CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Facilities management is an interdisciplinary field primarily devoted to the maintenance and care

of commercial or institutional buildings, such as hospitals, hotels, office complexes, arenas or

convention centers. According to Odiete (1998) the early set of people who came in contact with

what is now referred to as facilities and their management have always taken a restricted view of

the discipline as relating only to space management as against the other aspects. According to the

International Facility Management Association (IFMA), it is a profession that encompasses

multiple disciplines to ensure functionality of the built environment by integrating people, place,

processes and technology. Facilities management involves the entire building as a whole, its

structure, fabrics, components, services, space dimension, storey height and its special

attachment from substructure to the apex of the super structure. (Nutt, 1999).

The importance of facilities management has recently been recognised all over the world

(Mudiak et al., 2004). The result is that it is a common practice in business organizations in

advanced countries like the UK and USA. The spread of facilities management is attributable to

the global embracement of the practice of outsourcing services in the public and private sectors

(Robert 2001; E-Naram and Agapipu, 2002; Mudrak, 2003). The practice was embraced in the

UK in the 1970s when outsourcing was believed to be a main cost-cutting initiative (Nazali et al.,

2009). The practice described by Pitt and Hinks (2001) as the management of cost efficiency

became popular among organisations who desire productive use of building assets as work place

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(Varcoe, 2000). It is now one of the fastest growing professions in the UK (Nazali et al., 2009)

and is even gradually being popularised in Nigeria and other African countries.

Arising from this awareness, Kaya et al. (2004) advocated that facilities should be strategically

planned and aligned to the business needs as well as demonstrate contribution to achieving

business objectives. The provision of such various activities requires inputs from various

professional ranging from architecture, engineering and business management. This confirms the

multi-disciplinary nature of facilities management (Nutt, 1999). It is a profession requiring a

wide range of skills and knowledge (Nazali et al., 2009). As a profession that focuses on

integrated management of the workplace to enhance the performance of the organisation (Tay

and Ooni, 2009), it encompasses a very broad range of possible activities (Alexander, 1993;

Chotipanich, 2004). Nazali et al. (2009) argued that effective facilities management encompasses

multiple activities under various disciplines, combines resources and is vital to the success of any

organisation.

While the possession of sound professional training, as evidence of the competence and

capabilities of facilities managers to handle facilities management have been documented in the

advanced countries like USA and UK by authors like Bell (1994), Barrett et al. (1995) and

Alexander (1996), Yet, globalisation has necessitated the standardisation of practice, products

and services. It has also opened the investment terrain in African countries to global participation

by international and foreign investors. Facilities management can therefore be summarised as

creating an environment that is conducive to carry out the organizations primary operations,

taking integrated view of the services infrastructure, and using this to deliver customer

satisfaction and value for money through support for and enhancement of the core business.

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Facility management plays a critical role in ensuring the effective operation and maintenance of

physical infrastructure in educational institutions. In the context of secondary schools, facility

management practices are vital for creating conducive learning environments, promoting student

well-being, and supporting educational goals. This section provides a background for the study

on facility management practices in selected private and public secondary schools, highlighting

the importance of this area of research.

Educational institutions, both private and public, face unique challenges in managing their

facilities. These challenges could be viewed from limited financial resources, aging

infrastructure, changing educational needs, and increasing demands for safety and security. To

address these challenges effectively, schools need to employ efficient facility management

practices that maximize the use of available resources, ensure proper maintenance, and create

safe and inspiring learning environments. Facility management encompasses a wide range of

activities, including maintenance, space planning, safety and security measures, energy

management, and sustainability initiatives. These practices are crucial for optimizing the

functionality, efficiency, and longevity of school facilities. Implementing effective facility

management practices not only contributes to the smooth operation of schools but also enhances

the overall educational experience for students and staff.

In summary, this study focus specifically on facility management practices in selected private

and public secondary schools. By examining various aspects of facility management, it seeks to

provide insights into the prevailing practices, challenges, and opportunities for improvement.

Addressing these research problems will provide valuable insights into facility management

practices in selected private and public secondary schools. The findings will contribute to the

existing body of knowledge in facility management within the educational context and inform

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school administrators, policymakers, and facility management professionals about effective

strategies for managing school facilities. Ultimately, this research aims to contribute to the

improvement of facility management practices and the creation of conducive learning

environments in secondary schools.

1.2 Statement of the Research Problem

Overtime organisations have become conscious of the need to concentrate on their core business

activities and the expediency of reducing the rising cost of occupying buildings, providing

services to support business operations and improving working conditions so as to sustain

productivity in their activities, which has led to the development of facilities management

(Alexander, 2003). Facilities management involves the development, coordination, and

management of all the non-core specialist services of an organisation together with the building

and their systems, plant, IT equipment, and fittings with the overall aim of assisting any giving

organisation in achieving its strategic objectives (Moore and Finch, 2004).

There is a lack of comprehensive understanding regarding the facility management practices in

private and public secondary schools. While facility management is recognized as a critical

aspect of educational administration, there is limited research specifically focused on this area

within the context of secondary schools. This study aims to bridge this gap by providing an in-

depth analysis of facility management practices in selected schools.

Private and public secondary schools face unique challenges in managing their facilities, such as

limited financial resources, aging infrastructure, and changing educational needs. Understanding

the specific challenges faced by these schools in facility management is essential for developing

effective strategies and solutions. This research seeks to identify and analyze the common

challenges encountered by selected schools in managing their facilities. Facility management

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involves the allocation of resources, including finances, personnel, and time, to ensure the

effective maintenance and operation of school facilities. However, there is a need to explore how

private and public secondary schools allocate their resources for facility management purposes.

This study aims to investigate the resource allocation practices in selected schools and assess

their effectiveness in achieving optimal facility management outcomes. Identifying best practices

and opportunities for improvement in facility management practices can contribute to the overall

enhancement of educational environments. By examining the practices adopted by selected

private and public secondary schools, this study seeks to identify successful approaches and

innovative solutions that can be shared and implemented in other educational institutions. It also

aims to highlight areas where improvements can be made to enhance facility management

practices.

1.3 Research Questions

This research seeks to provide answer to the following questions:

1. What is the available facilities in the selected secondary schools in the study area

2. What is the state of facilities in the selected secondary schools.

3. Examine the comparison of the facility management practice between the selected

private and public schools in the study area.

4. Enumerate the challenges faced by these schools in facility management and understand

their impact on the overall functioning of the schools.

1.4 Aim and Objectives

The aim of this study is to examine and evaluate the facility management practices in some

selected private and public secondary schools, with the goal of enhancing the effectiveness and

efficiency of facility management in educational settings.

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The objectives of this study include the following:

1. To identify all the available facilities in the selected secondary schools in the study area

2. To assess the state of facilities in the selected secondary schools.

3. To compare the facility management practice between the selected private and public

schools in the study area.

4. To identify the challenges faced by these schools in facility management and understand

their impact on the overall functioning of the schools.

1.5 Significance of the Study

Any project work involves inquiry, and the outcome of such inquiry is knowledge. The

knowledge could be an addition or a new idea or mechanism to solve an immediate problem.

This study covers the impact of efficient facilities management in corporate organisation a case

study of some selected financial institution.

Understanding the facility management practices in selected private and public secondary

schools is essential for several reasons. Firstly, it provides valuable insights into the current state

of facility management in these schools, highlighting the strengths and weaknesses of existing

practices. This knowledge can guide school administrators and facility managers in making

informed decisions regarding resource allocation, infrastructure maintenance, and planning for

future development.

Secondly, by identifying common challenges faced by private and public secondary schools in

facility management, this study can contribute to the development of effective strategies and best

practices. Sharing successful approaches and innovative solutions can inspire other schools to

improve their facility management practices and enhance the overall quality of educational

environments.

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Lastly, the findings of this study have broader implications for policymakers and educational

institutions seeking to prioritize facility management as a strategic component of educational

administration. It emphasizes the importance of allocating sufficient resources and investing in

professional development for facility management personnel to ensure optimal outcomes in

facility maintenance and operations, and finally it will serve as a baseline for the success of

future research investigations.

1.6 Scope of the Study

Any research study of this nature requires the delimitation of geographical boundaries, that is, the

various aspects that will be covered, examined and discussed in the research.The goal of this

research is to identify the effect of efficient facilities management on corporate organisations in

other to encourage different organisation on the importance of facilities management to their

establishment hence, the spatial scope has been chosen to be Ado-Odo local government area

Ota, Ogun State, with major focus on ten selected private and public secondary schools in the

area.

1.7 Limitation of the Study

Some of the limitations encountered during this research are:

i. Lack of cooperation from the respondent in terms of availability, the readiness to

produce and give genuine and correct information and not all the questionnaires was

returned.

ii. Financial constraints to carry out the research in detail and as a student time has to be

shared between lectures and going to the field to collect data.

iii. Inadequate data arising from collection of data from single spartial scope that is

meant for a wider range.

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1.8 Definition of Terms

Facility: facility refers to a physical structure or space that is designed, constructed, and

maintained to serve a specific purpose or function. Facilities provide a controlled and functional

environment where individuals or organizations can carry out specific tasks, operations, or

services. They may include features such as rooms, equipment, utilities, and infrastructure

necessary to support the intended activities within the facility. The management and maintenance

of facilities are essential to ensure their optimal functionality, safety, and efficiency.

Buildings: building refers to a permanent structure or edifice that is constructed or used for the

purpose of providing shelter, housing, or accommodating various activities. Buildings are

typically constructed with walls, a roof, and a foundation, and can vary in size, design, and

architectural style depending on their intended use and function. Buildings can range from

residential houses, commercial offices, industrial facilities, educational institutions, healthcare

centers, recreational venues, to government buildings and more.

