Library Development in Selected Private Secondary Schools in State

Yetunde A Zaid (Mrs.)

The author ZAID, Y. A. Librarian II, University of Lagos Library, Akoka, Yaba. [email protected].

Keywords Development, , Libraries, Private Secondary School. Abstract

This paper investigates the schools in Lagos Sate. It assesses the profile of twenty private secondary schools, the library collections and their organization, staffing, physical whose parents are at the mercy of these private school owners who charge very exorbitant fees. The evaluation was based on the “Federal Ministry of Education and Youth Development minimum standards for school libraries in .” The findings reveal that as expensive as these schools are library resources in some of the schools under investigation are largely inadequate and out-dated. The reference materials are inadequate and some of the existing ones are old. Professional librarians are not employed to oversee the affairs of the libraries. Suggestions for improving the library resources and services include better funding, expansion of these libraries, introduction and use of information technologies, employment of professionals and library education.

INTRODUCTION

The school library no doubt provides information and ideas that are fundamental to functioning Successfully in today’s information and knowledge-based society. It equips students with life-long learning skills and developed the imagination that enables them to live as responsible citizens. It offers learning services, books and resources that helps all members of the school community to become critical thinkers and effective users of information in all formats and media.

The use of library is a culture that needs to be developed in our youths through a well-planned library education program. To ensure that library use becomes a lifelong habit, it should be inculcated in the educational life of every youth. It is therefore essential for every school library to be improved for literacy, education, social and cultural development.

LITERATURE REVIEW

Though much has been written on school library development and services especially in government secondary schools but not much has been done on private secondary schools that are springing up in various parts of Nigerian. One of the reasons why government schools are regarded as poor is the absence of good libraries and where there are libraries, they are poorly organized and are under funded. The importance of library as an essential agency of education and educational growth cannot be over emphasized. But the problems they face have been appropriately described by Abolade (2003). “Secondary school is beset with incompetent teachers, shortage of classrooms, laboratories, workshops and libraries, lack of conductive environment for students, lack of motivation for teachers just as principals and heads of schools lack managerial skill”.

Lagos Journal of Library & Information Science Vol. 1. No. 2, 2003

The above observations were made by Mr. J. O. Abolade in his lecture titled “Burning issues in Nigerian Education” held in honour of Prof. Fafunwa to mark his 80th Birthday.

Obajemu (2002), in his paper unraveled the neglect of library and its development in some government owned secondary schools in Lagos State. The libraries according to him were grossly underfunded, understaffed, under stocked and unorganized.

Tawete (1995) also reported in his study that the lack of vision of what school libraries can provide to education had led to their slow development in Africa.

During the annual conference of the Nigerian School Library Association held at the University of Nsukka in October, 2002, one observation that was made about Nigeria was the absence of government policy on school library development. Another point noted is that experience has shown all over the world that where there is viable library development policy, there will be viable school library development.

Okonkwo (1986) was able to fully describe what an ideal school library should be:

…..the ideal school library should contain all those materials which will aid the teacher and the pupils in the teaching and learning processes. They should include textbooks, supplementary reading materials, reference books, pamphlets, government documents, newspapers and magazines, locally made maps and other teaching aids, Audio-visuals e.g. motion pictures, films, filmstrips, videotapes, record players etc. should also form part of the collections”.

From the researchers observation, these private these private schools tend to be quite expensive with average annual fees from One hundred thousand (N100,000.00) to Eight hundred thousand (N800,000.00) Naira. These schools are attractive to parents because they have small number of students per class (approximately 18-25), modern equipment, better environment and highly committed teaching staff unlike the public schools whose teachers are not financially committed.

As a result of the inadequacies in public schools, pupils are deserting the public schools and private secondary schools with deregulated fees and standards are mushrooming all over the state. Parents are therefore at the mercy of private school operators who charge exorbitant fees but research has confirmed that only a few private secondary schools in Lagos State have good libraries that are worthy of the name. It is a pity that some of the libraries in the schools visited in spite of the high school fees could regarded as a mere reading room.

The National Policy on Education that was revised in 1981 identified that library is one of the most important aspects of educational services in Nigeria. This policy statement was very emphatic on the need for libraries and audio-visual centers to be established in and around schools to aid the educational process.

The Federal Ministry of Education and Youth Development in 1992, under the honourable Minister of Education and Youth Development; Professor Aliu babtunde Fafunwa set up a committee made up of eminent librarians and educators and deliberated extensively upon what should be the minimum standards for school libraries in Nigeria.

