Background to the study
          The highest level of human capital development is trained at the apex of the educational system known as the university. The quality and efficiency of this human capital depends on the quality and quantity of infrastructural development in such institutions. Physical infrastructure is the bedrock of any university whether in developed or developing countries, for effective teaching and learning. The major essence of infrastructure in the education of students in higher institutions is to increase relevance, aesthetics, and staff motivation as well as improve on the academic achievement of students. The infrastructural development in higher education is complex and cost intensive. Thus, ensuring their quality and maintenance up to global standard is very challenging. Provision of stimulating learning environment and safety is a major consideration in infrastructural development (Uche, Okoli and Ahunanya, 2011).
Education has been defined differently by various scholars as “a cultural action directed at creating attitudes and habits considered necessary for participation and intervention in one’s historical process” (Okonkwo, 1988). According to Okafor in Iwuchukwu (1993) Education is defined as a process of acculturation through which the individual is helped to attain the development of his potentials and their maximum activation when necessary according to right reason and to achieve hereby his perfect self-fulfillment. In the view of Uche (1984) “education is the process of training and developing the mental potentials, physical knowledge, skills and characters of individuals by formal and informal schooling. In September 1976, the National Education Policy came into force by changing the school calendar, which used to run from January to December, to now commence from September to August. In addition, the school system which used to be majorly 8-5-4 (eight years of pre-primary school, 5 years of secondary school and 4 years of university education) now changed to 6-3-3-4 system. This means 6 years of primary education, 3 years of Junior secondary and 3 years of senior secondary school and 4 years of university education. Tertiary institution, according to National Policy on Education (1981) are those institution that cover the post-secondary section of the national education system which is given in universities, polytechnics and college of education including college of technology, the advanced teachers training colleges, correspondent colleges and institution as may be allied to them. Over the years, it has been conjectured by education experts that one of the major problems militating against the realization of the objectives of establishing tertiary institution in Edo State is due to the problem of poor funding, on this therefore, Ozurumba (1998), said: the best education plan could be easily aborted if not supported by adequate funds. Inadequate funding of the system has been a contributing problem in this country. Authenticating this further, Amadi (1999) said: During the oil boom, the current period of great economic reversals in the petroleum oil sector, financing of education has suffered untold damages.
To this end, tertiary institutions need finance to carry out research in various discipline as medicine, engineering, education etc. They need funds for training and retraining of lecturers, acquire state of the art facilities and other amenities that can engender students potentials to the overall achievement of the aims and objectives of higher education in Edo state.
In order to improve on the infrastructural status in Nigeria’s educational institutions, a national donor agency known as Tertiary Education Trust Fund (TETFUND) became the substantial source of financial assistance to various educational institutions especially in the construction, completion or rehabilitation of capital projects embarked upon by those institutions. TETFUND was established as an intervention agency under the TETFUND ACT, 2011 and is charged with the responsibility of managing, disbursing and monitoring the education tax meant for public tertiary institutions in Nigeria. The law setting up the fund stipulates that 2% education tax be imposed on the profits of all registered companies in Nigeria.
Due to the commitment of the Federal government in revamping the higher education sector, most of the recent capital development projects in Nigerian institutions have been sponsored or financed by the fund and this is facilitated by the increasing inflow of funds over the years due to the efficiency of the Federal Inland Revenue Services (FIRS) in collecting the education fax fund.
Infrastructure in the context of this paper includes all physical facilities and materials, which facilitate and stimulate classroom teaching and learning aimed at achieving stated educational objectives. The influence of physical infrastructure cannot be underestimated as any university with well qualified and adequate teaching and non-teaching staff that lacks the much needed infrastructure will not be able to achieve it’s stated objectives as such inadequacy will lead to loss of interest on the path of both staff and students due to poor learning environment.
Educational infrastructure constitutes an important factor in the proper functioning of any educational system and its availability to the students can influence their academic achievement. Ehiametalor (2001) sees infrastructure as the operational inputs of every instructional programme and constitutes elements that are necessary for teaching and learning. Hornby (2006) defines infrastructure as the basic systems and services that are necessary for an organization to run smoothly which include buildings, transport, water and power supplies.
Statement of the problem
Infrastructural facilities are the essential tools with which activities and operations of an institution are carried out. The decline in the standard and quality of Nigerian Colleges of Education is one of the biggest challenges facing the nation for over two decades and has been a source of concern to stakeholders in the education sector. It has been observed by the researcher that high quality education was obtained in Nigerian colleges   in the seventies and early eighties. It was such that can be comparable to what was being offered by top class universities . However, rather than the quality of education continuing to appreciate, it has been depreciating due to a number of issues and challenges, mostly related to poor funding. Some of the challenges facing the college of education include inadequate lecture halls, hostels (and low standard of room atmosphere), light system, acoustics, furniture and sanitation. With enrolment explosion witnessed in the college of education today, students are faced with poor living conditions, lack of equipment and materials as can be seen in the overcrowding of lecture theatres during lectures and examination periods. These points to the fact that inadequate infrastructure is one of the factors responsible for the decline in quality of education in Nigeria
The effect of physical infrastructure facilities on College of Education Akoka development cannot be ignored as it affects the quality of students churned out of this College of education, which in turn affects the nation’s productivity. Inadequate physical facilities tend to affect the College lectuers, hence their productivity is low. This perhaps is one of the causes of brain drain in the country as the teachers are discouraged. It is against this backdrop that this project sets out to ascertain the impact of TETFUND on infrastructural development  of tertiary institution with special reference to College of education Akoka
Objective of the study
The Major Objective of this research project is to investigate the impact of tertiary trust fund on the infrastructural facilities on tertiary institution, with special focus on College of Education Akoka
The specific objective

  1. To determine how infrasctural facilities provided by Tetfund have impact on the development of College of Education Akoka
  2. To find out the impacts of Tetfund on tertiary institutions in Nigeria since its inception
  3. To determine how adequate are the infrasturcitural facilities provided by Tetfund in College of Education Akoka
  4. To investigate how the facilities provided are adequately maintained

Research Questions
The following research questions were raised to guide the study

  1. To what extent does infrastructural facilities provided by Tetfund have impact on the development of College of Education Akoka?
  2. What are the impacts of Tetfund  on tertiary institutions in Nigeria since its inception?
  3. How adequate are the infrastructural facilities provided by Tetfund in College of Education Akoka?
  4. How does the facilities provided by Tetfund are adequately maintained?

Significance of the Study
The study is particularly significant in view of the challenges of adequate infrastructure in Nigeria’s tertiary institution. It is believed that the study shall address problem areas of need that require urgent funding and intervention
Furthermore, the study will provide library services for readers. Every chapter of the study shall constitute an area of study for student and serve as used by the previous researchers to produce a dependable result that is efficient management of tertiary institution in Nigeria.
In view of the limitation of this study, various factors contributed in affecting the research’s comprehensiveness and totality in carrying out the study. Among these factors include, scarcity of relevant materials on the issue due to its continuous evolving nature, financial constraints, some questionnaire administrated were not returned to some of the respondents failed to respond to some important question and other tasking campus engagement and the fact that the crisis was still occurring at the period of research. Despite the above mentioned short comings and hindrances, the research study not doubt turned out to be successful.
The study is designed to examine the impact of tertiary trust fund on the infrastructure facilities of tertiary institution. A case study of federal college of education Akoka. The investigation would be carried out in some selected department institution it will also look at management and administrative style of the institutions in the assessment of TETFUND by the academic staff.  One hundred staff of College of education Akoka will be used for the study.

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