Adeniran Ogunsanya College of Education evolved as one of the bye-products of missionary education and the implementation of series of recommendations of different Education Commissions between 1900 and 1960. Within this period, Lagos as the capital of Nigeria and the base of the British Colonial masters and the hub of viable economic activities, witnessed unprecedented population increase. This unexpected population increase was responded to by the number of mission schools as well as government schools that sprang up in Lagos during this period. The emergence of these competing schools called for the recruitment of qualified teachers. Unfortunately, there was a large chunk of untrained teachers working in Lagos during this particular period. Consequently, the idea of establishing a centre where unqualified teachers’ professional skills could be upgraded was muted alongside the training of craftsmen who could help teach practical skills to pupils. Hence, by 1958, a Grade III teacher training college in the name of Lagos Day Training College, with a population of about ninety students was established. Within the first decade of its existence it became Government Teacher Training College and was charged with the responsibility of producing Grade II teachers.

The early 1970s saw the formulation of educational policies and propositions which positively changed the fortune of the College and have resultantly given her opportunities to undergo significant transformation both in focus and structure over the past five decades. The transformation has since taken the College through an upward mobility from Grade III teachers’ college to Grade II and later to one that trains teachers for the award of Nigeria Certificate in Education and also presently serves as an affiliate college of the Ekiti State University, Ado-Ekiti awarding first degrees. This upward mobility can be attributed to the ever increasing demand for teachers, population explosion among those seeking admission into the College programmes and the corresponding increase in the high quality of human resources needed for training the students. Adeniran Ogunsanya College of Education, formerly known as Lagos State College of Education, moved to its present and permanent site in 1982 in response to the problem of grossly inadequate land space in relation to the demand for the development of modern infrastructural facilities and increasing population of at its Surulere site. After a period of rapid growth, enrolments in the College have reached an all time high level. The edict establishing the College emphasizes the importance of producing well qualified teachers in education and such related studies. In pursuance of this goal, it was expressed that if past findings (Otto/Ijanikin Study Group, 1998) which revealed a very high degree of consciousness among ex-students for professional development (post-NCE) are considered, the introduction of degree programme run by the College would go a long way to further enhance the realization of the College set goals and objectives.

This was also in response to the ever increasing demand for more qualified graduate teachers in the Lagos State School system. This could be confirmed by the various staff development Programmes being initiated for teachers and other civil servants in the state. Hence, a memorandum of understanding (MOU) was signed on the 13th August 1999 between the then Ondo State University, Ado-Ekiti, now Ekiti State University, Ado-Ekiti after an approval of the University Senate.

This MOU which was reviewed and approved on the 20th June 2006, prescribes certain roles for both the University and College for easy operation of the Programme. With the approval of the National Universities Commission (NUC), in the year 2009, the College commenced the running of full time undergraduate programmes in Education courses in 2010 also in affiliation with the Ekiti State University, Ado-Ekiti. Over the years, the College has with witnessed a turbulent environment as a teacher training institute in the course of its transformation from one phase to another. We may be compelled to argue that the fascinating history of movement of the College through different phases would have helped in the emergence of tradition that would challenge the only monolithic sub-culture that tends to dwarf other sub-cultures in the teaching profession.

The College has however been facing multifaceted challenges. Worthy of mentioning are those relating to the desire to move away from the position of being seen as a storehouse of accumulated knowledge to becoming a leader in the business of knowledge creation and generation of new ideas. More importantly, is the paradigm shift as enunciated in the National Economic Empowerment and Development Strategies (NEEDS) which in itself is a response to global reforms in the social and economic sectors. In other words, the core elements of NEEDS which include value reorientation, poverty eradication, employment generation, entrepreneurship and the use of education to empower people are of concern to the College.

These challenges however transcend beyond the foregoing to a thought about how the College will be able to use its teacher education programme to contribute to the realisation of the Millennium Development Goals (MDGs). Consequently, as part of our 50th anniversary celebrations, the College launched a five-year (2008-2012) strategic rolling plan with a renewed vision and mission statement.