Library Dev. in Selected Private Sec. Sch. in Lagos State Zaid, Yetunde A

The standard stipulates that:

1. Accommodation: A library building purposely designed and constructed in strict adherence to the prevailing standards should be the goal of every school. The initial site must have sufficient space for future expansion.

2. Library Furniture and Equipment: library furniture should be specifically designed for library use but availability of space, the size of the library operations as well as the educational levels of the users will determine to a large extent, the type and amount of school library furniture and equipment necessary. Book shelves, reading chairs, reading tables, catalogue cabinets are quite important.

3. The library Collections: Today’s school libraries should serve as media and instructional centres within the school system. Resource materials should not be limited to books and printed materials but must include non-print for teaching and learning. It recommended that: the educational resource materials (stock) of any school library should consist of the following:

(a) Books (b) Pamphlets. (c) Paper cutting especially newspaper cutting (d) Gazettes and other govt. publications (e) Atlases, maps, charts (f) Phono records (g) Record player (h) Cassette player (i) Cassette tapes/cartridges (j) Films, film-strips (k) Film projector (l) Slides (m) Pictures, photographs, (n) Realia (specimen of objects) (o) Periodicals including newspaper

For a balanced secondary school library collection, the following percentages are recommended in the standard.

For each type of materials in the collection:

(a) Reference book – 10% of the total stock (b) Non-fiction – 45% of the total stock (c) Fiction – 25% of the total stock (d) Audio visual material – 10% of the total stock (e) Periodicals – 10% of the total stock.

Total 100%

Subject to the above, the ratio of books per student/pupil should be 4:1 (minimum) and a minimum of five (5) per subjects.

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4. Staff Requirements: Every school library must have its own staff for effective performance. It thus recommends: (a) The school librarian who should be a professional and the administrative head of the library; (b) The library assistant to be responsible for general duties. © The typist to be responsible for typing functions. (d) The technician to be responsible for repairing audio-visual materials (e) Cleaner to be primarily responsible for keeping the library tidy

(f) Security man to be responsible for manning the library’s entrance/exit.

Position © - (f) according to the standards may be shared by other segments of the library but school librarian in charge of a secondary school library should possess a minimum of Bachelor Degree in Library Science.

5. Finally, adequate funding is considered as the bedrock of any meaningful library development. For the purpose of uniformity and efficiency, the researcher used the standard to evaluate the selected private secondary school libraries.

OBJECTIVES OF THE STUDY

The following are the objectives of this study: 1. Find out the level of library development in selected private schools; 2. Find out the level of media program as an integral part of the school curriculum; 3. Find out if the private secondary schools follow the standards recommended for secondary school libraries; and 4. Ascertain the level of information technology applications in the school under study.

LIMITATION

The researcher could not lay hands on the print-out of the number of private secondary schools that are registered in Lagos State from the Ministry of Education; personal interview with the staff of the ministry put the figure at 203 as at September, 2003.

METHODOLOGY

The research design is a survey type. The study was conducted in 26 randomly selected private secondary schools in Lagos State. The selection covered the 20 functional local government areas in Lagos State. Mode of collection of data was mainly by personal visits to Lagos State Ministry of Education to ascertain the number of registered private secondary in Lagos State. Several visits were made to these schools and interviews were held with the Librarian/Clerical Assistant in charge of the libraries. Questionnaires were personally administered. To ensure that the data gathered was comprehensive, library collection and library records were analyzed in order to determine the state of development in such libraries. The data collected was analyzed through frequency count and percentages.

Six schools did not return the questionnaire. Analysis was based on the twenty schools that responded to the questionnaire.

Library Dev. in Selected Private Sec. Sch. in Lagos State Zaid, Yetunde A

RESULTS AND DISCUSSION

Table I presents brief information about each school studied viz: the year the school was established, number of classrooms available, the population of the school. Most of these schools were established in the 1990’s. The oldest of these schools is Lebanese Community, Yaba that was established in 1964. American International School; Grange School and Green Springs School, was established in the 1980’s. The school with the highest number of students is Green Springs, Anthony and the school with the lowest number of students is Eunice Girls’ College, Gbagada.

