An Evaluation of State Universal Basic Education Board (SUBEB) Libraries in Selected States in South-West Nigeria

By Sote, Adetoun; Aramide, Kolawole Akinjide et al. | Library Philosophy and Practice, February 2011 | Go to article overview

An Evaluation of State Universal Basic Education Board (SUBEB) Libraries in Selected States in South-West Nigeria


Sote, Adetoun, Aramide, Kolawole Akinjide, Gbotoso, Ajibola, Library Philosophy and Practice


Introduction

The library serves as the nerve centre of all educational institutions and a crucial factor in the educational development of men at all levels especially in educational institutions. It is associated with all forms of education; formal, informal and non-formal. It consists of a collection of a collection of books and other materials maintained and managed for reading, consultation, study and research and organized to provide access to users, with a well-trained staff to provide services to meet the needs of its users. The library, which is the hub of any educational set up, provides information and idea that are fundamental to functioning successfully in the increasingly information and knowledge-based society. The library is, therefore, able to equip pupils and students' imagination, thereby enabling them to live as responsible citizens (IFLA/UNESCO, 2002).

The school library is committed to the development of the basic education sector, which is the foundation of any educational set-up. The need for adequate provision of information materials, staff, infrastructural facilities, accommodation is essential for school library to perform its role effectively. School libraries are established to support the educational curriculum of schools, which could only be achieved through various means such as the provision of relevant library resources, which are relevant with the school curricula, provision of various information services ranging from technical to readers services (Markless and Streatifield 2004).

However, a school library should have a balanced collection which must include printed and non-printed materials, electronic materials and audio-visuals. The balanced collection should also include materials for leisure purposes such as novels, music, computer games, videocassettes, video laser discs and magazines, among others. These kinds of materials may be selected in cooperation with the students to ensure it reflects their interests and culture without crossing reasonable limits of ethical standards.

The influence and importance of libraries for young people has been extensively discussed as the library is considered as having the most positive effect on young people. Libraries are specially established for every intellectual institution. It is really essential and necessary for the primary school, since it constitutes a big and rare treasure

A school library collection is a repository of knowledge with specific emphasis on the school curriculum. Thus, a standard school library offers a wide range of materials that can answer the question, of developing the mind of the students. According to Elaturoti (1998) learning resources for school libraries consist mainly of print and non-print media. The print media include books, periodicals, newspapers, pamphlets, brochures, handbills and ephemerals]. However, books constitute the bulk of print materials in the school libraries, the non-print materials comprise of photographs, slide, audio tapes, film strips, motion films, video tapes, computers and realia.

The National Policy on Education, from which the Universal Basic Education Commission (UBEC) derives its establishment clearly states the objectives of Nigerian education and indicates that the philosophy of the nation's education is based on the integration of the individual into a sound and effective citizen and the provision of equal opportunities for all citizens at the primary, secondary and tertiary levels inside and outside the formal school system. The curriculum for the various levels therefore aims at fulfilling the objectives of the policy. The basic education (primary) is given emphasis because it is at this level that a sound educational foundation ought to be given. Education at this level (primary) is expected to develop permanent literacy and numeracy and the laying of a sound base for scientific reflective thinking (Fayose, 1995).

The introduction of the Universal Basic Education (UBE) programmes is aimed at reforming specifically, the basic education sector and the Nigerian Education sector in general.

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An Evaluation of State Universal Basic Education Board (SUBEB) Libraries in Selected States in South-West Nigeria
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