consisting community facilities and services.

Examples of community facilities include schools, shopping areas,

religious building, cultural facilities, and recreational areas amongst

others. Examples of community services include police protection, fire

protection, street cleaning and maintenance, street light and garbage and

refuse collection and disposal.

Conclusively, infrastructural facilities include government services such as schools,

library and public safety and public works, building and utility services such as road

construction and maintenance, traffic signalization, building permits and inspections,

water, storm water, sanitary sewer and waste disposal.

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2.1.2 SCHOOL INFRASTRUCTURAL FACILITIES

School is one of the areas where human beings exist and undergo various

activities in term of learning, training and working. These three aforementioned activities

in school can be categorized into two places with respect to the personalities involved in

them. Learning and training can be classified under student or pupils; students undergo

learning and training in school, while working can be classified under the instructors or

teachers because it is their duty to train the student.

Christopher (2003) stated that, for learning, training and working to be effective

and fruitful in the academic environment, the environment must be provided with

relevant, functioning and adequate facilities needed. He then stressed, that the facilities

needed in academic environment are building, classroom furnitures, water facilities,

conveniences and library.

Ken (2004), view the school facilities from the perspective of offices, furniture,

recreational facilities, toilet facilities and materials such as textbooks, chalks, board,

record books, writing materials and so on.

According to Kuku (2003), the basic Infrastructural Facilities in Schools should

consist of School buildings (offices and Classrooms), Library, with Books, Water,

Electricity and Toilet Facilities, Laboratory, Workshop, Furnitures and Recreational

Facilities.

In summary, the Facilities needed in the School Environment are; Standard

Classrooms building, Furnitures, Recreational Facilities, Electricity, Water Facilities,

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Toilets, Health Facilities, Library, Writing materials, Waste disposal, Laboratory and

Workshop, while Primary School Facilities include; Standard and healthy Classroom,

furnitures, Toilets, Water Facilities, Sick - bay, Waste disposal, Electricity and

Recreational Facilities.

2.1.3 PUBLIC PARTICIPATION IN FACILITY PROVISION

The Public participation in any decision making process as in the management,

provision and distribution of Community Facilities is regarded as the centerpiece of

democracy. Its justification is based on democratic theory and utilitarianism.

There is a distinction made between participation in the political process which

involves decision making and participation in the Consumer process of Facilities which

involves implementing or disseminating pre determined courses of action.

Since People are affected by the outcome of planning, the idea of participation

suggests that People need to be involved in decisions involving their lives.

Participation planning involves an Institutional arrangement whereby members of

the Public have power to take part in arriving at decisions and policies that affect them in

implementing and assessing outcomes. Participation for the People should be treated

more than as an opportunity; it is a right and a responsibility even as Community

Facilities are regarded as basic Human right.

Ike (1996) is of opinion that, the relevant body in Education Sector, that is Lecturers

and Teachers, should be involved in planning for the basic Facilities needed in the School.

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Through genuine participation, People learn to identify and interpret their own

interests and needs and do not depend on the interpretation of others which is a power to

control decisions that affect them.

Participation of the Public in the process of planning is assumed to create better

plans and increase the likelihood of implementing a plan while at the same time

generating support for the agency carrying out the planning activity.

2.1.4 MODELS OF PARTICIPATION A typology of eight levels of participation arranged in a ladder pattern was developed

by Sherry Arnstain (1969).

Figure 2.1 CITIZEN CONTROL

DELEGATED POWER

PARTNERSHIP

PLACATION

CONSULTAT ION

INFORMATION

THERAPHY

MANIPULATION

Source: Arnstain (1969). Typology of levels of participation According to this model, these are eight levels in the ladder, level 1 and 2 are non-

participation level (manipulation and therapy), levels 2, 4 and 5 are the degrees of

tokenism (information, consultation and placation). Levels 1 to 5 are non effective in

public participation because they either manipulate the idea of the public or get their

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ideas and not bring it into fruition which makes provision of public facilities non-

adequate and non effective since what the people need are not provided.

Levels 6 to 9 (partnership, delegated power and citizen control) are what are really

needed in public participation in the provision and maintenance of the facilities.

PATNERSHIP This allows for power distribution between the citizens that the public facilities are

been provided for and the power holders that are to provide it. Here, people can negotiate

with power holder in terms of school facilities; the teachers, lecturers and students can

negotiate with the people in charge of the facilities provision.

This stage in the ladder is usually effective when there is an organized power base

in the community. The community can negotiate about the public facility to be provided

for them with the power holders that are to provide them and tell them what they want,

where they want it and how they want it which will bring about its adequacy and

effectiveness. This is also applicable to the educational sector.

DELEGATED POWER

This is a form of transfer of power, whereby power is delegated to participants or

agencies. This suggests that negotiation between citizens and public officials can result in

delegation of certain functions to another group or the community so as to ensure

viability of development strategy of any kind. The new authority or power holder retains

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the responsibilities of achieving dominant decision- making over a particular plan or

programme. Thus, in terms of educational sector, power can be delegated to a private

organization or body to take the responsibility (ies) of achieving dominant decision

making in the area of provision of the schools facilities.

CITIZEN CONTROL

In this level of participation, citizens are allowed to initiate and control decisions

about the provision of public facilities and they are in charge of policy making and

implementation. When the publics participate in decisions that have to do with provision

of public facilities there is a partial solution to problem of large, complex and

unresponsive bureaucracies. It checks governmental autocratic intervention and control

over public or community services, thereby making the community to be fixed with

whatever public facility provided for them, since they are instrumental to the initiative

and implementation.