Table 1: PROFILE OF THE 20 SCHOOLS STUDIED

Schools Years No of No. of No. of established Classes Students Teachers American International School Victoria Island 1981 10 210 38 Atlantic Hall Secondary School, 1990 25 625 100 Bellina College, Akoka 1998 12 310 33 Caleb International Schoosl 1992 23 530 65 Christ the King Internationa School, Ifako 1996 30 350 28 CTC International Jnr. & Snr. High School, Ikeja 1995 15 180 35 Eunice Girls College, Gbagada 1994 6 65 16 Grace High School, Gbagada 1994 18 540 62 Grange School, G.R.A. Ikeja 1988 24 500 60 Green Springs School, Anthony 1984 30 780 67 Lebanese Community School, Yaba 1964 9 500 50 Rainbow College, Surulere 1992 32 450 44 Redeemer’s International Secondary School 1996 12 241 29 Topgrade Secondary School, Surulere 1994 10 240 34 Unique Heights Jnr. & Snr. High School 1996 13 300 21 Vivian Fowler Memorial College for Girls 1991 26 654 80 Kings High School, Ojo 1993 16 320 28 Topmost College, Ikorodu 1997 21 424 38 Beacon Secondary School 1992 13 180 25 Sunnyfield International Scholl, Badagry 1996 30 530 65

As could be seen from Table 2 below, only Vivian Fowler Memorial College for girls, American International School, Green Springs, Grange, Atlantic Hall and Grace High Schools have a separate building/floor and a reasonable space to accommodate the readers. Eunice Girls College, Rainbow College, Christ the King and Topgrade Secondary Schools gave their libraries sandwiched between other classrooms. Most of the reporting libraries are overcrowded, due to

Lagos Journal of Library & Information Science Vol. 1. No. 2, 2003 inadequate provision of seating arrangement. Of the twenty private schools, which provided information about this section of the questionnaire, fourteen of the Schools indicated that they are able to provide seats for 40 50 students at a time (see Table 2). Lebanese Community which had a population of 500 students had only 24 seats. Atlantic Hall had 625 students with only 50 seats while green springs with a population of 780 students could only provide seats for between 40 to 50 students at a time. Redeemers International had 241 students to only 30 chairs.

All the Schools visited though have ceiling fans to complement natural ventilation. Only American International School, Vivian Fowlers Memorial College, Lebanese, Green Springs, Grange and Atlantic Hall have appreciable number of Air-conditioners. However, the general trend is that some are either not functioning or some do not have at all. Library users and library resources are at the mercies of heat and dust.

The standards for School libraries recommend a catalogue cabinet for filing catalogue cards representing entries for library stock. American International School, Vivian Fowlers Memorial College, Green Springs Schools, Atlantic Hall and Grange School are the only Schools using catalogue cabinets with cards for books catalogued and classifies. In other schools, there are no catalogue cabinets meaning that, the books were neither catalogued nor classified. Most of the books were left lying on some kind of bookshelves.

Table 2: LOCATION OF THE LIBRARY AND THE PHYSICAL FACILITIES AVAILABLE

Schools Location within No. of No. of No. of No. of Type of The School Chairs Reading Shelves Fan/A/c Catalogue Compound Table American International A floor specially 60 32 16 4 fans 2 Card School, Victoria Island for library purposes A/C Catalogue Atlantic Hall Secondary A floor specially 50 12 11 5 fans &2 Card School, Ikeja for library purposes A/C Catalogue Bellina College, Akoka 2 classrooms 40 8 12 2 fans &1 Card merged together A/C Catalogue Caleb International Schools 2 classrooms 45 32 8 2 fans &1 Book merged together A/C Catalogue Christ the King A classroom 50 10 4 3 fans Card International School, Ifako Catalogue CTC International Junior & 2 classrooms 12 6 4 2 fans Card Senior High School, Ikeja merged together &1A/C Catalogue Eunice Girls College, A classroom 18 16 2 2 fans Card Gbagada Catalogue Grace High School, 2 classrooms 36 6 12 6 fans & 2 Book Gbagada merged together A/C Catalogue

