Effect Of Teachers Qualification On The Secondary School Students Performance In Geography In External Examination
[A CASE STUDY OF KAJOLA LOCAL GOVERNMENT]

Teachers Education for Knowledge Upgrading
Keni (1976:301) stated tutors in university schools of education with responsibility for initial teacher training in geography have over the years tended plough a lonely furrow in their respective institutions. That was until 1964 when Norman Graves, recently arrived as head of geography at the institute of Education (From the University of Liverpool) set up the first national level tutors meeting so that colleagues could share experiences and expertise the effect of this is that firstly the standards for the award of QTS as defined by law, how these can be delivered and the related Ofsted inspection process; and secondly sharing  of research findings. The latter has always been an element of such annual meetings but this now assumes rather greater import with university academic subject to the four yearly Research AssessmentExercise (RAE).
In-service education and training (INSET) or as it is now known, continuing professional development has had a patchy history.However, it is this writers view that such reflection and professional development are not sufficiently widespread for most geography teachers. I believe professional development of teachers should be ongoing, well resourced and of a top priority. It is not! Teachershould be regularly offered the refreshment and renewal a sabbatical or teacher fellowship brings.They are not! Well resourced in-service education training are fundamental to developing teacher expertise and boosting morale. Sadly, such developments happen all too rarely. The extreme difficulty faced by teachers wishing to undertake vital and ongoing professional development is damaging to both their health and that of the system.There is insufficient space for teachers to allow them to develop professionally.
Students Performances in Secondary School Geography
    Akintade (2011) stated that geography is as well relevant for both the students who are likely to continue to tertiary and those who will not proceed this is because it equips students with a body of knowledge to make them functional and socially relevant in the fast changing world, it is a distinct and dynamic science and or social science discipline that deals with the study of man and his physical environment and therefore helps young people to appreciate the value of their environment and its vast natural resources.
    Abegunde (2005) further notes that as a subject the relevance of geography relates to its versatile field of application to the solution of problems of Spatial planning and environmental resources management furthermore, geography is expressive and intellectually stimulating and as well exhibits a correlation with all other school subjects.
    Akintande (2011) stated that geography invariably therefore instills in the students the need to appreciate and develop a sense of responsibility towards their own society.
    Abegunde (2006) in his views stated that in spite of these benefits, attrition has been established in secondary school geography among Nigerian Students. Akintunde (2011) one of the reasons that have been adduced for this is the general lukewarm attitude of students to the study of geography at secondary school level. Which has been related to the acute shortage of geography teachers thereby impeding the smooth transition of students from social studies in JSS to geography in SSS.
    Okunrotifa (2008) noted that apart from the inadequate academic background of pupils and the limited resources for geography teaching the quality of teaching offered in our schools is also a major problem consequently this paper presents a study that was carried out to analyse teachers attributes in relation to secondary school attribution in geography.
Secondary Education
    Ughamadu (2006) stated that the different levels of education in the educational system of Nigeria include preprimary, primary secondary and tertiary levels. Geography is offered as a subject at the secondary level of education and as a course of study at the tertiary level.
    The current secondary system of education in Nigeria known as the 6-3-3-4 is made up of the junior secondary school (JSS) and the senior secondary school (SSS) systems. Geography is offered at the senior secondary level and in the third tier of the current educational system in Nigeria Generally, the secondary level of education is designed to expose the learner to as many disciplines as possible in the Junior Secondary School (JSS) and then allows them to make choices of the subject in the senior secondary school level (SSS).
    Olanpekin(1988) says the core school subjects for the senior secondary school education as outlined by Akintade (2011) as mathematics, English one Nigerian language, one of Physics, Chemistry and Biology one of Literature, English, History and Geography and Agricultural Science as a vocational subject Geography is thus grouped under section 4(6A) as one of the core subjects at the senior secondary level and also as part of the body of elective subject the optional subjects include economics, bible knowledge, Arabic studies, Art, commerce, Book-keeping, French, Government, Home – Economics, Islamic Studies type writing, Music, Technical Drawing, Physics, Education health, Science woodwork and shorthand.