2.1.5 SUSTAINABLE FACILITIES DEVELOPMENT CONCEPT

This concept was formulated by the World Commission on Environment and

Development in 1987 (WCED); it was coined from the merger of ecological concept with

social sustainability theory. The World Commission on Environment and Development

(WCED) defined sustainable development as a development that meets the need of the

present without encroaching on the ability of future generation to meet their own need. It

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is pertinent to note that infrastructural facilities can be sustained without government

backing after been provided.

The sustainable concept encourages sustenance in any area, viable projects which

will be sustained for a long time, also maintenance culture will be enhanced, it will make

project to be viable and functional, it helps to solve the problem of premature death of

projects life span in any environment.

2.1.6 MAINTENANCE THEORY

The provision of Social and Infrastructural Facilities by Government and even

Private sectors is not a problem in Housing Estates, Commercial centers and Schools, but

the big constraint is how it can be maintained and sustained.

According to the former Ondo State Administrator, Commander Onyearagbulem

(1998), when commissioning the rehabilitated borehole at Ilu Abo in Kure North Local

Government Area of Ondo State; the need for the People of the State to imbibe the Spirit

of maintenance culture rather saddling the Government with such responsibilities is

paramount (Punch, Tuesday April 28, 1998). That rather than expecting the Government

to embark on new project, the People should learn how to maintain the one that have

already been provided.

Maintenance involves the task and process carried out to preserve or improve on

Facilities so as to sustain its utility and value. This can includes servicing, repair, clearing,

painting, renovation and rehabilitation of Projects.

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2.1.7 PLANNING STANDARD FOR THE PROVISION OF SCHOOL FACILITIES

Planning Standard for Nursery, Primary and Junior Secondary

The planning Standard provided for, in the Development Control Manual of the

Abuja Metropolitan Management Council for the Nursery, Primary and Junior Secondary

School is in the Table below, with all the Facilities required for the School.

Table 2.0: Planning Standard for Nursery, Primary and Junior Secondary Serial Number

Space Basic Area (m2)

1 Play Area 25 2 Kitchenette 6 3 Laundry 6 4 Toilet 0.9 x 1.8 5 Office 12 6 Classroom 36 7 Laboratory 36 8 Sick bay 3.1 9 Multi Purpose Hall 150 10 Dining Area 26 11 Library 1.2 / Person Source: Abuja Metropolitan Management Council

The Facilities in the Table above includes water Facilities, Electricity and Furnitures for

the Schools.

2.2 LITERATURE REVIEW

2.2.1 IMPORTANCE OF FACILITIES

xxxii

Facilities, utilities and Services are the great issues, which have made a clear

distinction between developed and third World Countries (developing Countries). This is

a reflection of the role played by the Government both in developed and developing

Countries. The neglect of the expected focus of attention of many Scholars on the issues

of provision and management of Facilities, utilities and service, necessitates a review for

further attention. There are some notable and comprehensive views on the phenomenon,

which are worthy of review.

The importance of Public Infrastructure is etched in economical, social and

political consideration (Ugwu, 1993). Economically, Public Facilities are amongst basic

Industries on which National Productivity depends and which absorb very large Capital

expenditures.

Socially, Public Facilities are of great importance to Transport, Communication,

Health, Safety and Others, in shaping the Life of People.

Politically, they are of collective challenge to privatizing enterprises that replaces Public

services motive for profit making.

What makes the difference in a modern Society from the past is the higher standard

of living enjoyed by all and Sundry. Availability of Infrastructure makes the Society

comfortable and habitable. The degree of comfortability of People in any Society could

be measured by the incidence of basic Facilities, Utilities and Service in a Society (Ugwu,

1993). An area becomes more competitive and attractive with the provision of basic

xxxiii

Facilities, Utilities and Services, otherwise, the area may turn into a Slum and a place of

Urban decay, making it unattractive and generally of low quality for a provision to be

termed Infrastructure, it must satisfy the following conditions;

i. The services provided must facilitate or be in some sense basis to the

carrying-on of the great variety of economic activities.

ii. The services must be provided by public agencies or by private agencies

subjected to some public control

iii. The services must not be imported.

The list of facilities under the term infrastructure is inexhaustible so far they

satisfy the aforementioned conditions. In most countries, the state government either

regulates or monitors the operation of such utility agencies. In respect of this reason,

public utility agencies are;

(a) Required to charge reasonable rates.

(b) Allowed to earn, but are not guaranteed a reasonable profit.

(c) Obliged to provide adequate services to the entire public on demand

(Hirschman, 1985).

With these, we can say facilities, utilities and services such as classroom, furniture,

sickbay, water, toilet, library, dining, waste disposal, recreation and electricity are

essential components in the effective functioning of schools. Whether a given school

functions well or not depends to a large extent on a satisfactory provision of such

xxxiv

facilities depends not only on the numerical value but also on their degree of functionality

and accessibility to the population that are to use it.

2.2.2 ACCESSIBILITY OF PUBLIC FACILITY Many authors have defined accessibility. It is the proximity of two or more

locations, the activity opportunities available in geographical region or the freedom of

individuals to decide whether or not to participate in different activities (Burn, 1977). It

could also be seen as peoples ability to reach those things, which are important to them

(Owen, Shaw, 1977). The issue of access is complex even with these simple definitions;

there is need for a clearer definition. Accessibility could be conceived as possessing two

interrelated components, which are legal and physical (Schaffer and Huang 1975). Legal,

social or institutional accessibility involves the fulfillment of certain requirements in

terms of training, age, ability to pay, support from others and the like, in order to be

permitted to pass the barriers around the supply points of goods and services.