Library Dev. in Selected Private Sec. Sch. in Lagos State Zaid , Yetunde A

Schools Location within No. of No. of No. of No. of Type of The School Chairs Reading Shelves Fan/A/c Catalogue Compound Table Grange School, G.R.A. A floor specially 40 15 22 7 fans Card Ikeja for library purposes Catalogue Green Springs School, A floor specially 50 40 15 5 fans & 2 Card Anthony for library purposes A/C Catalogue Lebanese Community 2 classrooms 24 4 9 1 A/C Book School, Yaba merged together Catalogue Topgrade Secondary A classroom 30 7 4 2 fans Book School, Surulere Catalogue Rainbow College, Surulere A classroom 34 34 10 6 fans &2 Card A/C Catalogue Redeemer’s Interna-tional 2 classrooms 30 5 4 2 fans & 1 Book Secondary School merged together A/C Catalogue Unigue Heights Jnr. & Snr. A classroom 25 5 4 4 fans Book High School Catalogue Vivian Fowler Memorial A floor specially 64 17 19 19 fans & Card College for Girls for library purposes 2 A/C Catalogue Kings High School, Ojo 2 classrooms 28 6 5 2 fans & 1 Book merged together A/C Catalogue Topmost College, Ikorodu 2 classrooms 40 12 4 2 fans & 1 Card merged together A/C Catalogue Beacon Secondary School A classroom 30 12 2 2 fans Book Catalogue Sunnyfield International 2 classrooms 50 42 9 2 fans & 1 Card School, Badagry merged together A/C Catalogue

THE COLLECTION

The survey reveals that in most of the private secondary schools, the book stocks were inadequate. Only Vivian Fowler, American International, Atlantic Hall, Green Springs, Grange, Rainbow College and Grace High Schools met the basic stock requirements. Most of them did not meet the requirement for reference materials. Of the 7 schools that met the basic total stock requirement, they recorded a book stock of about 15,000 volumes or more. American International School has 200,000 volumes of books including Reference materials. Ten of the schools reported between 4,000 titles and 4,500 while 2 reported as few as 400 books.

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No doubt, periodicals from a valuable part the library stock and they have considerable advantages over books, New topics, new discoveries and new techniques, which may take several years before they appear in book form usually first, appear in periodicals. It is a valuable source of information for students and it is the acceptable standard that every secondary school should have on subscription at least ten (10) different titles of periodical (excluding Newspapers) in various disciplines. This study reveals that these important materials have not been given the importance it deserves. Only seven out of the sixteen schools considered, subscribed to learned foreign and local journals. Almost all of them subscribed to at least 2 daily newspapers and I foreign magazine. Many of the schools did not have audiovisual materials like slides, microfilms, transparencies, charts etc. Except American International Schools and Vivian Fowler. What some of them have are computers, Television, Video, CD-Rom and few diskettes.

This study reveals that general arrangement and organization of the library and books on shelves, was perfect in schools like Vivian Fowler, Green Springs, Atlantic Hall, Sunny field International School and Grange because they have catalogues and their collections were classified using Dewey Decimal Classification Scheme. The story was however different in the other schools like: Eunice, Lebanese, Topgrade, Christ the King, Bellina and Unique Heights Junior & Senior High School. For library to be effective, the book stock and other related materials must be carefully selected, not only to meet the needs of the schools but also to elicit the interest of the students in the world around them.

Table 3: BOOK COLLECTIONS

Schools Non-fiction Fiction Reference Periodicals Books American International School, 31.1% 21.7% 41.7% 5.5% Victoria Island Atlantic Hall Secondary School, 44..2% 20..5% 29.45% 6.25% Ikeja Bellina College, Akoka 52..5% 41% 6.5% 5.9% Caleb International Schools 4.4% 41.7% 51.6% 2.3% Christ the King International 33% 26.5% 6.7% 0% School, Ifako CTC International Jnr. & Snr. 53.8% 32.2% 4.3% 9.7% High School, Ikeja Eunice Girls College, Gbagada 86% 7.9% 6.1% 33.8% Grace High School, Gbagada 58.6% 32% 5.7% 0% Grange School, G.R.A. Ikeja 55% 32.2% 9.1% 3.7% Green Springs School, Anthony 49.6% 41.2% 8.2% 0.8% Lebanese Community School, 16.5% 45.1% 29% 9.4% Yaba Rainbow College, Surulere 82% 13.1% 4.9% 0% Redeemer’s Interna-tional 44.4% 47.9% 6.3% 1.4% Secondary School Topgrade Secondary School, 31.7% 55% 13.3% 0% Surulere Unigue Heights Jnr. & Snr. High 82.0% 10.3% 7.7% 0% School

Library Dev. in Selected Private Sec. Sch. in Lagos State Zaid , Yetunde A.

Schools Non-fiction Fiction Reference Periodicals Books

Vivian Fowler Memorial College 24.2% 24.2% 48..3% 3.3% for Girls Kings High School, Ojo 33% 33.8% 30.2% 0% Topmost College, Ikorodu 52.5% 33..5% 4.3% 9.7% Beacon Secondary School 31.7% 58% 10.3% 0% Sunnyfield International School, 49.6% 37.5% 9.2% 3.7% Badagry

STAFFING

Information technology is not enough to provide a collection of books and related materials for use without effective and efficient organization and the staff to administer it. A collection of books, however good it is, need the services of trained and efficient staff to make it function well. For the purpose of efficient and effective running of school libraries, the standard recommends that each school library should have a professional school librarian to organize the library and to acquire relevant materials. The standard recommends as a minimum at least a qualified librarian and a library assistant for secondary school libraries.