Management: Management refers to the process of planning, organizing, coordinating, and

controlling resources and activities to achieve specific goals and objectives efficiently and

effectively. It involves making decisions, allocating resources, and directing individuals or teams

towards the accomplishment of organizational objectives.

In the context of facilities or building management, it refers to the practice of overseeing and

supervising the various aspects of a building's operation and maintenance to ensure its optimal

functionality and utilization.

Facilities Management: Facility management refers to the professional discipline and practice

of managing and maintaining buildings, infrastructure, and services to ensure their efficient

operation and support the activities of an organization. It involves the strategic planning,

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coordination, and oversight of various aspects related to the physical environment and

infrastructure of a facility.

Public schools: A public school refers to an educational institution that is funded and operated

by a government entity, typically at the local or state level. Public schools are open to all

students within a designated geographic area and are supported by public funds, including taxes

and government allocations. These schools are established to provide free education to students

and are governed by educational policies and regulations set by the respective government

authorities.

Private schools: A private school, also known as an independent school, is an educational

institution that operates independently of government funding and control. Unlike public

schools, private schools are typically funded through tuition fees, endowments, donations, or

other private sources. Private schools have their own governing bodies and can establish their

own educational policies, curriculum, and admission criteria.

1.9 The Study Area

Ogun State is a state in southwestern Nigeria. Created in February 3, 1976 from the former

Western State. Ogun State borders Lagos State to the south, Oyo State and Osun State to the

north, Ondo State, and the Republic of Benin to the west. Abeokuta is both Ogun State's capital

and most populous city; other important cities in the state include Ijebu Ode, the former royal

capital of the Ijebu Kingdom, and Sagamu, Nigeria's leading kola nut grower. Ogun state is

covered predominantly by rain forest and has wooden savanna in the northwest. Ogun State had

a total population of 3,751,140 residents as of 2006, making Ogun State the 16th most populated

state in Nigeria In terms of landmass, Ogun State is the 24th largest State in Nigeria with land

area of 16,762 kilometer square. Nicknamed the "Gateway to Nigeria", the state is notable for

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having a high concentration of industrial estates and being a major manufacturing hub in Nigeria.

Major factories in Ogun include the Dangote Cement factory in Ibese, Nestle, Lafarge Cement

factory in Ewekoro, Memmcol in Orimerunmu, Coleman Cables in Sagamu and Arepo, Procter

& Gamble in Agbara, amongst others. Ogun State is predominantly Yoruba, with the Yoruba

language serving as the lingua franca of the state. The dominant religions in Ogun State are

Islam and Christianity although a certain amount of traditional religion is still practiced. Ogun

State is noted for being the almost exclusive site of Ofada rice production. Ogun is also home to

many icons in Nigeria in particular and Africa in general. The main ethnic groups in Ogun State

are the Ẹgba, the Ijebu, the Remo, the Egbado, the Awori and the Egun. There are also sub

groups like the Ikale, the Ketu, the Ohori and the Anago

Ogun State consists of twenty local government areas: Abeokuta North Akọmọjẹ, Abeokuta,

South Ake, Ado-Odo/Ota, Ewekoro Itori, Ifo, Ijebu East Ọgbẹrẹ, Ijebu North Ìjẹ̀bú igbó, Ijebu

North East Attan, Ijebu Ode, Ikenne, Afon Imẹkọ, Ipokia, Obafemi Owode ègbá, Odogbolu,

Odẹda, Ogun Waterside Abigi, Remo North, Sagamu, Yewa North (formerly Egbado North),

Ayetoro, Yewa South (formerly Egbado South) Ilaro.

The Ado-Odo/Ota Local Government Area is one of the 19 Local Government Areas of Ogun

State, Nigeria. It came into existence on May 19, 1989, following the merging of Ota, part of the

defunct Ifo/Ota Local Government with Ado-Odo/Igbesa Areas of the Yewa South Local

Government. Ado-Odo/Ota borders on metropolitan Lagos. The Local Government Area is the

second largest in Ogun State and it is headquartered at Ota (or Otta) at6°41′00″N 3°41′00″E to

the north of the Area. Other towns and cities include Araromi-Alade, Ado-Odo, Agbara, Igbesa,

Iju-Ota, Itele, Kooko Ebiye Town, Owode, Sango Ota etc.

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Ado-Odo/Ota is a veritable industrial Local Government it has the largest industrial area and the

highest number of industries in the state, with this fact, the Local Government generates the

highest IGR for Ogun state. It has an area of 878 km2 and a population of 526,565 at the 2006

census. Being primarily agrarian in nature, the Local Government Area produces cash and food

crops especially cocoa, kola nut, palm oil, coffee, cassava, timber, maize, and vegetables.

Mineral resources include kaolin, silica sand, gypsum, and glass sand. The Local Government is

populated mainly by the Awori people, a subset of the Yorubas and the original inhabitants of

the area. However, other ethnic groups like Egba settlers, Eguns, and Yewas (Egbados) also live

here. There are currently eleven Traditional Obaship institutions in the Local Government Area

namely: Olofin of Ado-Odo, Olota of Ota, Onilogbo of Ilogbo, Oloja Ekun of Igbesa, Onikooko

of Kooko Ebiye, Onitele of Itele, Amiro of Ilamiro, Onitekun of Itekun, Olodan of Odan Abuja

Sule, Alagbara of Agbara, Onigun of Odan-Abuja, Onikogbo of Ikogbo, Olu of Owode Ota, Olu

of Atan Ota, Olu of Ijoko Ota and Olu of Tigbo Ilu.The Local Government Area boasts a range

of cultural, traditional, and historic attractions. One of the most popular is the Egungun

(Masquerade) festival in Ota alongside the Oduduwa (Odu'a) festival in Ado-Odo. The second

oldest storey building in West Africa can be found in Ota.

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Fig 1: Map of Ogun state showing the 20 local governments
Source: google map 2022.

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 CHAPTER TWO
LITERATURE REVIEW

2.1 Preamble

Educational institutions have been established at primary, secondary and tertiary levels, with the

hope that the nation's human resources would he transformed into competent and productive

agents of development in all sectors of the economy. In order to fulfill their objectives,

educational institutions require an environment where teachers, students and other personnel will

enjoy their stay and perform their duties effectively. According to Akubue (2019), good school

environment would foster desirable behavior, creativity, harmonious relationship and problem-

solving skills among students. In the educational institutions, facilities constitute essential inputs

which could generate favorable learning environment, facilitate interaction and enhance

achievement of educational objectives. School facilities are a key resource in meeting teaching

and learning objectives. Execution of educational programmes demands that facilities are

provided if success is to be achieved. Government, school proprietors, parents and other

stakeholders are expected to provide the facilities for their schools. The Government stated that

all stakeholders would be involved in every aspect of school management. However, this aspect

is one of the most neglected areas in the school system (Olagboye, 2004). Galadanchi (2006)

opine that facilities tend to be outdated as a result of changing needs of the society which

necessitate a change in school curriculum. In this regard, facilities will need to be improved at

different periods.

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2.2 Historical Background of Facilities Management

The origins of facilities Management can be traced back to the late 1800s, when the America

railroad companies first conceived of the idea of providing facilities as opposed to providing

building (Atkin, 2003). Facilities management entered Europe in mid 1980s from USA. The term

facility Management was initially used in the United State in the late 1970s. It first spread to

Austria and the United Kingdom, and subsequently to other parts of the world. There has been a

rapid development of this concept and profession during the past fifteen (15) years. In the United

State the term is usually referred to as “Facility” Management.

Since the late 1980s, Facilities Management has gradually gained a foothold as a discipline and

profession within the property and construction industry. There has been establishment of

professional facilities management institutions around the world (for example: IFMA in the

USA, JFMA Japan, BIFM in the UK, FMA in Australia and EuroFM in Europe. The practice of

facilities management was alien to Nigeria until 1993 when facilities management was made the

central theme of discussions at the annual conference of the Nigerian Institution of Estate

Surveyors and Valuers. The conference aroused consciousness in the minds of the real estate

professionals who had hitherto been referred to as experts in property management. This

consciousness however spurred agitations among members as to whether or not facilities

management was the exclusive preserve of the estate surveyors and valuers who are trained to

manage real property and its facilities. Clarifying the issue among the men of the noble

profession, Umezuruike (1998) argued that FM is broad and requires both technical and

management skills and is therefore a multidisciplinary profession.

Facilities management was introduced into Nigeria through globalisation, as a result of the

changes that happened as part of relocation activities of oil and gas multinational companies

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(Ojo, 2002). Facilities management has thus emerged to overcome the fragmented management

of facilities. In Nigeria, IFMA Nigeria organises training options for qualifications as

professional facility manager and certified facility manager to its members who will like to take

the professional qualification route. In addition, the University of Lagos and Ahmadu Bello

University, Zaria offers masters courses in FM for those that want to pursue the academic

qualification route (Adewunmi, Ajayiand Ogunba, 2009). Although yet to find wide applications

in Nigeria, FM has been adopted in both private and public sectors of the the country's economy.

2.3 Definition of Facilities Management

The definition of facility management provided by the European Committee for Standardisation

(CEN) and ratified by BSI British Standards is, the integration of processes within an

organisation to maintain and develop the agreed services which support and improve the

effectiveness of its primary activities.

According to IFMA (2010) Facilities Management involves multiple disciplines to ensure

functionality of the built environment by integrating people, place, process and technology.

According to USA Library of Congress it is the practice of co-ordinating the physical workplace

with the people and work of the organisation; integrates the principles of business information,

architecture and the behavioral and engineering sciences.

Facilities management is the integration of multi-disciplinary activities within the built

environment and the management of their impact upon people and the workplace. Effective

facilities management is vital to the success of an organisation by contributing to the delivery of

its strategic and operational objectives (British Institute of Facilities Management).

