Availability of
instructional resources refers to those resources necessary to carry out instructions
in out educational institution.
Availability of the resources boosts learning
and enhances efficiency in the act of teaching or transmitting knowledge.
However, availability of instructional resources does not guarantee their
utilization. Many scholars have stressed the need for instructional materials
to be available if educational objectives can be achieved.
Nworgu (2003) asserted that there
could be no effective transmission of instruction without instructional
resources. Similarly, Robert (1999) had assumed that instructional resources are
prerequisite for effective passing of instruction just as Okey (2000)
maintained that availability of instructional resources are necessary for
effective teaching and learning: in the same vein, Agupusi (2003) attributed
non-achievement of educational objective to unavailability of instructional
resources and postulated that stakeholders in education should collectively
ensure availability of learning especially, teacher training institutions. Availability
of instructional resources according to the works cited seem to be an
indispensable parameter for achieving educational objectives. This is so because
learning is dependent to maximizing hearing in achieving objectives.
No wonder Nwafor (1997) argued that
availability of instructional resources should be a compulsory prerequisite for
approving new school garrison (1998) postulated that the level of academic work
at NTI learning centre should be determine by the extent of availability of
instructional resources just as Ezeuwa (2005) regretted non-availability of
instructional materials in some distant education centres in Ebonyi State and
attributed the trend to the end of education in the country. Indeed, the
importance of instructional materials is to explain clearly and so can be
stressed. It is therefore observed that availability of instructional resources
is a serious indicator in quality assurance in education. Similarly of
instructional resources helps to boost the moral of education managers whose
occupation is to ensure the realization of education objectives in their
institution. He regretted that the nation’s educational instructional (levels
to him are difficulties associated with the provision of these resources.
In
the same vein, Ebele (2000) lamented lack of instructional resources in our
school, since according to him, available ones appear insufficient compared to
the venomous usage. Again, instructional resources by all extent of availability
remains a focal point of researcher, scholars/writers educationalist education
manager and indeed all stakeholders in education to maintain standard education
invariably will be difficult without adequate resources in the system, both
human and materials resources, because they go together as important parameters
for sustainable implementation of instructional programmes.
Njoku (1995) in his agreement with the above statement when he described insufficient availability of instructional resources as a serious setback in achievement of most of the educational objectives. Abubakar (1999) argued that realization of national educational objectives would remain a mirage until sufficient and adequate instructional resources are provided for our schools especially for teachers training schools where it is expected that education should be raised.