Below is Table 4 showing the profiled of staff in the library survey:

Table 4: PROFILE OF STAFF IN THE LIBRARY SURVEY

Schools Professional Graduate Clerical Assist. Clerical Assist. Librarian with no with Library without training Training Training in librarianship American International 1 - - - School, Victoria Island Atlantic Hall Secondary - 1 - - School, Ikeja Bellina College, Akoka - 1 - - Caleb International Schools - - 1 - Christ the King International - - 1 - School, Ifako CTC International Junior & 1 - - - Senior. High School, Ikeja Eunice Girls College, - - - 1 Gbagada Grace High School, Gbagada 1 - - - Grange School, G.R.A. Ikeja - 1 1 - Green Springs School, - 1 1 - Anthony Lebanese Community - 1 - - School, Yaba Rainbow College, Surulere 1 - - - Lagos Journal of Library & Information Science Vol. 1. No. 2, 2003

Schools Professional Graduate Clerical Assist. Clerical Assist. Librarian with no with Library without training Training Training in librarianship Redeemer’s International 1 - - - Secondary School Topgrade Secondary School, - - - 1 Surulere Unique Heights Junior & - - - 1 Senior High School Vivian Fowler Memorial 1 - - - College for Girls Kings High School, Ojo - - 1 - Topmost College, Ikorodu - 1 - - Beacon Secondary School 1 - 1 - Sunnyfield International 1 - - - School, Badagry

Table 4 reveals that only American International School, Vivian Fowler, Redeemers International, Grace High School, . Sunny field International School, and Rainbow College employ a professional librarian i.e. a graduate in Librarianship. Other schools like Green Springs, Grange School, Atlantic Hall, Topmost College and Lebanese Community, employed graduate in other fields with no formal library training. They have gathered so much experience in Librarianship because they are in charge of the library. Topgrade Secondary School, Kings High School, Unique Height Junior and Senior High School, Beacon Secondary School, Christ the King International School, Bellina College employs a Clerical Assistant without library falls on the school typist in addition to her normal office duties.

It is clear from the above that staffing in some of these libraries is unsatisfactory. There is no way a library can be said to be well developed when the library is not organized and supervised by a librarian who should be in a better position to teach the pupils on the use of library. Commendable progress has now reached a stage whereby library user education programmes for school teachers and students are evident in many instances. In the standard used, the concept of the library hour as a regular feature on the school time table has led to the demand for a curriculum for library hour. Except Grace High School, American International School, Vivian Fowler Memorial, Sunny field International and Grange Schools where a professional librarian is supervising the library hour/period in the other schools are not properly utilized in most cases as students are not taught any functional information skill. There is the need to make students aware of the information services relevant to their own subject needs and particularly for integrating basic information and library skills into their various subjects. How can a clerical assistant without any library training accomplish this mission?

Library Dev. in Selected Private Sec. Sch. in Lagos State Zaid, Yetunde A.

INFORMATION TECHNOLOGY

Table 5: THE STATE OF INFORMATION TECHNOLOGIES IN THE LIBRARIES

Schools Computer CD-Rom/ Internet Photo- Alternative used for Printers, etc. facility copy Energy supply Library machine services American International School, 6 Over 200 CD- Yes 2 Connected to Victoria Island Rom/ sch. generator Printers, Atlantic Hall Secondary School, 1 60 CD-Rom, Nil 1 Connected to Ikeja 1 Printers, sch. Generator Bellina College, Akoka Nil Nil Nil 1 Nil Caleb International Schools Nil Nil Nil Nil Nil Christ the King International 1 22 CD-Rom Yes 1 Connected to School, Ifako sch. generator CTC International Jnr. & Snr. High Nil Nil Nil 1 Connected to School, Ikeja sch. generator Eunice Girls College, Gbagada Nil Nil Nil Nil Nil Grace High School, Gbagada Nil Nil Nil 1 Connected to sch. Generator Grange School, G.R.A. Ikeja 4 35 CD-Rom, Yes 1 Connected to 1 Printers, sch. Generator Green Springs School, Anthony 2 52 CD-Rom, Nil 1 Connected to 1 Printers, sch. Generator Lebanese Community School, Yaba 2 40 CD-Rom, Nil Nil Connected to 1 Printers, sch. Generator Rainbow College, Surulere Nil 40 CD-Rom, Nil 1 Connected to 1 Printers, sch. Generator Redeemer’s International Secondary Nil Nil Nil 1 Connected to School sch. Generator Topgrade Secondary School, Nil Nil Nil Nil Nil Surulere Unigue Heights Junior & Senior Nil Nil Nil 1 Connected to High School sch. Generator Vivian Fowler Memorial College 2 75 CD-Rom, Yes 1 Connected to for Girls 1 Printers, sch. Generator Kings High School, Ojo 1 42 CD-Rom, Nil 1 Nil 1 Printers, Topmost College, Ikorodu 1 Nil Nil 1 Connected to sch. Generator Beacon Secondary School 2 Nil Nil 1 Connected to sch. Generator Sunnyfield International School, 3 52 CD-Rom, Nil 1 Connected to Badagry 1 Printers, sch. Generator