According to Alexander (1999), facilities in a business context are the premises and services

required to accommodate and facilitate business activity. Therefore, facilities include the

15
building itself where business activities are conducted and where hardware such as equipments,

tools and furniture are located. However, Adewunmi, Ajayi and Ogunba (2009) defined the

practice of facilities management as basically the focus on management of buildings for the sake

of the buildings themselves, as well as for investment in order to secure optimum returns. Big

multinational companies, banks, manufacturing companies, schools and others now reap the

benefits of responding to changes in management of facilities, thus there is increased demand for

facilities management.

2.4 Scope of Facilities Management

According to Atkin and Brooks (2000), FM can cover a wide range of services including real

estate management, financial management, change management, human resources management,

health and safety and contract management. In addition, there is building management, domestic

services (such as cleaning and security) and utilities supplies. These last three responsibilities are

the most visible, while others are subtler, though of no less importance. According to Kincaid

(1994), FM emerged through the integration of three main strands of activity: property

management (real estate), property operations and maintenance and office administration. FM is

wide and covers in its scope the provision of many varied services (Barrett, 1995; Noor and Pitt,

2009). It is wider than building operations and maintenance (Best et al. [2003] cited in

Chitopanich [2004]) and its scope has been captured in varied ways. FM encompasses

workplace, facility, support services, property, corporate real estate, and infrastructure

(Chitopanich, 2004).

The new European FM standard expresses that the field of FM can be grouped around client

demands, which can be summarised under two main headings: the first being Space and

Infrastructure and the second being People and Organisation (Jensen, 2008). The scope could not

16
be define within the context of only one profession, rather each profession has its own view of

the scope. An initial perhaps simplistic view suggests that the following list provides a view of

the scope of facilities management: Cleaning and waste disposal; Energy management;

Environmental management; Estates management; Equipment and consumable purchasing; Fire

safety; Grounds maintenance; Health and safety; Human resources; Office management;

Property and engineering services maintenance; Relocation, refurbishment, adaptation, new

build, etc.; Security; Space management and planning

2.5 Classification of Facility Management Works

From an administrative perspective, several authors (Then and Aklaghi, 1990; Alexander, 1996;

Chotipanich, 2002 ) classified facilities management works into three distinctive groups:

Strategic, Managerial and Operational facilities management which is displayed on fig 2 below

Fig 2: Characteristics of FM Works in Different Level

Source: Chotipanich, 2002

2.6 Benefits of Facilities Management

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1. Organization of running cost of building

2. Maximization of returns

3. Better combination of efficiency and cost

4. Reduce facilities cost

5. Increases productivity of the core process

6. Professional implementation of changes enforce by law

7. Innovation in facility technology

8. More flexibility

2.7 Estate Surveyor and Facilities Management

For effective performance of facilities or services, there is need for proper management and

maintenance by professional Estate surveyor and valuer. This can be done by an in-house

maintenance crew such as engineers or technicians, direct labour or use of service contractors

(out-sourced) that are retained by the organisation. The service contractors are often used for

technical and specialized facilities such as lifts, generator, and water treatment plants among

others. Annual maintenance contracts are entered into with contractors while estate surveyors

and valuer perform the day-to-day administrative functions. Facilities in a property are for the

comfort, enjoyment and protection of the occupier as well as ensuring that the economic and

useful life of the property are achieved (Brian Adrian, 2000).

Facilities management requires careful planning, organizing and controlling which is kin to the

function being performed by the estate surveyor and valuer in property management. The

planning of facilities according to Ojo (1997) is best achieved at the design stage of the project.

This will allow for maximum space utilization adequate coverage of the facilities for the size of

18
the organization and also facilitate easy maintenance by choosing appropriate materials to be

used in the facilities to be provided. Little or no modification will be necessary after completion

thereby reducing the cost of maintenance. It can therefore be said that facilities management is a

function of property management, the estate surveyor and valuer has over the years performed

these functions while maintaining return for the owner of the property.

2.8 The Facilities Management Team

Just as the British Institute of Facilities Management put the definition of facilities management

as the integration of multi-disciplinary activities within the built environment and the

management of their impact upon people and the workplace. Effective facilities management is

vital to the success of an organisation by contributing to the delivery of its strategic and

operational objectives, no single individual or profession can possess sufficient expertise in all

the facets of facilities management hence the need for a co-ordination of activities among other

professionals to ensure the effective performance of an organization. The role of the facilities

manager is therefore to coordinate these different professionals towards achieving successful

operating conditions (Stuckenbruck, 1988).

The professionals involved in the team include the built environment team: Estate surveyor and

valuers, Engineers, Architects, Accountant etc. The scope of the organizational structure depends

on the size and complexity of the facilities, skills required to manage it effectively and the

freedom autonomy of control.

The following activities need to be well managed by the Team:

i. Health and safety: The facilities management department in an organization is required to

control and manage many safety related issues. Failure to do so may lead to injury, loss of

19
 business, prosecution and insurance claims; the confidence of customers and investors in the

business may also be shaken by adverse publicity.

ii. Fire safety: The threat from fire carries one of the highest risk to loss of life, and the

potential to damage or shut down a business. The facilities management department will

have in place maintenance, inspection and testing for all of the fire safety equipment and

systems, keeping records and certificates of compliance.

iii. Security: Security to any organization is necessary to protect the employees and the

business and this often comes under the control of the facilities management department, in

particular the maintenance of the hardware. Manned guarding may be under the control of a

separate department.

iv. Maintenance, testing and inspection: Maintenance, testing and inspection schedules are

required to ensure that the facility is operating safely and efficiently, to maximize the life of

equipment and reduce the risk of failure.

v. Cleaning: Cleaning operations are often undertaken out of business hours, but provision

may be made during times of occupations for the cleaning of toilets, replenishing

consumables (toilet rolls, soap, etc.) plus litter picking and reactive response. Cleaning is

scheduled as a series of "periodic" tasks: daily, weekly, monthly, etc.

vi. Operations management: The facilities management department has responsibilities for

the day to day running of the building; these tasks may be outsourced or carried out by

directly employed staff.

vii. Procurement: The facilities management team will seek to periodically re-tender their

contracts, or at the very least bench mark them to ensure they are getting value for money.

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 For this to happen it is necessary to have an up to date list of equipment or assets to send out

with the tenders.

viii. Space allocation and changes: In many organizations, office layouts are subject to frequent

changes. This process is referred to as churn rate, expressed as the percentage of the staff

moved during a year.

2.9 Overview of Public Secondary Schools

Public secondary schools, also known as public high schools or government schools, are

educational institutions that are funded and operated by the government or local authorities. They

are typically accessible to all students within a specific geographic area and offer education to

students in grades 9 to 12 or grades 10 to 12, depending on the educational system of the

country, the specific details and practices of public secondary schools can vary between

countries, states, or regions. Different educational systems and policies may influence the

structure and functioning of public schools in different jurisdictions. Overview of public

secondary schools may include:

2.9.1 Funding and Governance: Public secondary schools are funded through public tax

revenues and are governed by the local or regional education authorities. The government is

responsible for providing the necessary infrastructure, resources, and staffing to support the

schools.

2.9.2 Accessibility: Public secondary schools are designed to be accessible to all students

within their designated catchment area. They are open to students from diverse backgrounds,

regardless of their socioeconomic status, abilities, or previous academic performance. Public

schools are often seen as a symbol of equal educational opportunities for all.

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2.9.3 Curriculum: Public secondary schools generally follow a standardized curriculum set by

the education ministry or local educational authorities. The curriculum typically includes core

subjects such as mathematics, science, social studies, language arts, and physical education.

Additional subjects such as foreign languages, arts, and vocational courses may also be offered.

2.9.4 Accreditation: Public secondary schools are required to meet certain educational

standards set by the government or educational authorities. They undergo regular evaluations and

assessments to ensure compliance with the prescribed standards.

2.9.5 Teacher Qualifications: Public schools typically employ certified and qualified teachers

who have obtained the necessary credentials and licenses to teach in the respective subject areas.

Teachers are responsible for delivering the curriculum, assessing student progress, and providing

guidance and support to students.

2.9.6 Class Sizes: Public secondary schools often have larger class sizes compared to private

schools due to the larger student populations they serve. This can vary depending on the school's

location and available resources.

2.9.7 Extracurricular Activities: Public secondary schools often offer a wide range of

extracurricular activities, including sports, clubs, music, drama, and community service. These

activities provide opportunities for students to develop interests, talents, leadership skills, and

social connections outside of the academic realm.

2.9.8 Diversity: Public secondary schools typically reflect the diversity of the local community

they serve. They enroll students from various cultural, ethnic, and socioeconomic backgrounds,

fostering a diverse and inclusive learning environment.

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2.9.9 Community Engagement: Public secondary schools often play an active role in the local

community. They may collaborate with community organizations, businesses, and parents to

enhance educational opportunities, address social issues, and promote civic engagement.

2.9.10 Graduation and Post-Secondary Education: Public secondary schools aim to prepare

students for post-secondary education or entry into the workforce. They provide guidance and

support for college or university applications, vocational training, and career planning.

2.10 Overview of Private Secondary School

Private secondary schools, also known as independent schools or non-government schools, are

educational institutions that are privately owned and operated. They are funded through tuition

fees paid by students, charitable donations, endowments, and other private sources. below is an

overview of private secondary schools:

2.10.1 Ownership and Governance: Private secondary schools are typically owned and

operated by private individuals, nonprofit organizations, religious groups, or educational

corporations. They often have their own governing boards or trustees responsible for making

decisions about school policies, finances, and academic programs.

2.10.2 Selective Admission: Private secondary schools generally have a selective admission

process, meaning they can choose which students to admit based on certain criteria such as

academic performance, interviews, entrance exams, or specific talents. This selective admission

allows private schools to shape their student body and maintain certain educational standards.