Legal accessibility determines the eligibility rules, which in turn determines who

succeeds in obtaining services, the order in which eligible applicants are served and the

meeting places for the provision of public facilities (Schaffer and Huang 1975)

2.2.3 EFFECTS OF ABSENCE OF FACILITIES IN THE SCHOOL ENVIRONMENT

The absence of the facilities in the school environment has great effects on the

students and teachers. Overall school climate has been found to have a significant impact

xxxv

on the adjustment, academic competence and achievement of children in kindergarten

through primary school (Esposito, 1999). Furthermore, the school climate contributes

almost as much as the childs own history of adjustment to how well parents perceive

their children to be currently doing in school.

Kuku (2003) states that the absence of basic infrastructure facilities in most schools

today have encouraged the negative aspect of fagging; she further challenge government

to provide adequate facilities in schools in order to reduce the incidence of confisticating

other student property.

Sometimes, the cause of brain drain is the absence of suitable climate in which to

pursue intellectual activities in term of the school physical environment (Sekarau, 1990).

He stated further that unavailability of facilities in academic environment make it to be

not conducive for learning and encourage frequent transfers of students from less

facilitated schools to those with better facilities.

Pedro (1990), also stated during the national conference on discipline and

motivation in schools, held in Lagos that the absence of essential items or services like

Classroom, Classroom Furniture, Laboratory, Library, Water, Toilets, Electricity and

Sporting equipments e.t.c leads to frustration and in effective learning.

2.2.4 PUBLIC FACILITIES PROVISION IN NIGERIA Satisfactory provision of basic structures and facilities that support positive

economic performances requires massive financial commitments, ability to work around

xxxvi

the difficulty in benefits-split as well as handle the attendant high externalities. Public

infrastructure touches on a wide spectrum of basic amenities, which enhance capacity of

economic agents to conveniently engage in productive activities with less stress. The

absence of these amenities of their un-optional provision can equally result in complete

seizure of production at economic unit levels.

Provision of infrastructure can be through a variety of ways which encompasses

government ownership with government management, government ownership with

private management, public private ownership and management; community provision

e.t.c in most developing countries such as ours (Nigeria), owing to the established pattern

on provision, government is to provide these infrastructures. The most touted reason is

the size of funds required. The result is that infrastructure provision has been largely

characterized by government ownership and management (Oluba, 2008).

The levels of government in Nigeria (federal, state and local) have always taken to

lead in the provision of infrastructure. The 1979 constitution gave powers to the federal

and state governments in the direct provision of facilities such as housing, industrial,

estates, construction and maintenance of certain category of roads and provision of

certain amenities and infrastructures like electricity, health, education and public

transport. Government has numerous agencies through which their responsibilities are

discharged through with the statutory responsibility of providing infrastructure. It is more

important to find out the quality and quantity of infrastructure provided has been able to

alleviate the living standards in the country.

xxxvii

2.2.5 IMPACT OF INFRASTRUCTURE ON DEVELOPMENT

There is a direct linkage between infrastructure and development. In other words

development is directly proportional to the availability of infrastructures. Then impact of

infrastructures on overall development a community or a nation cannot be over

emphasized. However the precise linkage between infrastructure and development are

still open to debate (World Bank, 1994).

Provision of infrastructure has a direct effect on economic growth adequate

infrastructure reduces the cost of production which affect profitability, levels of output

and employment, particularly in small scale business and that when infrastructure works

productivity and labour increases and when it does not work, economic renewal can be

postponed or even halted. (Mcneil, 1993). Similarly, good infrastructures raise

productivity and lower production cost but it has to expand fast enough to accommodate

growth. (World Bank 1994).

Apart from economic considerations, inadequate infrastructure affects the health

and wellbeing of citizens (McNeill, 1993). Adequate provision of infrastructure will

promote health status of the citizens. The most obvious example is the provision of

improved water supply. Several diseases are caused by the scarcity of drinking and

bathing water especially water borne disease like typhoid fever, choleras, dysentery,

water washed disease like scabies and water related disease such as schistomiasis, guinea

worm and so on. (Fawehinmi, 2003).

xxxviii

Ravallion (1991) noted that infrastructure could provide forms of social protection

that more people beyond safety net through the opportunities they create for economic

growth.

2.2.6 EMPIRICAL STUDIES ON INFRASTRUCTURAL FACILITIES

The importance of infrastructures to a nation cannot be overemphasized as

efficient Infrastructural facilities act as catalysts for development, there is therefore cause

for concern while considering the Infrastructure base in Nigeria.

According to NEEDS (2004), the Governments policy thrust is to develop and maintain

adequate/appropriate infrastructure in all sectors conducive to private sector-driven

economic growth and development ensuing in the process.

Some elements of this thrust include:

Rapid privatization of key infrastructural services to ensure effectiveness in provision.

Enhancing and enforcing relevant laws to improve competition and protect consumer

welfare in the industries providing infrastructural services.

Providing targeted intervention in the provision of infrastructure especially to rural areas

and vulnerable groups.

Encouraging private sector initiation and participation in the provision of infrastructure

using such methods as build-operate-and-transfer (BOT), build-own-operate-and-transfer

(BOOT), rehabilitate operate-and-transfer (ROT) etc in the provision of infrastructural

services.

xxxix

Providing counterpart funding for major infrastructural projects for which either the

resource involvement is too high or the incentive too low for private sector participation.

