GOVERNMENT SCHOOLS IN IBARAPA IN PANGS OF POOR INFRASTRUCTURE, LEARNING FACILITIES

Dilapidated structures at Nawair-ud- een pry school, Igboora

GOVERNMENT SCHOOLS IN IBARAPA IN PANGS OF POOR INFRASTRUCTURE, LEARNING FACILITIES | ASAKO REPORTERS EDITOR

School infrastructure is an important factor in determining the quality of learning and graduates being churned out, however, most public secondary schools lack basic infrastructure, such as laboratory, library, electricity and quality learning environment. While existing infrastructures in some public schools are in deplorable condition, others are below acceptable standards and in few cases, nonexistent. In some of these schools, there is lack of functional public sanitary facilities; hence, the ‘bush’ serves that purpose in such schools.

Poor school infrastructure is said to be one of the main factors impacting academic performance. Conditions at some schools in entire Ibarapa land are appalling, infringing on the right to quality education. Dilapidated classrooms, overcrowding and lack of toilets putting learners’ health and safety at risk; those are conditions at some visited Secondary School in Ibarapa area of Oyo State.

In 2018, Igboora a town among the seven town that made up Ibarapa was ranked number one on the list of towns with poor school infrastructure throughout Oyo State in a research carried out by Tolulope Bademosi of T.V.C., the teachers and other concerned stakeholders expressed total dissatisfaction and explain how poor infrastructure as been deterred the progress of the students academically.

Poor infrastructure affects academic performance. “There is strong evidence that high-quality infrastructure betters instructions and improves learners’ academic performance and reduces dropout rates. Therefore, the implication is that the lack of infrastructure might be a barrier that might lead to the realisation of education as a fundamental constitutional right.

Asako Reporter hereby call on the governments at all levels in Ibarapa and Oyo State to fund primary and secondary education in the zone, especially in the area of infrastructure because non-provision of conducive environments for learning would have a negative effect on the products of such institutions.