2.10.3 Funding and Tuition: Private secondary schools rely on tuition fees paid by students

and their families to cover operating costs. Tuition fees can vary widely depending on factors

such as the school's location, reputation, facilities, and academic programs. Some private schools

also receive additional funding through donations, endowments, or scholarships.

23
2.10.4 Curriculum: Private secondary schools often have the flexibility to design their own

curriculum or adopt alternative educational approaches. They may offer specialized programs,

advanced courses, or unique learning experiences that go beyond the requirements of the

standard curriculum. Some private schools follow specific educational philosophies or religious

teachings.

2.10.5 Smaller Class Sizes: Private secondary schools typically have smaller class sizes

compared to public schools. This allows for more individualized attention, personalized

instruction, and closer relationships between students and teachers. Smaller class sizes can

contribute to a more intimate and supportive learning environment.

2.10.6 Resources and Facilities: Private secondary schools often have access to greater

resources and facilities compared to public schools. They may have well-equipped classrooms,

libraries, science labs, arts studios, sports facilities, and extracurricular spaces. Private schools

may also invest in specialized technology, resources, and educational materials to enhance the

learning experience.

2.10.7 Emphasis on Extracurricular Activities: Private secondary schools often place a strong

emphasis on extracurricular activities, including sports, arts, clubs, community service, and

leadership programs. These activities aim to develop well-rounded students, foster creativity and

teamwork, and provide opportunities for personal growth and exploration beyond academics.

2.10.8 Strong Parental Involvement: Private schools often encourage active parental

involvement and collaboration. Parents are seen as partners in their child's education, and private

schools may have mechanisms in place to facilitate regular communication, parent-teacher

associations, and involvement in school activities and decision-making processes.

24
2.10.9 College Preparation and Guidance: Private secondary schools typically provide

comprehensive college preparation and guidance services. They often have dedicated college

counselors who assist students in the college application process, SAT/ACT preparation, and

career planning. Private schools may have a track record of sending a high percentage of

graduates to prestigious colleges and universities.

Educational Philosophy and Values: Private secondary schools may have specific educational

philosophies, values, or religious affiliations that guide their mission and approach to education.

They may prioritize certain values, character development, or moral education alongside

academic excellence.

2.11 Facilities Available in Secondary Schools

Educational facilities refer to everything within the school premises which include the site,

blocks of classrooms, equipment, electricity, water, visual and audio aids, furniture, workshops,

libraries, storage space, playground and conveniences. Educational facilities consist of not only

physical structure and the variety of building system, such as mechanical, plumbing, electricity

and power, telecommunication, security and fire suppression system. The facilities also include

furnishings, material and supplies, equipment and information technology, as well as various

aspects of building grounds, namely athletic fields, playgrounds, areas for outdoor learning and

vehicular access and parking (Picus, 2007). Educational facilities are correlates of success of

psychomotor, affective and cognitive domains of learning in senior secondary schools.

Secondary schools typically offer a range of facilities and amenities to support students'

academic, social, and extracurricular activities. These facilities aim to create a conducive

learning environment and provide opportunities for students to explore their interests and talents.

The specific facilities available may vary from school to school, but some common ones include:

25
2.11.1 Classrooms: Well-equipped classrooms with desks, chairs, whiteboards, projectors, and

audio-visual aids to facilitate interactive teaching and learning.

2.11.2 Laboratories: Science laboratories for subjects like Physics, Chemistry, and Biology,

equipped with specialized equipment and materials for practical experiments and hands-on

learning.

2.11.3 Library: A library stocked with a wide range of books, reference materials, and digital

resources to support students' research, reading, and learning needs.

2.11.4 Computer Labs: Computer labs with internet access and software for computer-based

learning and research.

2.11.5 Sports Facilities: Sports fields, courts, and gymnasiums for various sports activities like

football, basketball, volleyball, athletics, and more.

2.11.6 Arts and Cultural Facilities: Facilities for arts and cultural activities, such as music

rooms, art studios, and spaces for drama and performing arts.

2.11.7 Auditorium or Assembly Hall: A large hall or auditorium for school assemblies, events,

performances, and gatherings.

2.11.8 Cafeteria: A cafeteria or canteen providing meals and snacks to students and staff during

school hours.

2.11.9 Medical Room: A medical room with basic first aid facilities to attend to minor health

issues and emergencies during school hours.

2.11.10 Resource Centers: Specialized resource centers for subjects like mathematics,

languages, and social sciences, equipped with additional learning materials and resources.

2.11.11 Recreational Areas: Outdoor and indoor spaces for students to relax, socialize, and

engage in recreational activities during break times.

26
2.11.12 ICT Integration: Schools may integrate technology throughout their facilities, including

smart classrooms, Wi-Fi connectivity, and digital learning tools.

2.11.13 Science and Technology Facilities: Apart from science laboratories, schools may have

facilities for technology-related subjects like robotics and computer programming.

2.11.14 Workshops and Vocational Facilities: Some schools offer workshops and facilities for

vocational subjects, such as woodwork, metalwork, or home economics.

2.11.15 Transportation Services: Schools may provide transportation services for students who

live far from the school.

It's essential for secondary schools to maintain and upgrade these facilities regularly to ensure

they meet the evolving needs of students and enhance the overall learning experience. Having a

well-rounded set of facilities can contribute significantly to the holistic development of students

and foster a positive and enriching school environment.

2.12 The State of Facilities in Senior Secondary Schools

Secondary school classrooms in Nigeria are characterized by broken windows and doors,

collapsed ceilings, damaged roofs, leaking roofs, cracked walls, faded paints, broken furniture,

inadequate seats, nonfunctional equipment, electrical fittings and damaged infrastructure,

overpopulated and ill-equipped laboratories (Ogwo & Oranu, 2005; Asiyai, 2012). The

aforementioned depicts the non-maintenance of educational facilities which were provided in

optimum condition for school improvement. The types of facilities maintenance plan that can be

readily adopted as outlined by Asiabaka (2008), include; preventive maintenance, routine

maintenance, emergency repairs and predictive maintenance. Educational managers and

administrators should proactively develop and implement facilities maintenance plans for

addressing facilities needs.

27
2.13 Sourcing Strategies of Facility Management Services

Atkin and Brooks (2005) emphasis that facilities management functions may be successfully

performed or provided either by in-house or out-sourcing approach,depending on the peiority of

the activities or services of any organisation.

In-House Service Provisions

In-house approach is essentially referred to as a service that is provided by a dedicated resources

directly employed by the client organisation, where monitoring and control of performance is

normally conducted under the terms of conventional employer/employee relationship; although

internal service-level agreements may be employed as a regulating mechanisms (Barret and

Baldry, 2003). Furthermore, Atkin and Brooks (2002), emphasied the retention of the

organisation’s employees for the delivery of estate related and facilities services are considered

as in house service provision. The in house provision is characterised by the following (Luciani,

2005)

i. Vertical integration within the organisation of process and production;

ii. Permanent teams of employees assigned to job specidic tasks; and

iii. Direct employment by the organisation.

Advantages of In-House Provision of FM Functions:

Wise (2007) gave insight to the benefits of in-house provisions of FM functions:

1. People who are in-house own their work. In-house employees usually will perform better

than outsourced employees who make decisions based on how they will affect their own

employers , not the people for whom they are working by proxy.

2. Results of long-term finnacial analysis usually support in-house rather than outsourcing

option

28
3. In-house option leads to improve the level of employee as well as customer satisfaction at

the same time

4. In-house solution offers the company the opportunity to grow people instead of hiring from

outside and so provide career prospects that reduces staff turnover.

5. Outsourcing could enable the organisation to pick the best services provider in terms of

experience, quality, speed and effeciency, however, these may be quick fixes which are not

sustainable in the long run.

Disadvantages of In-House Provision of Facility Management Functions

Atkin and Brooks (2005) provide insight on the disadvantages of in-house provision:

a. A poorly defined scope will lead , almost inevitably, to problems in the maagement of the

service with higher supervice with higher supervision costs and lowering of customer

satisfaction. Consultation with all stakeholders is essential

b. Without delineation of roles and responsibilities, it can be difficult to measure the

performanceof in-house personnel

c. Given that the organisation’s management may be looking periodically at the market for

external service provision, it makes sense for the in-house team to operate in business like

way so that it can compete fairly if the need arises.

d. One of the biggest threats to the success of the in-house team is from complacency, which is

easily noticed by customers.

Outsourcing Service Provision

The term outsourcing considers the involvement of an external party to the management role of

facilities. Barret and Baldry (2003) has used the term contracting out for the same and defined

contracting-out as the generic term to describe the process by which a user employs a separate

29
organisation (the supplier), under a coontract, to perform a function, which could, alternatively,

have been performed by an in house staff. Outsourcing is generally ccharacterised by according

to (Luciani, 2002) as:

 Individual service providers along a company’s chain;

 Contingent and portfolio workers assigned on a project-by-project basis; and

 Spot transactions and contracted procurement.

Advantages of Outsourcing

Fill and Visser (2000) concur that the decision to outsource eneble organisation to achieve cost

reduction, expand services and expertise, improve employee productivity and morale, as well as

achieve greater potential towards sharpening corporate image. In addition Wise (2007) opines

that outsourcing enables organisation to select the best service provider on the basis of wide

ranging experience, quality, and speed as well as performance efficiency. From a business

perspective

Hill (1994) argued that outsourcing has a great potential in bringing a business-like approach to

bear in areas which may have no run on traditional lines for a long time, introducing new ideas,

technologies and new findings, providing attractive possibilities for existing and new staff with

appropriate skills, ugrading asssets and services as well as providing reduced costs through

specialisations and large scale economies.