Despise this policy, according to Oni (2004); he find out that Infrastructures in

Nigeria today is comparatively unfavourably with several African nations both in terms

of quality, maintenance and service coverage. In particular, the rural areas where the bulk

of our population resides are largely deprived of the basic Infrastructures

On the other hand, Daramola (2003), noted that the construction of infrastructure in

many countries has traditionally had a large public sector component. But the last decade

has seen a fundamental shift in the paradigm of infrastructure and service provision

around the world with governments retreating from being owners and operators of

infrastructure and focusing more on their roles as regulators and facilitators of

infrastructure services provided by private firms

Adeboye (2007) in his work (An assessment of Infrastructural Facilities of

Secondary Schools in Ilorin) found that the level of participation even at Government

level; is very low. People also do not want to pay for the services they desire; the services

do not work because of lack of resources to provide, maintain and sustain them; People

do not feel obliged to pay taxes since they feel that they have little or no say in how

resources are expended. The inevitable results of the approach lead to unsustainable

academic environment where people do not feel committed to protect and maintain these

Infrastructures. This is because they are rarely a part of the decision to design, locate and

finance these services. Hence Infrastructures go into ruins shortly after they are provided.

xl

This is because; there is no sense of Ownership and no feeling of belonging and

commitment on the part of the People. George (2004) also finds out that in the aspect of

School infrastructures; there are inadequacy, poor condition and poor maintenance of the

facilities. Schools located in urban areas are well facilitated than the Schools in rural

areas in Africa compare to the Western World. This study, thus examines the issue of

Infrastructures in educational sector in primary schools in order to bridge this gap.

CHAPTER THREE

3.1 THE STUDY AREA

The study Area is the Public Primary Schools in Ogbomoso region, which are

located in all the five Local Government Areas that constitute Ogbomoso, namely;

Ogbomoso North, Ogbomoso South, Ogo Oluwa, Surulere and Oriire Local Government

Area. Ogbomoso is a typical Yoruba settlement and it is the second largest Town in Oyo

State.

xli

3.2 HISTORICAL BACKGROUND OF OGBOMOSO

Ogbomoso the second largest city to Ibadan, which is the largest city in Oyo state

was founded over 300 years ago. One of the pioneer settlers in the present Ogbomoso was

Ale, A Nupe Hunter; He encamped to limit Elephants within a section of the town known

as Oke Elerin, Okunsile, who ran away from Otta came to settle in another section of the

town known as Oke Ijeru. The third settler was Orisatolu an Ibariba Man who encamped at

palm about three kilometers east of the present town and later moved to where he grew

vegetable known as Isapa. The area is today known as Isapa area.

The name Ogbomoso was derived from one of the heroic act of Soun. It was

recorded that he fought on the side of Alaafin of Oyo against the neighboring Ogbomoso

people led by a warrior called Elemoso who defeated the Ogboro People and beheaded the

Elemoso. The act carried the Soun an appellation Eyitiogbori Elemoso which in

translation means, the Man who beheaded Elemoso.

Many other warriors were attached to join the Alongo defense league for mutual

protection. Ogbomoso later grew from the fusion of the separately developing hamlets into

a large settlement with the same as the paramount head.

3.3 GEORGRAPHICAL LOCATION

xlii

Ogbomoso is located on Latitude 8o 08 00 and Longitude of 4o 16 00 North of the

Equator. Ogbomoso, the second largest City in Oyo State after Ibadan, which is the Capital

of Oyo State, lies within the derived savannah region and it is a gateway to Northern part of

Nigeria from the West. Ogbomoso is 57 Kilometers South West of Ilorin (the Capital of

Kwara State) 53 Kilometers North East of Oyo, 58 Kilometers North West of Osogbo

(Capital of Osun State) and 104 Kilometers North East of Ibadan (Capital of Oyo State).

3.4 PHYSICAL SETTING

3.4.1 Climate

Ogbomoso has the Tropical wet and dry climate as it falls in the transition zone

between the rain forest and the savannah. The region experiences a fairly high uniform

temperature, moderate to heavy seasonal rainfall. The mean annual Temperature is about

26.20o C and the mean annual rainfall of 1200mm. The relative humidity is within the

range 75 95%

3.4.2 Vegetation

Ogbomoso lies in the transition zone forest of Ibadan Geographical region and the

Northern savannah region. As a result of this, it is regarded to be of derived savannah

vegetation. The Town is seen to be a low land forest Area with Agricultural activities being

the major activities carried out on it.

3.4.3 Geology and Soil type

xliii

Rocks of the basement complex, which forms part of the African crystalline shield,

underlie Ogbomoso. The basement complex is composed major of folded Gneiss, Schist

and Quartzite of the Precambrian age into which have been emplaced Charnokeotic rocks

show a high level of variation as regards grain size and mineral composition.

3.4.4 Rainfall

The regions around and within Ogbomoso has four seasons like most of the other area

in the southern Nigeria.

The long wet season starts from March to July; it is the season of heavy rainfall and high

humidity. The short dry season is normally in August. This is followed by short wet season

and last September to October. The last season is that of harmattan experienced at the end

of November to mid March. The man annual rainfall is 1-24mm. The variation in rainfall

quantities between different between stations I rather in significant both on an annual and

monthly basis.

