CHAPTER ONE
INTRODUCTION
Background of the Study
Acquisition, provision and adequacy of resources for basic education programme of any nation are instruments par excellence for smooth, efficient and effective instructional delivery. Teaching and learning cannot properly take place without educational resources. Okeke (2005) described educational resources as varieties of materials, infrastructure, funds, space, land and people available for teaching and learning purposes; a collection of all that can be used effectively for enhancing teaching and learning. According to Federal Republic of Nigeria in her National policy on Education (NPE, 2004), educational resources has been described as resources that improve teaching and learning, as they make teachers and learners to interact together. Educational resources can then be seen as all that can enhance teaching and learning for purposes of efficiency and effectiveness. This implies that the planned national curriculum about basic education cannot work out to effect national growth and development without resources for education.
Any nation that genuinely wishes to attain greater height in national development will not compromise acquisition, provision and adequacy of resources for basic education programme implementation for her citizenry.
Akinpelu (2002) observed that education is an instrument par excellence for addressing issues like poverty, underdevelopment, population, governance
and other social concern. In 1948 the United Nations (UN) made declarations on human rights that included the right to education (Ugwuoke, 2011).
The United Nations (UN) charter on Human rights was emphatic about basic education and as such, many other global declarations about basic education which are in line have been made such as:
The 1990 Jomtien world conference declaration of “Education For All (EFA) by the year 2000, made in Jomtien, Thailand; the New Delhi 1991 declaration of nine countries of the world with the largest concentration of illiterates of which Nigeria is one of them (E-9 countries); the Arman Jordan Re-affirmation 1995 call for the forceful pursuit of Jomtien recommendation of basic education for all… (Okah, 2012: 103). Most of the declarations affirmed basic education as a human