Disadvantages of Outsourcing

Several authors (Collings, 2007; McCray and Clark, 1999) listed the problems with outsourcing

as follows:

a) Outsourcing vendor unable to deal with volume of activities

b) Variance in work ethic between organisation and outsourcing vendor

30
c) Outsourcing vendor might be unable to perform task in specified time and fail to produce

contractual results

d) Inadequate contract performance measures and penalties

e) Lack of capability to deal with time management when associating with outsourcing vendor

f) Lack of flexibility

g) Contracts solely focus on cost cutting issues.

However, in Lankan commercial building context, some organisations favour a totally in-house

FM option while others literally contract out every service possible, yet others use a combination

of both; it depend on the priority of the activities or services of an organisation. Since, both in-

house and outsource facilities management have unique abilities to contribute to the achievement

of best value for money.

Fig 3: Frameworks for Value Adding Selection between Outsourcing and In-Housing FM

Above conceptual framework was developed for use by property and facilities managers in

making a strategic choice between outsourcing and in-house approaches to providing part or

31
whole of FM services. The conceptual framework ensures that wider criteria, other than costs,

are considered, which underpin value addition in the provision of FM services.

2.13.1 Strategies for Effective Facilities Management

Every activity has a procedure for carrying it out. For school administrators, there are strategies

that enables them to play their roles in the most effective way. The school managers need to be

pro-active and identify facilities that need repairs, and establish repair inventory which will help

in determining the particular school plant that needs urgent attention and the ones to be kept in

view given the fact that resources are quite inadequate. The management strategy employed by

the school administrator often times depend on the available fund at his/her disposal.

Organisations need to be financially viable so as to effectively achieve its goals and objectives.

Manfred (1999) noted an ideal strategy as one the school administrator or his representative

would do a regular check on the facilities by keeping a regular review on the condition of the

facilities and to define priorities for expenditure (funding). Manfred (1999) further stated that it

would be needful to involve the users of the facilities in the management and ensure that those

who are close to the facilities are given responsibility for the condition of the facilities. In the

same vein, put up a planned maintenance schedule which all stakeholders should stick to and act

promptly when there is need for repair of damage to be carried out. Inspectors and supervisors

should pay regular visits to school plant. Akinwumiji and Agabi (2013) gave credence to this

view, when they noted that supervision and inspection are vital features of management control

of schools which is aimed at enhancing general school system performance. They noted that both

passive factors such as buildings, documents and all instructional facilities and active factors

such as learners, teachers and administrative staff are all inspected and the idea is to ensure

32
compliance with policy decision as well as the existence of a healthy functional school

environment.

2.14 Facility Management Practices

Amanchukwu and Ololube (2015) noted that management of school plant entails good

leadership, effective monitoring of both the users and the plant itself and also applying sound

maintenance culture of those facilities and other things required for the school to give maximum

services. Optimum utilization occurs when facilities are used for many purposes by the school

and members of the community resources put into maximum and optimum usage are not wasted.

They are likely to enhance achievement of educational objectives. Nevertheless, facilities tend

to depreciate as soon as they are provided and put into use. Therefore, there is need for

maintenance through repair and servicing of components in order to restore their physical

condition and sustain their working capacity. Maintenance enhances performance and durability.

It also prevents wastage. There are preventive, corrective, breakdown and shutdown maintenance

services (Adeboyeje, 2000).

Preventive Maintenance: occurs regularly by checking and rechecking the available facilities

and taking necessary measures to prevent ma-functioning or non-functioning of a particular

facility. Prevention is not only better: it is also cheaper than any other measures. It is ' proactive

in nature. This is one of the most commonly known and implemented maintenance strategies.

Preventive maintenance involves periodically taking assets offline and inspecting or repairing

them at predetermined intervals

Corrective Maintenance: involves reactivation or replacement of facilities in order to normalize

their performances. When a Facility or equipment breaks down completely, a major repair or

replacement may be needed. There may be a time when the institution may need to close down in

33
order to allow a major work. When a facility or equipment breaks down completely, a major

repair or replacement may be needed.

Shutdown Maintenance: Sometimes an institution may need to close down in order to allow for

a major repair to be carried out such a situation may arise as a result of flood, fire or wind

disaster which has affected some of the institutions facility. Such works are referred to as

Overhaul maintenance (OM): is a comprehensive examination and restoration of a system, or a

major part thereof, to an acceptable standard of performance. It could involve reconditioning,

refitting, rebuilding, or total replacement of sub-assemblies of the system.

2.15 Challenges in Management of Facilities for Knowledge Delivery

These are hindrances towards actualization of an organisational goals and objectives. There are

several challenges encountered in the management of facilities for knowledge delivery that need

not be overlooked. Some of such challenges are:

1. Inadequate Funding: One thing that has been a major issue in school management

generally is funding. Apparently the government and also the school, though it is greatly the

responsibility of the government to fund public education. It is not easy to fund education

but all stakeholders need to brace up to this challenging task. The level of funding of our

education by the government has remained very poor to the extent that it has not been up to

the UNESCO recommendation of 26%. The fact that schools are deficient in infrastructures

and even teaching capacity is an indication that schools receive low government grants and

subvention. Osaat (2011) noted that it will be worthless discussing other factors that fight

against the achievement of a functional education in the Nigerian educational system

without making mention of funding in education. Studies have shown that the failure of the

6.3.3.4 system of education which ought to expose the child to practical, technical and

34
 vocational training at their first three years was attributed to poor funding of the system.

Onyeike (2008) as cited in Osaat (2011) remarked that the insufficiency of funds to carry out

repairs and poor procurement procedures have led to steady deterioration of existing

facilities and has brought about obvious shortage in both financial and physical resources

such as classrooms, libraries, laboratories etc. constituting, the most limiting constraint for

expanding education in Nigeria.

2. There is also lack of supervision and effective monitoring of plant users: It is important

for the educational institution to setup monitoring team that will do a regular check on the

condition of the school plant and the people using them. Nwogu and Maduagwu (2016) in

their view on managerial incompetence, noted that the management of the school need not to

be weak and incompetent because it will be difficult to actualize the educational goals and

objectives. The school managers need to be efficient and pro-active in the management of

facilities to ensure knowledge delivery and achievement of educational goals and objectives.

2.15 Review of Literature on Usefulness of Facilities in Secondary Schools

The relevant literature reviewed for this study revealed that many of the Nigeria’s secondary

schools face the combined challenges of deteriorating conditions, out-of-date design and capacity

utilization pressures. These combined deficiencies impair the quality of teaching and learning

and also create health and safety problems for staff and students. The effects of deteriorating

condition and poor maintenance of school infrastructure are threats to school management,

curriculum delivery and students‟ academic performance. The results of Senior School

Certificate Examination conducted by the West African Examination Council and the National

Examination Council were not commendable in Nigeria between 2007 and 2014. The percentage

of students who obtained credit level passes in five subjects and above including English

35
Language and Mathematics was about 25% in Nigeria and 35-45% in Rivers State during the

period under review. Also in 2011 May/June Senior School Certificate Examination conducted

by the West African Examination Council, only 30.99% of the 1,540,250 candidates obtained

credit level passes and above in five subjects including English Language and Mathematics in

the 36 States of the Federation, and the Federal Capital Territory. The abysmal performance of

students in examinations had been largely attributed to inadequate provision and management of

school plant which include teaching facilities, learning, recreational and sport and welfare

facilities. This consequently leads to ineffective implementation of the school curriculum. Hence,

there is a big gap in quality, resulting from large number of students in crowded classrooms,

using inadequate and obsolete equipment and with disillusioned teachers. These combined

deficiencies perhaps constituted a major gap in the quality of school plant, thus, many challenges

bear on teaching and learning that prevent the education system from getting the best out of its

efforts to achieve the required level of attainment in teaching and learning activities in secondary

schools. Nwadiani (2001) observed that the facilities are not only over utilized, they are also

poorly maintained. Similarly, in a study conducted by Aigboje (2007) on Universal Basic

Education in Nigeria, he found out that some school facilities were inadequate while others were

not available at all .These situations are posing challenges to administrators of schools who are

supposed to manage available facilities efficiently and effectively. Sequel to the above, this study

attempts to evaluate the provision and management of school plants in secondary schools in

Rivers State Education Zone, Rivers State State-Nigeria as a contribution towards the

development of knowledge and literary presentation in the study area and Nigeria at large.

36
 CHAPTER THREE

METHODOLOGY

3.1 Preamble

This chapter discussed the methodological framework to be used in getting the stated aim and

objectives of the study. This chapter shows how the research questions postulated will

empirically determine and examine relevant methodological approaches to be adopted in the

study. The research design, type and sources of data will be examined along with the procedure

to employ in testing the hypothesis and accomplishing the study objectives in particular, focusing

on the study populations/sample frame and its characteristics, sampling technique used and a

description of the choice of data collection instruments, questionnaire design, and methods of

data measurement, analysis and presentation.

3.2. Research Design

A research design shows the road map towards achieving the stated aim of the study and also

helps to ensure that research questions raised were answered correctly and accurately through

substantial empirical findings from the research survey to be conducted to establish an unbiased

research results. It also shows the research plan, structure and strategy of the research

investigation through field survey.

The research design used is the descriptive survey research design. This kind of research design

aimed at generating information from respondents. The research design looks at the reasons why

the situation behaves the way it was. The design exploited quantitative approach which involves

the use of questionnaires. This approach was adopted to enable the researcher get and analyze

relevant information regarding respondent’s opinions on the project topic.

37
3.3 Types and Sources of Data Collection

3.3.1 Primary Source

This is best described as raw information that was gotten from the direct source. It refers to data

collected through personal interviews, questionnaire or as the original researcher collected from

the study area.

Primary data mainly come from direct observation of an event, manipulation of variables,

contrivance of research situations including performance of experiments and responses to

questionnaires.

3.3.1.1 Questionnaire

The use of carefully formed questions for the residence of the area in other to get their opinion.

