Education is both a component and a means of achieving development. Provision of quality education is therefore a major human development activity. The State's capacity to deliver quality education to its citizen has been greatly eroded by decades of neglect, bad planning and systemic decay among others.

Upon,assuming office as the Executive Governor of Kwara State in 2003, Dr. Bukola 8araki identified education as a priority area of reform if other development efforts must be sustained.

 Like in other parts of the country, the education sector in Kwara State was characterised by various problems: examination malpractice, cultism, decayed physical infrastructure, lack of teachers in core subjects, lack of requisite teaching aid and materials, lack of essential text-books and laboratory equipment etc.

Mainly as a result of these problems, it was found that most of the State's secondary school leavers do not proceed to higher education and most 9f them do not find,any meaningful employment because they lack any marketable skill.

It was found that, indeed, all the secondary schools in Kwara State do not account for up to 10% of admissions into the University of lIorin, the State's first 'catchment', because the students cannot pass the required subjects, especially English Language and Mathematics.

To achieve a holistic appreciation of the problems in the education sector. the Executive Governor, in 2003, invited the
first ever Kwara State Education Summit.

The Education Summit covered diverse areas of challenges facing education in the State at all levels; and resolved that
secondary education provides the best strategic entry-point to raising overall quality of education in the State.

Thus, in seeking to raise standard of secondary education as a means of improving other levels of education in the
State in line with its long- term development agenda, two core objectives were identified:

1. To ensure that 70% of students who sit for the SSCE examination by 2007 achieve a minimum 5 credits in subjects including English and Mathematics.
2. To ensure that minimum of 30% of students who are able to achieve the above target, do so in core science subjects by 2007.

In seeking to achieve these core objectives, the State Government embarked on the following:

Perhaps, more than anything else, if the stated objectives must be achieved, government must ensure the provision of basic text-books to students in all the 246 secondary schools in the State, especially in the following subject areas:

Senior Secondary Students

1. English Language
2. Mathematics
3. Economics
4. Biology
5. Physics
6. Chemistry

Junior Secondary Schools

1. English Language
2. Mathematics
3. Integrated Science
4. Social Studies
5. Introductory Technology

In this regard, the State Government conceived a free textbooks revolving scheme known as 'Book Revolving initiatives for Schools' (BREINS), (See Guidelines for details).

Under this Initiative; every child in junior secondary would have 5 books, while every child in senior secondary would have at least 6 books, A third of these students, taking core science subjects, would have 8 books.

It is believed that if text -books are made available to students in these subject areas, it would be the singular most important determinant in achieving the targets envisaged for secondary education in the State at-both the Junior and Senior Secondary levels.

GUIDELINES FOR BREINS
1., The Store-keeper at the Ministry of Education shall take overall responsibility for issuing books to schools under the supervision of the permanent secretary and in accordance to pre-defined guidelines.
2. Each school must set up the BREINS Committee in the school to be headed by the principal and the vice-principal administration as secretary. Members shall be made up of form teachers. The school BREINS committee shall ensure proper monitoring and safety of books so issued to the school.
3. Books would be issued to schools only after the school has shown evidence that is has a good store and a store-keeper for the books in addition to having set up the BREINS committee.
4. To avoid inter-school transfer, books issued to each school must bear the official stamp of the school.
5. A student would not be issued books unless the student and one of his/her parent or guardian has signed a statement of undertaking to replace or bear full cost of replacing any book lost or damaged after it has been issued to the student. The statement of undertaking is to be issued by the BREINS committee of teh school and returned to the store-keeper who will issue books to students and open a file for each student's undertaking. This will serve as the student's records on the books.
6. All books issued to students must be returned through the schools BREINS committee to the school store-keeper at the each of each academic session.
7. All Junior Secondary Students shall receive each, 5 books on the following objects;
i. English language
ii. Mathematics
iii. Social Studies
iv. Integrated Science
v. Introductory Technology

1. English language (Intensive English; Lexis and Structure; and Catch-up English)
2. Mathematics
3. Biology
4. Economics
5. All science students in Senior Secondary Schools would receive 8 books each, which include Physics and Chemistry and the
6 subjects listed above.
7. the Zonal Inspectorate of Education (ZIEs) shall carry out Periodic inspection of books under the BREINS in each school and report according to the Ministry of Education.