3.5 TRENDS OF URBANIZATION IN OGBOMOSO

In 1950, the built up area of Ogbomoso covers the traditional area which was about

576 hectares (Popoola, 1998). The traditional area during this time is mainly the core of the

city. These Ilogbo, Isale Ora, Ayegun, Oke Isoko, Isale Afon, Ita Alasa, Oke-Elerin, Taraa,

Oja Igbo, Arowomole Ijeru and Osupa.

xliv

In 1970, it grows about 1024 hectares (Popoola 1998) covering new areas. The increase in

the area developed between 1950 and 1970 due to some notable establishment in the town.

It has since increase in its expansion up till date.

3.6 EDUCATIONAL DEVELOPMENT

The first Primary School in Ogbomoso is St. Davids Primary School, Agboin

Ogbomoso and it was founded in 1854. Today there is about three hundred and eleven (311)

Public primary Schools established by Government, Religious Organization and various

Communities in Ogbomoso, includes the Schools in both Rural and Urban area of

Ogbomosoland. There are also lots of Private Primary Schools in Ogbomoso.

The other Educational Institutions in Ogbomoso includes Public and Private Secondary

Schools, a private College of Education (Best Legacy college of Education), various

continuous Education Centres, Baptist Nursing School, Baptist Theological Seminary and a

University (Ladoke Akintola University of Technology).

xlviii

CHAPTER FOUR

DATA PRESENTRATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1 INTRODUCTION

The various Data obtained from the Public Primary Schools in Ogbomoso through

the methodology described in chapter one were analyzed and interpreted. The analysis

and interpretation follow the order similar to the objectives set. The survey carried out

revealed that there are 311 Public Primary Schools in Ogbomoso. However, 186 out of

the 311 Schools were critically examined, which amount to 60% of all the School

(population). The Infrastructures examined include, Classroom buildings, Furniture,

Toilets, Waste facilities, Health, Electricity, sporting and water facilities amongst others.

4.2 THE CLASSROOM BUILDINGS

This section examines the each of the Classroom building in the Schools covered

in this study, such attributes taking into consideration includes; adequacy of the

Classrooms, wall type, roof type, floor finishing, materials used for windows and doors,

availability of ceiling, the building condition, availability of private donors in provision

of the Classroom building and the private donors involved.

xlix

Figure 4.1 ADEQUACY OF CLASSROOMS IN THE SCHOOLS

Source: Authors Field Survey, 2009.

Figure 4.1 above shows the adequacy of the Classroom in all the Public Primary

Schools in the Five Local Government Areas, where 74.6% of the Schools have

inadequate Classroom, while the remaining 25.4% of the Schools have adequate

Classrooms. This implies that most of the Public Primary Schools in Ogbomoso have

Inadequate Classroom.

l

Table 4.1 WALL TYPE

Source: Authors Field Survey 2009

Table (4.1) above shows the type of wall of the Classroom buildings in the Public

Primary Schools involved in Ogbomoso region. In Ogbomoso North local Government

Area 7.7%of the Classroom blocks are built with mud only, where 92.3% of the

Classroom blocks are built with brick and plastered.

In Ogbomoso South Local Government Area, All (100%) the Classrooms involved

are brick and plastered. In Ogo-Oluwa Local Government Area, 27.3% of the Classroom

blocks are built with mud and plastered, while the remaining 72.7% are brick and

plastered. The case is different in Surulere Local Government Area, where 3.6% of the

Classroom blocks in the area are built with mud only, 49.9% are built with mud and

plastered, 1.8% of them is brick and plastered. Thus, in the public primary schools in all

the Local Government Areas, 8.0% of the Classroom blocks are built with mud only,

31.6% are mud and plastered, 0.6% are brick only, while 59.8% are built with brick and

1 0 0 2 11 147.7% .0% .0% 3.6% 17.7% 8.0%

0 0 9 24 22 55.0% .0% 27.3% 42.9% 35.5% 31.6%

0 0 0 1 0 1.0% .0% .0% 1.8% .0% .6%

12 10 24 29 29 10492.3% 100.0% 72.7% 51.8% 46.8% 59.8%

13 10 33 56 62 174100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count% within Local Govt areaCount% within Local Govt areaCount% within Local Govt areaCount% within Local Govt areaCount% within Local Govt area

Mud only

Mud and Plastered

Brick only

Brick nd plastered

Walltype

Total

OgbomosoNorth

OgbomosoSouth Ogo-Oluwa Surulere Orire

Local Govt area

Total

li

plastered. This shows that there are more Classroom blocks built with mud and plastered

in the School located in Rural Areas than Urban Areas in Ogbomoso region.

Table 4.2 ROOF TYPE


Table 4.2 shows the various types of Roof available in the Schools covered in the

Study Area, while 80.5% of the Roof is Corrugated Iron Sheet, 14.9% are Steep Step

Aluminum, 3.4% are Asbestos and the remaining 1.1% is Leaves. This implies that, most

of the roofs are corrugated iron sheet.

12 6 26 49 47 14092.3% 60.0% 78.8% 87.5% 75.8% 80.5%

0 2 7 7 10 26.0% 20.0% 21.2% 12.5% 16.1% 14.9%

0 2 0 0 4 6.0% 20.0% .0% .0% 6.5% 3.4%

1 0 0 0 1 27.7% .0% .0% .0% 1.6% 1.1%

13 10 33 56 62 174100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Corrugated iron sheet

Steep step aluminium

Asbestos

Leaves

Rooftype

Total

OgbomosoNorth

OgbomosoSouth Ogo-OluwaSurulere Orire

Local Govt area

Total

lii

Table 4.3 FLOORS FINISHING


From Table 4.3 above, it is observed that the material used for floor or floor

finishing of most of the Classrooms in Public Primary Schools in Ogbomoso region are

concrete, where they occupied 93.4%. 4.2% of the Classrooms floor is finished with

Terrazzo and they are Classroom blocks built by Universal Basic Education.