Questionnaire consist of multi-choice questions used to get information on the objectives of the

research.

3.4 Research Instrument and Data Collection

Data are classified as either primary or secondary. This classification is based on the possible

sources of data: primary source and secondary source.

Primary Data refers to the gathering of information on first-hand basis, i.e. gathering of

information from those with first-hand information on the subject matter. There are different

primary modes of data collection that won’t all be mentioned but a number of them was applied

to achieve results in this project. When data take any of the above forms, they create another

source-secondary source. Data collected from already sourced work like journal, text book,

magazine etc. are called secondary data.

38
Questionnaire was used to collect data beyond that easy physical reach of the researcher. A

questionnaire is a written list of questions that are given to respondents for them to analyze and

interpret on their own and give answers they think suits it.

Data collection instrument is a device for collecting the data or measuring the variable. Which

are used for answering research questions and for testing study hypothesis (Asika, 2014).

Questionnaire was selected as the mode of data collected for primary information. The

questionnaire was a structured questionnaire.

3.5 Data collection process

There are various sampling methods, in which you can select the sample. Due to time and

financial constraints, a preliminary field survey was conducted to have a preview of the sample

size, sample frame, and techniques that helped satisfied the objective of this research.

3.5.1 Population of the Study

Population is the total number of large habitations of people in one geographical area. Also, it is

the collection, or set of individuals or objects whose properties are to be analyzed. The study

population that was considered for this study is the public and private secondary schools in Ota

area with major focus on four (4) in total, two private and two public secondary schools in the

study area.

3.5.2 Sample frame

A sample frame is the list of sample units from which the sample is drawn. A sampling frame

has the property identifiable in every single element and includes the element in the sample, and

it is representative of the population.

Table 3.1 Sample Frame

39
 Total
Private Secondary Target Target Target
S/N School. Population Public Secondary School. Population Population
The Bells Schools, AUD Comprehensive
1 Ota 13 School, Ota 13 25
Faith Academy Iganmode Grammar
2 Canaan Land, Ota 12 School, Ota 12 25
Total 25 25 50
Source: Field Survey 2023

With over a hundred secondary schools with more private schools in the study area the

researcher will focus on a total number of fifty (50) respondents twenty five (25) each for

private and public secondary schools in Ota area respectively, so as to provide a comprehensive

list for identifying each member of the population hence, questionnaire were administered to

School Administrators/Principals- these individuals are responsible for overseeing the overall

management of the school, including facility management. They provided insights into the

policies, strategies, and practices in place for maintaining and improving school facilities. Also

the Teachers- Teachers interact with the school facilities on a daily basis and they were able to

provide valuable feedback on the adequacy and functionality of the facilities in supporting

teaching and learning activities. Then the Support Staffs- This category includes non-teaching

staff members such as janitors, security personnel, and maintenance workers. They offered

insights into the practical aspects of facility management and identified any challenges they face

in maintaining the facilities. Finally the Head-prefects- Head-boy and Head-girl, provided

feedback on the condition, usability, and safety of the facilities, as well as made suggestions for

improvement.

3.5.3 Sample Size

40
The entire population of the study was adopted as the sample size to accommodate the various

experiences of the respondents and promote the robustness of the study, hence the total number

of fifty questionnaires were retrieved from the study area.

3.5.4 Sampling Technique

For the benefit of this study, the simple random sampling method was adopted because it

requires the use of randomly generated numbers to choose a sample, more specifically it initially

requires a sampling frame, which is a list of all members of a population this method was

considered because it is simple and lack bias.

3.5.5 Validity and Reliability of Research Instrument

Reliability and Validity of the instrument can be said to be the degree to which the results

obtained and data analyzed represent the phenomenon under investigation as cited by (Orodho,

2009). Validity refers to whether an instrument provides adequate coverage of a topic. The

researcher prepared the instruments in close consultation with the supervisor to ensure that the

items in the questionnaires relates to the objectives of the study and covered all the areas under

investigation.

3.6 Data Analysis

Data analysis involved the use of appropriate qualitative (descriptive) and quantitative

(inferential) statistical techniques to interpret the information sourced from the field survey, so as

to depict a meaningful information for the purpose of drawing inference from the study.

Qualitative analysis helped to capture and understand the point of view of respondents’

assessment on the examination of the facility management practices in some selected private and

public secondary schools in Ota, Ado-odo Ota local government area. The statistical analysis of

data involves basic descriptive and inferential statistical tools which were used to analyze the

41
objectives of these study. The data that was retrieved during field survey werel presented using

frequency distribution analysis, and analyzed using frequency and percentage distribution table,

mean

3.6.1 Frequency Distribution

Frequency distribution was used in generating the distribution characteristics of the variables

such as sex, age, educational qualification of the respondents

3.6.2 Mean

Mean is the arithmetical average of the set of data derived by summing up all of the data and

dividing them by the number of the data. It is a measure of central tendency of a set of nth

numbers: X1, X2, X3, …………..Xn. Symbolically, mean is expressed as X= (X1 + X2 + X3 +

Xn)/n.

Where:

X1, X2………..Xn are each data in the set

n is the total number.

42
 CHAPTER FOUR

RESULTS OF DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1 Introduction

This chapter presents and discussed the analysis of the data collected from the questionnaire

survey. The results obtained from the analysis of the questionnaire survey form the basis on

which conclusions were drawn for this study.

4.2 Response Rate to Questionnaire Administered

Table 4.1 below shows the descriptive results of the response to the questionnaire administered

for the study.

Table 4.1 Descriptive result of respondent responses to the questionnaire administered

Questionnaire Public School Private School Total Number Percentage (%)
Administered 25 25 50 100
Returned 25 25 50 100
(Response rate)
Discarded 3 - 3 6
Questionnaire
Used for the 22 25 47 94
study

Table 4.1 shows the number of questionnaire administered with a response rate of 94%. Fifty

(50) questionnaires were administered twenty five (25) to both private and public a total of fifty

(50) were retrieved. During the analysis, forty seven (47) were properly answered, twenty two

(22) from the public school, twenty five (25) from the private which was used for the analysis,

whereas a total of three (3) from Public school were not answered properly and were not fit for

analysis.

43
4.3 Characteristics of the Respondents

It is important to consider the educational qualification held by the respondents. The respondents

were all from public and private secondary schools.

Table 4.2: Respondent's Educational Qualification

Educational Public Private Total Percentage Cumulative
Qualification School School Frequenc % %
y
Primary School 1 3 4 8.51 8.51
Leaving Certificate
OND 9 2 12 25.53 34.04
HND 7 5 11 23.40 57.44
PGD 2 4 6 12.77 70.21
B.Sc/B.Tech 3 7 10 21.28 91.49
M.Sc/M.Tech - 4 4 8.51 100
Total 22 24 47 100.0

The table above shows the respondents of both public and private secondary school in the study

area’ highest qualification: Primary School Leaving Certificate (8.51%), OND (25.53%), HND

(23.40%), B.Sc/B.Tech (21.28%), M.Sc/M.Tech (8.51%). It indicates that the respondents are in

an educational setting the primary school leaving certificate is for the head-girls and boys of both

public and private secondary schools one (1) from public and three (3) from private school in the

study area, representing the students, most of the BSc and MSc. Holders are in the private

schools.

Table 4.3: What type of school do you represent?

School Frequency Percentage Cumulative %
Public 22 46.81 46.81
Private 25 53.19 100.0
Total 47 100.0

44
The table above represents the distribution of schools based on their classification as public or

private to which the respondents represent in the study area, the data consists of a total of 47

schools. Out of the total schools surveyed, 22 respondents are classified as representing the

public, which accounts for 46.81% of the total. This indicates that respondents from the public

schools make up a significant portion of the sample. On the other hand, there are 25 respondents

from the private schools, accounting for 53.19% of the total. This shows that private schools are

slightly more prevalent in the sample compared to public schools. The data suggests a relatively

equal representation of public and private schools in the study area, with private schools having a

slightly higher proportion.

4.4 Rating of the overall state of facilities in your school on a scale of 1 to 5, with 1 being
poor and 5 being excellent. 1 - Poor (P) 2 - Below average (BA) 3 - Average (A) 4 - Above
average (AA) 5 - Excellent (E)
Table 4.4 a: What are the main types of facilities available in your school? (Public School)

Facilities E AA A BA P MIS RANK

(5) (4) (3) (2) (1)

Class room (e.g., science, computer) - 4 8 5 5 .623 1st
Library - 1 6 7 8 .60 2nd

Laboratories - 2 5 8 7 .55 3rd

Cafeteria or canteen - 2 5 4 11 .52 4th

Sports facilities (e.g., playground, - 1 4 6 11 .51 5th

gymnasium)
Administrative offices - - 7 5 10 .46 6th

Auditorium or multipurpose hall - - 3 7 12 .44 7th

Table 4.4b: What are the main types of facilities available in your school? (Private school)

45
 Facilities E AA A BA P MIS RANK

(5) (4) (3) (2) (1)

Class room (e.g., science, computer) 10 5 8 2 - .625 1st
Laboratories 8 6 4 7 - .64 2nd

Library 5 4 7 9 - .57 3rd

Sports facilities (e.g., playground, 4 4 9 7 1 .54 4th

gymnasium)
Administrative offices 4 4 7 8 2 .53 5th

Cafeteria or canteen 3 4 6 8 4 .48 6th

Auditorium or multipurpose hall 3 3 6 8s 5 .47 7th

The table 4.4a and b presents a ranking of various facilities in in both schools in the study area

based on their perceived availability. The facilities are evaluated on a scale of 1 to 5, with 5

being the highest rating and 1 being the lowest. According to the rankings, the facility that is

considered 1st for both private and public school is the Class room (e.g., science, computer), with

a score of .625 and .623 respectively base on its availability and current state, indicating that it is

given the highest priority among the listed facilities, as classroom is important for learning is just

a slight difference between the two. The next facility that ranked 2 nd for public school Library

with .60 and is Laboratories for private (.64), This suggests that laboratories are highly needed

in schools also. The Library follows closely behind with a score of .55 earning it the 3 rd rank for

public school while Library with .57 score ranked 3 rd for private school. Sports facilities (e.g.,

playground, gymnasium) ranked 4th for private and Cafeteria or canteen public for private with a

score of .54 and .52, indicating that they are considered facilities that are fairly in a very good

state also, Administrative offices are ranked 5th with a score of .53 for private while for public

