2. CHAPTER TWO: LITERATURE REVIEW
2.2 Examining Key Concepts
2.2.2 Resources
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According to Bakwai (2013) and Freeman (2014) the need for processes to better manage educational resources is an important matter for all school educational planners. Having a complete picture of what they own, where it is and knowing where it needs to be, allows the planners to maximise resources, minimise the cost of lost assets, more accurately forecast for future purchases and ensure learners have access to the materials they need to succeed.
Freeman (2014) further argues that while budget constraints are usually the key driver for improving school assets management, there are other benefits to gaining control over the vast inventory of instructional materials, computers, equipment and all other items teachers and learners require for success. These include: maximising the value of fixed assets and portable assets; ensuring every learner has the books they need to succeed; delivering centralised resource management and providing an engaging and collaborative environment. For example it is necessary to ensure that text books, laptop carts, workbooks, learning materials are available where and when they are needed. Shrinking budgets lead to growing scrutiny over how every educational money is spent. This puts increasing pressure on administrators to prove that money is appropriated responsibly. For example to ensure that each learner is being properly and equitably supplied with required resources. It makes it easier for educational planners to track, document and report on their effectiveness in matching educational resources with student needs (Freeman, 2014). The EDSEC Policy (2011, p. 52) affirms that resource allocation should be driven by content and direction of the ESSP to arrive to realistic assessment of resource requirements.
Thus learning from literature, in this study I use the term „management‟ to mean the art of administration displayed in solving emerging problems in schools while in the process of achieving the stated goals and objectives. It is the art of designing and maintaining an environment in which resources can be effectively and efficiently utilised in order to accomplish the goals of the school. Management should take place almost in all situations in the school to help give a complete picture of what it owns. This can allow planners to maximise the resources, minimise costs of assets and forecast for future purchases more accurately in order to survive longer.
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and achieve desired outcomes. Asiabaka (2008) describes facilities as resources or materials designed to serve specific purposes. Downes (2007, p. 30) defines resources according to their functions: learning resources consist of the courseware, content, modules, learning objects, learner-support and assessment tools, and learning communities. Resources to support teachers are tools for teachers and support materials to enable them to create, adapt, as well as training materials or teachers and other teaching tool. They are resources to assure the quality of educational practices in the organisation. According to Womack (2012) resources are facilities provided to learners so that they can use every opportunity to develop full potential. These facilities include buildings, fixtures, equipment necessary for the effective and efficient operation of the programme of public education, classrooms, libraries, rooms and space for physical education, space for fine arts, restrooms, specialised laboratories, cafeterias, media centres, building equipment, building fixtures and furnishings, related exterior facilities, landscaping and paving, and other similar items which the MoET may determine necessary.
In addition, Onuoha-Chidiebere (2011) describes teaching resources as the different kinds of materials that teachers and classes use in the teaching and learning processes in order to make it more effective and productive. They are resources, equipment and materials which the teacher can use to achieve lesson objectives. Resources are the materials or objects which help the teacher to make a lesson explicit to learners. They transmit information and ideas to the learners and disseminate information in such a way that their aptitude, habits and practice will be modified in a complex task. In a general sense, teaching resources usually supplement rather than substitute a lesson. Thus in this study, the term educational resource is used interchangeably with other terms like teaching/learning materials, instructional materials, instructional aids, instructional resources, audio-visual aids, curriculum materials, school facilities and educational materials. According to Oluremi (2014) educational resources are the sum total of the inputs that go into the school system. These include: financial, material, human and physical resources.
Owoeye and Yara (2011) assert that resources constitute a strategic factor in organisational functioning. This is because they determine, to a large extent, the smooth functioning of any social organisation or system including education. The availability of resources, their adequacy and relevance influence efficiency and high productivity. A society that is wealthy is able to establish good schools with learning infrastructure for learners to learn with ease thus bringing about good academic achievement. Therefore, school resources are observed as a potent factor
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for efficient education. Commenting on why academic attainment is not vogue in schools, Owoeye and Yara (2011) identify poor and inadequate physical facilities, obsolete teaching techniques, overcrowded classrooms as factors among others, in Kenya. Everywhere in primary, secondary, special, technical, tertiary, there is evidence of crippling inertia, criminal neglect and pervasive decay in values of standards on the glowing inadequacies of school facilities in the education industry (Owoeye & Yara, 2011).
Other scholars Ajayi (1996); Yara and Otieno (2010); and Agabi (2010) have variously identified the significance of resources in the teaching and learning spheres. A resource in education is determined by the level of education and the type of education to be provided.
Thus, one can say that the absence or poor and/or deteriorating quality of educational resources can negatively affect academic performance and the way facilities are managed in schools.
Owoeye and Yara (2011) also emphasise that facilities form one of the potent factors and contribute to academic achievement in the school system. School facilities include school buildings, accommodation, classrooms, libraries, furniture, recreational equipment, apparatus and other instructional materials. Dahar and Faize (2011) assert that learning is strengthened when there are enough reference materials such as textbooks, exercise books, teaching and learning aids and classrooms.
Therefore, in this study I use the term „resources‟ to refer to facilities, equipment or materials, productive factors, inputs or aids employed by schools for effective and efficient operation in order to achieve intended goals. These facilitate learning and aid retention in the learners to achieve the stated objectives. In other words, resources are tools needed in the effective performance of tasks in schools as organisations.
Moreover, Onuoha-Chidiebere (2011) categorises educational resources under human and non- human or material resources. Human resources are teaching and non-teaching staff (Agabi, 2010). Onuoha-Chidiebere (2011) states that human resources are the different categories of personnel that provides different services in the teaching and learning processes. Non-human or material resources can be grouped as financial resources and all monetary inputs into the education system directed towards the achievement of specified educational objectives (Agabi, 2010). Afolabi et al., (2008) argue that money is an important resource because by it all other vital elements in the school can be obtained such as buildings, purchase of equipment, payment of staff salaries, maintains the plant and payment of operating expenses. No organisation can
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survive or carry out its functions effectively without adequate financial resources at its disposal. Money is needed to keep the services going. Thus sufficient money is needed to buy text books, establish new buildings, buy equipment and maintain other services that are required by a school to carry out its functions as an educational institution. Onuoha-Chidiebere (2011) adds that money is required to acquire the other resources. Ehiametalor (2003) agrees that, resources for achievement of school goals include equipment, buildings, learners, teachers, non-teachers, money and materials. These resources are very important such that no school system can give qualitative teaching and learning without them. Afolabi et al., (2008) emphasise that education should be relevant to the needs of the economy and society.
Accordingly, resources are essential tools needed in the effective performance of tasks in education.
In this study I focused on two types of educational resources namely, material and physical, since they are the foundation of education and without them there is no schooling that can take place (Ehiametator, 2003; Olagunju & Abiona, 2008; Onuoha-Chidiebere, 2011; Alaka &
Obadara, 2013).