This chapter discusses 21 st century Library and Information Service as a veritable strategy for the enhancement of teacher education. The work started by highlighting the place of teachers in every society. Teachers are builders of destiny. They teach the leaders of tomorrow. It is important to ensure that they receive worthwhile education which depends to a very large extent on a robust library platform brought by 21 st century libraries. The chapter further discusses the services provided by 21 st century libraries such as Online Reference Services, Selective Dissemination of Information, Current Awareness Services, and Online Public Access Catalogue. The opportunities of 21 st century libraries are highlighted; these include multiuser access to resources, improvement of internal operations, round-the-clock access, etc. The chapter also highlights the challenges to successful implementation of 21 st century libraries, prominent among which are incessant power outage, insufficient fund, Information and Communication Technologies illiteracy among others. This chapter recommends adequate provision of funds and intensification of user education programme. It concludes that 21 st century libraries are sine qua non to the enhancement of teacher education and should therefore not be trivialized.

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Education Policies and Teacher Education Programs: Meeting the Millennium Development GoalsThis paper explores the present situation regarding the education policies and teacher education programs in Nigeria in light of the Millennium Development Goals (MDGs) cited in the 2000 United Nations Millennium Declaration. The MDGs declaration helped awaken nations to the need for structural features that empower education policy makers and planners in creating effective educational systems. A survey was used to gather data from teachers and school administrators in Nigeria. The data suggested that both teachers and school administrators are discontented with the lethargic policies and implementation of programs in meeting global standards. In particular, the empiric data could be useful for education policymakers, planners, administrators, and researchers who need information that might help them to improve their activities and deal with the controversial issues.

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