1 0 0 2 4 78.3% .0% .0% 3.7% 6.9% 4.2%

11 9 32 52 52 15691.7% 90.0% 97.0% 96.3% 89.7% 93.4%

0 0 0 0 1 1.0% .0% .0% .0% 1.7% .6%

0 1 1 0 1 3.0% 10.0% 3.0% .0% 1.7% 1.8%

12 10 33 54 58 167100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Sand

Concrete

Tiles

Terrazzo

Floorfinishing

Total

OgbomosoNorth


Local Govt area

Total

liii

Table 4.4 MATERIALS USED FOR WINDOWS AND DOORS.


Table 4.4 shows the material used for Windows and Doors in the Public Primary

Schools in the study area, while 81.8%, 70.0%, 83.9%, 75.5%, 75.0% of the Windows

and Doors in the schools in Ogbomoso North, South, Ogo-Oluwa, Surulere and Oriire

respectively are plank and it is 77.0% of the total population. In Ogbomoso North Local

Government area 9.1% of the material used for windows and doors are mat and 9.1% also

are metal. In Ogbomoso South Local Government Area 10.0% and 20.0% of the windows

and doors of the Classrooms are mat and metal respectively. In Ogo-oluwa Local

Government Area 6.5% and 9.7% of the Windows and Doors in the schools are mat and

metal respectively, while in Surulere Local Government 1.9% of the material used for

Windows and Doors are mat and 22.6% are metal. In Oriire Local Government Area

13.3% of the Classrooms Windows and Doors are mat, 8.3% are metal and 3.3% of the

Classrooms have no Windows and Doors.

1 1 2 1 8 139.1% 10.0% 6.5% 1.9% 13.3% 7.9%

9 7 26 40 45 12781.8% 70.0% 83.9% 75.5% 75.0% 77.0%

1 2 3 12 5 239.1% 20.0% 9.7% 22.6% 8.3% 13.9%

0 0 0 0 2 2.0% .0% .0% .0% 3.3% 1.2%

11 10 31 53 60 165100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Mat

Plank

Metal

No Window/Door

Materials usedforwindows/doors

Total

OgbomosoNorth


Local Govt area

Total

liv

Table 4.5 AVAILABILITY OF CEILING


From Table 4.5 above, there is non-availability of Ceiling in the Classroom

Buildings in Schools located in Ogo-oluwa, Surulere and Oriire Local Government Area

(Rural Areas) than Ogbomoso North and South Local Government Area (Urban Areas)

and when subjected to Chi-square test, the Probability value (.009) is less than .05, the

result shows that there is significant difference in the availability of ceiling in the

Classrooms Building amongst the Local Government Areas. Table 4.5 also shows that

84.6%, 100%, 57.6%, 48.2% and 54.2% of the Classrooms Building in Ogbomoso North,

South, Ogo-Oluwa, Surulere and Oriire Local Government Area have ceiling respectively.

Where 15.4%, 0%, 42.4%, 51.8% and 45.8% of the Buildings in the Local Government

Areas mentioned (in order) above have no Ceiling. Thus 57.9% of the Classroom

Buildings in Public Primary School in Ogbomoso region have ceiling, while the

remaining 42.1% have no ceiling.

11 10 19 27 32 9984.6% 100.0% 57.6% 48.2% 54.2% 57.9%

2 0 14 29 27 7215.4% .0% 42.4% 51.8% 45.8% 42.1%

13 10 33 56 59 171100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count% within Local Govt areaCount% within Local Govt areaCount% within Local Govt area

Available

Not Available

Availabilityof ceiling

Total

OgbomosoNorth


Local Govt area

Total

lv

Table 4.6 BUILDING CONDITION


Table 4.6 above shows the general condition of the Buildings in the Public

Primary Schools in all the five Local Government Areas that constitute the Study Area.

The Building Condition in terms of physical appearance and standard. In Ogbomoso

North 38.5% Classroom Buildings are not structurally sound while 61.5% are fair. In

Ogbomoso South Local Government Area; 30.0% and 70.0% of the Classroom Buildings

are structurally sound and fair respectively, thus, most of the classroom block in the area

are not structurally sound. In Ogo-Oluwa Local Government Area; 18.2%, 6.1%, 72.7%,

and 3.0% of the classroom block are structurally sound, poor, fair and dilapidated

respectively. In Surulere Local Government Area; 32.1%, 17.9%, 48.2% and 1.8% of the

classroom buildings are structurally sound, poor, fair and dilapidated respectively, while

there is a high percentage of structurally poor Building in the place compared to

Ogbomoso North, South, Ogo-oluwa and Oriire local government area. There is 33.3%,

Crosstab

5 3 6 18 19 5138.5% 30.0% 18.2% 32.1% 33.3% 30.2%

0 0 2 10 9 21.0% .0% 6.1% 17.9% 15.8% 12.4%

8 7 24 27 28 9461.5% 70.0% 72.7% 48.2% 49.1% 55.6%

0 0 1 1 1 3.0% .0% 3.0% 1.8% 1.8% 1.8%

13 10 33 56 57 169100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Structurally Sound

Structurally Poor

Fair

Dilapidated

BuildingCondition

Total

OgbomosoNorth


Local Govt area

Total

lvi

15.8%, 49.1% and 1.8% of structurally sound, poor, fair and dilapidated buildings

respectively in Oriire local government area.

