Abstract:
Formal Education in the 21st Century is focused on the development of learners’ skills and
competencies essential to navigate the complexities and uncertainties of the age. Effective
acquisition of these skills in the school is predicated on adequate provision of technological
resources, adequate school infrastructure and continuous professional development of teachers
for innovative instructional delivery. Therefore, this study was carried out to investigate the extent
to which infrastructural provisions and continuous professional development of teachers in
secondary schools in Nigeria support the development and acquisition of 21st Century teaching
and learning skills. The study which adopted the impact of school infrastructure on learning by
Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed
instruments were used to collect data from (20) selected secondary schools, (50) teachers and
(200) students. Data were analysed using frequency count, percentage score, mean, and
standard deviation. Findings showed that the schools visited lack infrastructural provisions, the
teachers do not have the requisite skills and the students are not aware of any other means of
learning different from the conventional styles offered by their teachers. Therefore, this study
offered a two-prong approach of immediate provision of technological infrastructure for schools
and the development of teachers’ professional skills through focused training targeted at
enhancing their technological instructional delivery skills.