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Going by the year of existence of these private schools, and the paid by parents, one would have expected a rapid development in their libraries. Out of the twenty libraries, only 11 have computers used within the libraries. These are American International School, Vivian Fowler, Green Spring, Atlantic hall, Grange, Christ the King, Lebanese Community, Topmost College, Sunnyfield International School, Beacon Secondary School, Kings High School and only Christ the King, American International School and Grange Schools have \internet facility directly for the library. The fact that computers, fax and Internet facilities are lacking virtually in these libraries, implies that students are left at the mercy of private/commercial organizations whose charges are exorbitant. The implication of not having these facilities in place is that students will not have the privilege of learning and using them in the library. Besides, the library personnel may generally lack the skill or education in the use of computers to conduct search to help the students.

Libraries in the institutions covered in the study enjoy electricity supply from the National Electric power Authority (ENPA) but fifteen of the schools however have advantage of alternative electricity or power supply from their schools generating set whenever electricity supply fails. For these libraries to have the needed technologies, school owners must deliberately appreciate and develop the need for them thereby making funds available to purchase them.

CONCLUSION AND RECOMMENDATIONS

Though the overall picture as at present is not at all satisfactory, but the position is one of wide extremes (compared to public schools). Some of the schools have reasonable collections but almost all are still in need of development. The school proprietors should be able to justify the high fees been charged in the area of library developed in terms of information resources and services offered to the students. The following recommendations can help to improve the school library system:

(1) Adequate attention should be given to the development of library collections and not just school structures.

(2) Professional librarians should be employed to man such libraries and selection or acquisition of book done by them and the teachers.

(3) Library catalogue should be well arranged and students should be taught how to use the catalogue.

(4) Up-to-date resources should be acquired by the library not only in terms of textbooks but reference materials.

(5) There should be library period on the school timetable not just for students to come into the library to read, but for them to be taught how to use the library and how to find their way around. This is to establish the importance of imparting library or information – finding skills in students to enable them to pursue their studies effectively and to lay a solid foundation for life-long education.

(6) Information technology should be used in the libraries.

Library Dev. in Selected Private Sec. Sch. in Lagos State Zaid ,Yetunde A.

REFERNCES

IFLA/UNESCO School Library Manifesto (Feb. 2000) “The School Library in Teaching and Learning for all”: www.ifla.org/vii/s11/pubs/manifest.htm.

Abolade, J. O. (2003). Burning issues in Nigerian Education” In (Lecture holds in honour of Prof. Fafunwa at 80). Daily Champion of 29th October, 2003, p. 26.

Obajemu, A. S. (2002). “Assessment of School Library Service in Local Government Area, Lagos State, Nigeria: a case study”. African Journal of Library, Archival and Information Science, Vol. 12, No. 1, pp. 59-61.

Tawete, F. (1995). “Joint School/Public libraries: a catalyst for School library Development in Africa”. African Journal of Library, Archival and Information Science, 5 (1), 31-38.

Communique of the Nigerian School Library Association held at the University of |Nssuka in October, 2002.

Okonkwo, I. J. C.(1986). “The school library as a resource in teaching”. Anambra State School libraries Bulletion, Vol. 13, No. 1, pp. 5 & 24.

Federal Republic of Nigeria (1981) National Policy on Education: Rev. ed. Lagos, Federal Government Press, pp. 13-22.

Federal Ministry of Education and Youth Development (1992) Minimum Standards for School Libraries in Nigeria, pp. 12-25.