When the data in Table 4.6 is subjected to Chi-square test it shows that there is no

significant difference in the Building conditions amongst the Local Government Areas,

because the probability value (0.463) is greater than 0.05. This Table also shows that

most of the Buildings in Public Primary Schools in Ogbomoso region are not structurally

sound irrespective of Local Government Area, where 30.2% are structurally sound,

12.4% are structurally poor, 55.6% are structurally fair and the remaining 1.8% is

dilapidated.

Table 4.7 CLASSROOM S BUILT BY NON-GOVERNMENTAL BODIES


Table 4.7 above shows the availability of Buildings built by Non-governmental

Bodies such as Parent Teachers Associations, Private Organization and Private

Individuals, where Ogbomoso north, south, Ogo-oluwa, Surulere and Oriire Local

Government Area have 28.6%, 0%, 41%, 37.9% and 38.3% buildings built by Non

Crosstab

4 0 14 22 23 6328.6% .0% 41.2% 37.9% 38.3% 35.6%

10 11 20 36 37 11471.4% 100.0% 58.8% 62.1% 61.7% 64.4%

14 11 34 58 60 177100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Yes

No

Is any block built byprivate individual?

Total

OgbomosoNorth


Local Govt area

Total

lvii

governmental Bodies respectively, while 71.4%, 100%, 58.8%, 62.1% and 61.7% of the

Classrooms blocks are built by Government in Ogbomoso North, South, Ogo-oluwa,

Surulere and Oriire Local Government Area accordingly. Thus Non-governmental Bodies

built 35.6% of the Classrooms Buildings in Public Primary Schools in Ogbomoso region

and Government built 64.4% of the classrooms. The Missionaries and Parent Teachers

Associations build most of the Buildings built by Non-governmental bodies.

When Table 4.7 is subjected to Chi square test, it shows that the probability

value (0.127) is greater than 0.05 and this implies that there is no significance difference

in the level of Non Governmental Bodies participation in provision of Classroom

buildings for the Schools amongst the Local Government Areas.

Table 4.8 THE PRIVATE DONORS .


Table 4.8 above shows the various private Donors or Non-governmental Bodies

in the aspect of provision of Classrooms Block for the Public Primary Schools in

4 14 19 20 57100.0% 100.0% 79.2% 76.9% 83.8%

0 0 5 5 10.0% .0% 20.8% 19.2% 14.7%

0 0 0 1 1.0% .0% .0% 3.8% 1.5%

4 14 24 26 68100.0% 100.0% 100.0% 100.0% 100.0%

Count% within Local Govt areaCount% within Local Govt areaCount% within Local Govt areaCount% within Local Govt area

PTA

Private Organization

Private Individual

The privatebody donor

Total

OgbomosoNorth Ogo-Oluwa Surulere Orire

Local Govt area

Total

lviii

Ogbomoso region, where there are Private donors such as Parent Teachers Association,

which includes Missionaries, Private organization, that is, Non-governmental

Organizations (NGO) and also, there is Private Individuals. In Ogbomoso North and

Ogo-Oluwa Local Government Area, all of the donors are Parent Teachers Associations,

which include Missionaries mostly, and they are 100% each for the two Local

Governments Areas. In Surulere and Oriire Local Government Area 79.2% and 76.9% of

the donors is Parent Teachers Association that includes Missionaries respectively, where

the remaining 20.8% donors in Surulere Local Governments Area are Private

Organization and the remaining 19.2% and 3.8% donors in Oriire Local Government are

Private Organizations and Individual respectively. This implies that most of the donors of

the Classrooms buildings in the Four Local Government Areas (Ogbomoso north, Ogo-

oluwa, Surulere and Oriire) are Parent Teachers Association which includes the

Missionaries mostly and they occupied 83.8%, while the remaining 14.7% and 1.5% are

donated by Private Organization and Individual respectively.

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Plate 4.1 a Classroom in poor condition

Source: Authors Field Survey

Plate 4.2 Classroom Building in poor condition


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4.3 FURNITURE

In this section the attributes related to furniture provision in the School is examined in

terms of the adequacy of the furniture and the actors involved in the provision of the

Furniture.

Table 4.9 FURNITURE ADEQUACY IN THE SCHOOLS


Table 4.9 above shows the adequacy of the Classroom Furnitures in the Public

Primary Schools, in all the Local Government Area that constitute Ogbomoso and this

includes the furnitures such as Chair, Desks and Shelves for keeping books. The table

shows that 64.3%, 55.6%, 29.6%, 9.3% and 18.5% of the Schools in Ogbomoso North,

South, Ogo-oluwa, Surulere and Oriire Local Government Area have adequate Furnitures

in school in terms of Chairs, Desks and Shelves respectively, where 35.7%, 44.4%,

70.4%, 90.7% and 81.5% have no adequate Furnitures accordingly. This shows that

9 5 8 4 5 3164.3% 55.6% 29.6% 9.3% 18.5% 25.8%

5 4 19 39 22 8935.7% 44.4% 70.4% 90.7% 81.5% 74.2%

14 9 27 43 27 120100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Yes

No

Is furnitureadequate

Total

OgbomosoNorth


Local Govt area

Total

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25.8% of the Public Primary Schools in Ogbomoso region have adequate Furnitures,

while 74.2% have no adequate Furniture.

When data on Table 4.9 is subjected to Chi-square tests, the result shows that there

is significant difference in the level of provision of Classroom Furnitures for the Schools

amongst the Local Government Areas, where the Schools located in Ogbomoso North

and South enjoy provision of Furnitures than the Schools located in Ogo Oluwa,

Surulere and Oriire Local Government Areas.