46
we have Sports facilities (e.g., playground, gymnasium) with a score of .51 ranking 5 th,

signifying their significance in supporting the administrative functions and sport activities of the

school. The Cafeteria or canteen is ranked 6th with a score of .48 for private then Administrative

offices with a score of .46 for public, suggesting that it is considered not in a good shape

compared to the other facilities. Lastly, the Auditorium or multipurpose hall receives a score

of .47 and .44 for the private and public, placing it in the 7th position among the listed facilities

for both. the rankings provide an understanding of the main types of facilities available in the

schools and, compared them and also their perceived state of functionality. Classrooms,

laboratories, and libraries are given higher priority, suggesting their significance in supporting

the educational and academic functions of the school. Sports facilities, administrative offices,

auditoriums, and cafeterias are also okay but some of them may not be considered relatively

good and serving some of the study area well there is no much difference in the scores.

Table 4.5 Are the facilities adequately equipped and maintained in your school?

State of Public Private Total Percentage Cumulative

Maintenance School School Frequenc % %
y
Yes 2 17 19 40.43 40.43
No 20 8 28 59.57 100.0
Total 22 24 47 100.0

Based on the table 4.5, it appears that the facilities in the school are not adequately equipped and

maintained especially the public schools, maintenance is mostly an issue with public ownership.

Out of the respondents surveyed 19 (2 from public and 17 from private) respondents

approximately 40% indicated that the facilities are adequately equipped and maintained and 28

(20 from public and 8 from the private) respondents approximately 60% reported that the

47
facilities are not adequately equipped and maintained in some of the public schools. This

distribution suggests that a majority of the respondents feel that there are issues with the state of

maintenance and equipment in the school facilities. To improve the situation, the school

administration may need to take actions to address the maintenance challenges and ensure that

the facilities meet the necessary standards for an optimal learning environment.

4.5 How would you rate the facility management practices in your school on a scale of 1
to 5, with 1 being poor and 5 being excellent? 1 - Poor 2 - Below average 3 - Average 4 -
Above average 5 - Excellent
Table 4.6a What are the primary responsibilities of the facility management team in your
school?
Responsibilities E AA A BA P MIS RANK

(5) (4) (3) (2) (1)

Waste management - 4 12 6 - .98 1st
Maintenance and repairs - 1 9 8 4 .91 2nd

Health and safety management - 1 9 6 6 .85 3rd

Security management - - 8 8 6 .78 4th

Space planning and allocation - - 8 5 9 .68 5th

Procurement and inventory management - - 7 5 10 .48 6th

Energy management - - 6 6 10 .45 7th

Table 4.6b What are the primary responsibilities of the facility management team in your
school? (Private)
Responsibilities E AA A BA P MIS RANK

(5) (4) (3) (2) (1)

Maintenance and repairs 10 12 2 1 - 1.00 1st

Health and safety management 5 9 9 2 - .94 2nd

48
 Security management 4 6 12 3 - .88 3rd

Waste management 8 4 10 2 1 .81 4th

Space planning and allocation 4 8 8 5 2 .70 5th

Energy management 3 5 7 7 3 .51 6th

Procurement and inventory management 3 4 6 9 3 .48 7th

From the table 4.6a and b above Maintenance and repairs Waste management ranked 1st (1.00

and .94 scores for public and private), public considers waste management to be better of than

any other facilities management for private schools maintenance and repair practices are

considered better compared to other aspects of facility management.

Health and safety management ranked 2 nd for private, Health and safety management is very

important in any setting (.94 score) Maintenance and repairs for public school with a score

of .91. Also, for private Security management ranked 3 rd, while Health and safety management

ranked 3rd for public. Waste management with a score of .81 ranked 4 th in the private school, it

was Security management in the public. Space planning and allocation ranked 5 th in private

Space planning and allocation in public. Energy management ranked 6 th while Procurement and

inventory management ranked 6th for both private and public.. Procurement and inventory

management and Energy management practices are ranked last ranked-7th for both private and

public. Based on the ratings, it appears that the facility management practices in some of the

school need significant improvement across various aspects especially in the public schools.

Table 4.7 Is there a designated facility management department or team in your school?
FM Department Public Private Frequenc Percentag Cumulative
School School y e %
Yes 1 19 20 42.55 42.55

49
 No 21 6 27 57.45 100.0
Total 22 24 47 100.0

Table 4.7 shows the response to the question of the availability of FM team 42.55% (1 and 19 for

public and private) indicated that there is a designated facility management team 57.45% (21

and 6 public and private) reported that there is no designated facility management department or

team. Some of the respondent public mainly said the facility management responsibilities are

either shared among different departments or handled on an ad-hoc basis. Having a designated

facility management team can help improve the overall organization and effectiveness of facility

maintenance and management.

Table 4.8: If yes, please describe the structure and organization of the facility management
department or team in your school
Structure of Public Private Frequenc Percentag Cumulative
Facilities School School y e %
Active - 15 15 31.91 31.91
Partially active 1 4 5 10.63 42.54
Inactive 21 6 27 57.45 100.0
Total 22 24 47 100.0

From the table above Active is 31.91% for private school only which implies that the facility

management department or team is active in most of the private schools in the study area. This

suggests that there is a dedicated team responsible for managing and maintaining the school's

facilities actively. While 10.63% (1 for public and 4 for private) reported that the facility

management department or team is partially active. This could mean that while there is a team in

place, its level of engagement and effectiveness might not be fully optimized, and 57.45% (21

for public and 6 for private) stated that the facility management department or team is inactive.

50
This implies that there might not be a designated team responsible for facility management or

that the team is not functioning as intended in almost all the public school in the study area.

Table 4.9a: What are the common challenges faced by your school in facility management?
(Public)

Challenges N Mean Std. Deviation Rank

All of the above (a-f) 22 3.44 .597 1
Insufficient budget/funding 22 3.34 .585 2
Lack of skilled staff or resources 22 3.25 .530 3
Aging infrastructure 22 2.79 .518 4
Inadequate maintenance practices 22 2.49 .473 5
Inefficient use of available resources 22 2.42 .429 6
Lack of effective communication 22 2.32 .437 7
between stakeholders

Table 4.9b: What are the common challenges faced by your school in facility management?
(Private)

Challenges N Mean Std. Deviation Rank

Inefficient use of available resources 25 1.72 .601 1
Aging infrastructure 25 1.67 .588 2
Inadequate maintenance practices 25 1.63 .534 3
Insufficient budget/funding 25 1.40 .521 4
Lack of skilled staff or resources 25 1.25 .476 5
Lack of effective communication 25 1.21 .432 6
between stakeholders
All of the above (a-f) 25 1.16 .440 7

From the table a and b above All of the above (a-f) ranked 1 st for public and ranked 7th for

private, indicating that respondents consider all the identified challenges as the primary obstacle

affecting the overall functioning of the facilities in public school, meanwhile it is the same with

the private schools. Insufficient budget/funding ranked 2nd for public secondary school and

ranked 4th for private which indicate that is not so funding is not really a major challenge with the

51
private schools compared to the public.Lack of skilled staff or resources is ranked 3rd for public

while it ranked 5th for private, which highlights the importance of good selection of facilities

personnel and resources is major challenge for the public than the private. Aging infrastructure

for public and private respectively is the 4th and 2nd ranked challenges, this indicates that

respondents recognize the impact of deteriorating infrastructure on school which is related to

wear or tear of facilities. Inadequate maintenance practices is the 5 th ranked challenge for the

public schools while it is ranked 3 rd for private schools, there is need to put in place proper

maintenance procedures to ensure that school facilities are in good condition and functional.

Inefficient use of available resources is ranked 6th for public school while it is ranked 1 st for

private schools, which is to say resources are more accessible to the private than the public

schools. Lack of effective communication between stakeholders is ranked 7th for public and

ranked 6th for private schools, this underscores the significance of open and effective

communication among various stakeholders within the school community to address issues

efficiently. Schools can utilize this ranking to prioritize their efforts and allocate resources

effectively to tackle these challenges and improve overall functioning.

4.6 How do these challenges impact the overall functioning of your school? Please
provide examples or specific instances, if possible.
The challenges mentioned (lack of skilled staff or resources, aging infrastructure, inadequate

maintenance practices, inefficient use of available resources, lack of effective communication

between stakeholders) can have significant impacts on the overall functioning of a school as

stated by the respondents they explained that insufficient resources, such as teaching materials,

technology, and also facilities, can hinder the learning environment and limit the performance of

the students also, an aging infrastructure can pose safety risks and discomfort to students and

staff. Physical facilities that are in poor condition might become hazardous, leading to accidents

52
or health issues. Additionally, outdated infrastructure may lack the necessary amenities and

modern learning spaces needed to facilitate an effective educational environment.

Inadequate maintenance practices can aid the problems associated with aging infrastructure.

Failure to address repairs and maintenance needs promptly can lead to further deterioration of

facilities, causing disruptions in the learning process and potentially creating unsafe conditions.