Figure 4.2 FURNITURE PROVIDERS FOR THE SCHOOLS.

Sources: Authors Field Survey 2009

The Figure 4.2 depicts the actors involved in the provision of Furnitures for the

Schools, which includes Government, Private Individual, and Parent Teachers

Associations. Where the Government is the highest provider of the Furnitures for the

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Schools, while the Private Individual and Parent Teachers Associations have a very little

participation in Furnitures Provision for the Schools

4.4 TOILET

According to George (2004); some 2.2 million people mostly children die from

an affliction, that to most Westerners is the result of bad take-out food. Diarrhea is the

result of faecal-contaminated water or food and it kills a child every 15 seconds.

According to the UN childrens agency UNICEF, diarrhea is a bigger threat to children

than AIDS, tuberculosis or malaria. Children without a toilet have to spend many days of

the year being sick, and many eventually drop out of school.

This section thus assessed the availability of Toilet in the Schools covered in this

study, condition of the Toilet and actors involved in the provision of Toilet for the

Schools.

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Table 4.10 AVAILABILTY OF TOILET IN THE SCHOOLS


From above Table (Table 4.10), it is shown that most of the Public Primary

Schools in Ogbomoso region have no Toilet. 64.2% of the Schools have no Toilet while

the remaining 35.8% have Toilet. The incidence of Non -availability of Toilet is common

to all the Schools located in the Rural Areas of Ogbomoso region, while most of the

Schools located in Urban Areas such as Ogbomoso North and South Local Government

Area have Toilet. This is also observed when the data in Table 4.10 is subjected to Chi-

square tests, where the probability value (0.000) is less than 0.05 and it implies that there

is significant difference in the availability of Toilet amongst the Schools in the Local

Government Areas.

13 6 6 20 18 6392.9% 54.5% 17.6% 35.1% 30.0% 35.8%

1 5 28 37 42 1137.1% 45.5% 82.4% 64.9% 70.0% 64.2%

14 11 34 57 60 176100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


Yes

No

Any toilet inthe school

Total

OgbomosoNorth


Local Govt area

Total

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Table 4.11 CONDITIONS OF TOILETS IN THE SCHOOLS.


Table 4.11 above shows the condition of the Toilets, where they are available in

Public Primary Schools in Ogbomoso. In Ogbomoso North Local Government Area,

46.2% of the Toilets are structurally sound and healthy, 7.7% are structurally sound but

not healthy, 38.5% are fair while the remaining 7.7% are poor, and this implies that most

of the Toilets are not structurally sound. In Ogbomoso South, most of toilets are not

healthy. Where 33.3% of the Toilets are structurally sound and healthy and 16.7% are

structurally poor. In Ogo-oluwa Local Government 50% of the Toilet available are

healthy and structurally sound, while the remaining 50% are structurally sound but not

healthy. In Surulere Local Government 14.3%, 14.3%, 57.1% and 14.3% of the Toilets in

the Public Primary Schools are structurally sound but not healthy, structurally fair and

structurally poor respectively, while in Oriire Local Government 14.3% of the Toilets are

6 2 2 2 2 1446.2% 33.3% 50.0% 14.3% 14.3% 27.5%

1 3 2 2 7 15

7.7% 50.0% 50.0% 14.3% 50.0% 29.4%

5 0 0 8 4 1738.5% .0% .0% 57.1% 28.6% 33.3%

1 1 0 2 1 57.7% 16.7% .0% 14.3% 7.1% 9.8%

13 6 4 14 14 51100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count% within Local Govt areaCount% within Local Govt area


Structurally soundand healthy

Structurally soundbut not healthy

Structurally fair

Structurally poor

ToiletCondition

Total

OgbomosoNorth


Local Govt area

Total

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structurally sound and healthy, 50% are structurally sound but not healthy, 28.6% are

structurally fair, while 7.1% of the Toilets are poor. This implies that 27.5%, 29.4%,

33.3% and 9.8% of the in the Public Primary Schools in Ogbomoso region are

structurally sound and healthy, not healthy, fair and poor respectively, that is, most of the

Toilets are not structurally sound and healthy.

Plate 4.3 a Toilet in poor condition


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Figure 4.3 ACTORS INCLUDED IN THE PROVISION OF TOILET FOR

SCHOOLS


The Figure above depicts the various Stakeholders involved in the provision of

toilet for the Public Primary Schools in Ogbomoso, while Government is the only

provider of Toilets in Public Primary Schools located in Ogbomoso North, South and

Ogo-Oluwa Local Government Areas with 100% involvement in each of the Local

Government Areas.

In Surulere Local Government Area, there is participation of Private Individuals

and Parent Teachers Associations in provision of Toilet for the Schools, while Private

Organizations and Parent Teachers Associations also take part in the provision of the

Toilet for the Schools in Oriire Local Government Area.

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4.5 WASTE DISPOSAL FACILITIES

This section of the study examines the hygienic condition of the Schools covered in

the area of availability of waste disposal facility and waste management methods in the

Schools.

Figure 4.4 AVAILABILITY OF ANY WASTE DISPOSAL FACILITY IN THE

SCHOOLS


From data shown in Figure 4.4 above, there is higher percentage of non-

availability of Waste disposal Facility in the Schools in Ogbomoso. This is shown in

Ogbomoso South, Ogo-oluwa, Surulere, and Oriire Local Government Areas, where there

are m

An Assessment of Public Primary School Falicities in Ogbomoso Oyo State Nigeria

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