Some of the respondents added that inefficient use of resources, such as mismanagement of

finances or supplies, can result in wasted opportunities and limited support for educational

initiatives. Communication is vital in any organization, including schools. When there's a lack of

effective communication between stakeholders (teachers, administrators, parents, students, and

community members), important information may not be disseminated promptly, leading to

misunderstandings, missed opportunities for improvement, and potential conflicts. These

challenges can collectively hamper the quality of education and the school's ability to meet the

needs of its students effectively.

4.7 What methods or strategies does your school employ to address the facility
management challenges mentioned above?
To address facility management challenges in both public and private schools, several methods

and strategies were suggested by the respondents that can be employed. These approaches focus

on improving infrastructure, optimizing resource allocation, enhancing maintenance practices,

and fostering effective communication. Some key strategies opined by the respondents are;

Conducting regular assessments of the school's infrastructure to identify areas that need

improvement or repair. Create a long-term facility management plan that outlines priorities,

timelines, and estimated costs for upgrades and maintenance; Investment in Infrastructure;

Implement a proactive approach to maintenance by establishing routine checks, inspections, and

timely repairs. Preventive maintenance can help identify and address issues before they escalate,

53
reducing long-term repair costs and minimizing disruptions to school operations; Consider

adopting energy-efficient technologies and practices to reduce utility costs and the school's

environmental impact; Professional Development for Staff; Outsourcing Facility Management;

Implement efficient resource allocation practices to avoid wastage and ensure that funds and

materials are utilized effectively. Regularly review budgets and adjust spending priorities based

on the school's needs.

4.8 How does your school optimize the use of available resources (e.g., budget, staff,
materials) to overcome facility management challenges?

Some of the responds from the case study told how the schools optimizes the use of available

resources to overcome facility management challenges through strategic planning, efficient

allocation, and maximizing the impact of these resources. Most time they conduct a thorough

needs assessment to identify the most critical facility management challenges and prioritize areas

that require immediate attention, which always help create a roadmap for resource allocation

based on the school's specific needs and goals; some of the schools have a well-defined budget

plan that allocates funds strategically to address facility management challenges. They also

perform cost-benefit analyses for proposed facility improvement projects. This analysis helps

schools identify projects that deliver the most significant impact and return on investment, focus

on initiatives that offer long-term benefits and align with the school's mission also, they ensure

that staff members are assigned tasks and responsibilities that align with their skills and expertise

to enhance their abilities in facility management, maintenance, and operations. And some

implemented an inventory management system to track and control the use of materials and

supplies. Minimize waste and ensure that resources are used judiciously to avoid unnecessary

expenses.

54
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of Findings

Based on the data analysis conducted, the following suggestive findings emerged regarding

facility management practices in public and private secondary schools:

 State of Facilities

The majority of public schools have older infrastructure and face challenges in maintaining and

upgrading their facilities. Private schools generally have better-maintained facilities due to their

relatively higher funding and resources. Common areas that require attention include classrooms,

laboratories, libraries, and provision of computers sports facilities.

 Facility Management Practices

Effective facility management practices are more prevalent in private schools compared to public

schools. Public schools often struggle with limited budgets and resources, leading to sub-optimal

facility management practices. Private schools tend to prioritize preventive maintenance,

resource allocation, and technology integration in their facility management approaches.

 Challenges in Facility Management

Inadequate funding emerges as a major challenge for both public and private schools, impacting

facility maintenance and upgrades. Public schools face additional challenges related to

bureaucratic processes and delays in receiving funds. Staffing shortages and lack of specialized

training hinder efficient facility management practices in many schools.

 Methods Employed to Address Challenges

55
Some private schools have implemented energy-efficient systems and sustainability practices to

optimize resource usage. Schools with limited resources often rely on volunteer efforts and

parent involvement to supplement facility management tasks.

These suggestive findings indicate the need for targeted interventions and improvements in

facility management practices in the study area especially the public schools.

5.2 Conclusion:

Based on the analysis of the data collected for the assessment of facility management practices in

public and private secondary schools in the study area, the following conclusions can be drawn:

State of Facilities: The state of facilities in the study area shows variations and areas for

improvement. While some schools (private) have well-maintained and adequately equipped

facilities, others face challenges such as outdated infrastructure, insufficient resources, or lack of

proper maintenance.

Facility Management Practices: The assessment of facility management practices reveals a mix

of strengths and weaknesses. Some schools (private) have effective practices in place, including

proactive maintenance, resource optimization, and regular monitoring. However, there are also

schools (public) that face challenges in areas such as facility planning, budgeting, and

coordination.

Challenges in Facility Management: The challenges faced by schools in facility management are

significant and impact the overall functioning of the schools. Inadequate funding, lack of trained

personnel, outdated infrastructure, and insufficient maintenance resources are some of the

common challenges identified by both public and private schools. These challenges can hinder

the quality of education provided and affect the well-being of students and staff.

56
Methods Employed: The examined schools employ various methods to address facility

management challenges and optimize the use of available resources. These methods include

preventive maintenance strategies, efficient resource allocation, and implementation of

innovative solutions. Successful practices can serve as valuable examples for other schools.

5.3 Recommendations

Based on the findings, the following recommendations can be made to improve facility

management practices in public and private secondary schools:

 Adequate Funding: Increase funding allocation for facility management to address

infrastructure needs, maintenance requirements, and technology upgrades. This will help

ensure that schools have the necessary resources to maintain and improve their facilities.

 Professional Development: Provide training and professional development opportunities for

facility managers and staff to enhance their skills in facility planning, maintenance, and

optimization. This will contribute to more effective facility management practices.

 Collaboration and Partnerships: Foster collaborations with external partners, such as

government agencies, NGOs, or corporate entities, to access additional resources and

expertise in facility management. This can help schools overcome resource limitations and

implement innovative solutions.

 Comprehensive Facility Management Plans: Develop and implement comprehensive facility

management plans that encompass preventive maintenance schedules, regular inspections,

and asset management. This will ensure systematic and proactive management of school

facilities.

57
 Regular Monitoring and Evaluation: Establish mechanisms for regular monitoring and

evaluation of facility management practices to identify areas for improvement and track

progress. This can include periodic facility audits, feedback surveys, and performance

indicators.

 Community Engagement: Engage parents, students, and other stakeholders in facility

management initiatives. This can foster a sense of ownership, increase awareness about the

importance of well-maintained facilities, and encourage participation in maintenance

activities.

By implementing these recommendations, schools can enhance their facility management

practices, improve the state of facilities, and create an optimal environment for teaching and

learning.

58
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 BELLS UNIVERSITY OF TECHNOLOGY, OTA OGUN STATE
DEPARTMENT OF ESTATE MANAGEMENT

RESEARCH QUESTIONNAIRE

Dear Respondent (Sir/Madam),

Thank you for participating in this research study titled FACILITY MANAGEMENT
PRACTICES IN SELECTED PRIVATE AND PUBLIC SECONDARY SCHOOLS IN OTA,
OGUN STATE. The purpose of this questionnaire is to gather information about the current state
of facilities and facility management practices in public and private secondary schools in the
study area. Your responses will be kept confidential and will only be used for research purposes.
Please answer the following questions to the best of your knowledge. Your input is valuable and
greatly appreciated.

OLADEINDE YASSIR AFOLABI

Undergraduate Student of Estate Management.

1. Name (Optional) …………………………………………………………………………….

2. Highest Educational Qualification? (a) OND ( ) (b) HND ( ) (c) PGD ( ) (d)
B.Sc/B.Tech ( ) (e) M.Sc/M.Tech ( )
3. What type of school do you represent? a) Public secondary school ( )
b) Private secondary school ( )
4. Please rate the overall state of facilities in your school on a scale of 1 to 5, with 1 being poor
and 5 being excellent. 1 - Poor 2 - Below average 3 - Average 4 - Above average 5 - Excellent

65
What are the main types of facilities available in your school? (Check all that apply)
S/ Facilities Poor Below Average Above Excellent
N Average Average
1 Class room (e.g.,
science, computer)
2 Laboratories
3 Library
4 Sports facilities (e.g.,
playground,
gymnasium)
5 Administrative
offices
6 Auditorium or
multipurpose hall
7 Cafeteria or canteen
8 Others (please
specify)

5.Are the facilities adequately equipped and maintained in your school? a) Yes ( ) b) No (
) c) Not sure ( )
6. If you answered "No" or "Not sure" to the previous question, please briefly describe the areas
where improvements are needed.
7. How would you rate the facility management practices in your school on a scale of 1 to 5, with
1 being poor and 5 being excellent? 1 - Poor 2 - Below average 3 - Average 4 - Above average 5
- Excellent
What are the primary responsibilities of the facility management team in your school? (Check all
that apply)
S/ responsibilities Poor Below Average Above Excellent
N Average Average
1 Maintenance and
repairs
2 Procurement and
inventory

66
 management
3 Space planning and
allocation
4 Health and safety
management
5 Energy management
6 Waste management
7 Security management
8 Others (please
specify)

8. Is there a designated facility management department or team in your school? a) Yes ( ) b)

No ( )
9. If yes, please describe the structure and organization of the facility management department or
team in your school. a) Active ( ) b) Partially Active ( ) c) Inactive ( )
10. What are the common challenges faced by your school in facility management?
a) Insufficient budget/funding ( )
b) Lack of skilled staff or resources ( )
c) Aging infrastructure ( )
d) Inadequate maintenance practices ( )
e) Inefficient use of available resources ( )
f) Lack of effective communication between stakeholders ( )
g) All of the above (a-f) ( )

11. How do these challenges impact the overall functioning of your school? Please provide
examples or specific instances, if possible.
12. What methods or strategies does your school employ to address the facility management
challenges mentioned above?
13. How does your school optimize the use of available resources (e.g., budget, staff, materials)
to overcome facility management challenges?

67
Thank you for taking the time to complete this questionnaire. Your responses will contribute to a
better understanding of facility management practices in secondary schools. If you have any
additional comments or suggestions, please feel free to share them below.

68