EDUCATIONAL DEVELOPMENT IN BORNO STATE. A STUDY OF MAIDUGURI METROPOLITAN COUNCIL.

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  • Name: EDUCATIONAL DEVELOPMENT IN BORNO STATE. A STUDY OF MAIDUGURI METROPOLITAN COUNCIL
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ABSTRACT

This study was carried out to examine educational development in Borno state. A study of Maiduguri metropolitan council using Ministry of Education, Borno State as a case study. Specifically, the study was aimed at examining the factors that hinders to educational development in Maiduguri Metropolitan council, examine the extent to which these factors affect educational development in Maiduguri Metropolitan council, and proffer possible solutions to educational development in Maiduguri Metropolitan council. The study employed the survey descriptive research design. A total of 30 responses were validated from the survey. From the responses obtained and analysed, the findings revealed that the factors that hinders educational development in Maiduguri Metropolitan council are Poor Funding, Poor Governance, Corruption., Lack of Responsibility and Control., Politicization of Education, Lack of Infrastructure, Indiscipline, Poor Parenting and Guidance, Insurgency, Inadequate and unqualified teachers, Poor and outdated curriculum, and Poor management. These factors have affected educational development in Maiduguri Metropolitan council to a very high extent. The study recommend to ensure sound education, provision of guidelines has to be adapted which helps in defining right and obligations, powers and functions in all education control and the existing legal organization which will lead to the all participants to have efficiency, and effectiveness of the teaching-learning processes Equally, well-did assignment, articles, books, journals, pamphlet, related degree project, master’s thesis, doctoral dissertation, and postdoctoral research, just mention a few should be published so as every record would be stored for public utilities. Much funds should be put in the educational sector at least 26% of the Nigerian budget as one the UNESCO’s recommendation.

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CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

Education is one of the tools used to achieve a society’s goal towards development. Through a well planned educational structure, the manpower needed by the community can be provided. Education helps to integrate the individual into the society in which he is born. Education is the process by which people develop their intellectual, emotional, spiritual and physical powers so as to become fully participating members of the community. According to Onuselogu (2007), education is referred to as a means of enlightenment and a process of training and preparation for useful life in the community. The Federal Republic of Nigeria on her National Policy on Education (2004), education is an instrument for national development, in this end, the formulation of ideas, their integration for national development, and the interaction of persons and ideas are all aspects of education. This means that education is the process of training and developing the mental potentials, physical knowledge, skill and character of individuals by formal and informal schooling.

Education provides individuals with the knowledge and skills necessary to advance themselves and their nation socially, economically and politically. Socioeconomic factors –such as family income level, parents’ level of education, race, and gender all – do influence the quality and availability of education as well as the ability of education to improve life circumstances. Data from the school census 2006 has shown that the country is said to have 87,941 primary schools across all the states and the enrolled students in those primaries were about 24,604,538. The document stated that there were 13,302,269 or 54.1% of male pupils, while there were 11,302,269 or 45.9% of female pupils in the primary school (Road map, 2006). National Bureau of Statistics conducted research under the national literacy survey (2010); the survey revealed that the adult literacy in Nigeria was estimated to be 56.9% with great variation between states (Lagos 92.0 and Borno only 14.5%) and sex (male 65.1% and female 48.6%). More importantly, the Federal ministry of education also added that only 500,000 of the 40 million adults’ illiterates are enrolled in adult learning classes. There are also 3.5 million nomadic schools- aged children with only 450,000 of them accessing any form of schooling. Nigeria also has a great number of out-of-school children estimated at over seven million persons. In order to ensure sound education, provision of guidelines has to be adapted which helps in defining right and obligations, powers and functions in all education control and the existing legal organization which will lead to the all participants to have efficiency, and effectiveness of the teaching-learning processes (Ajayi, 1980). The responsibilities of education are taken by Federal, State, and Local government. The Federal Ministry of Education plays an important role in controlling the education sector, trying to ensure quality control and policy formation. However, tertiary education is more direct control by the federal government while secondary by state government and primary by local government (Jennifer, 2011). According to Nigeria’s National policy on education (2004), basic education comprises education given to younger ones within the range of 3-15 years, which include pre-primary programs to younger ones of three to five years (ages 3 to 5) and nine years of formal education that is necessary which consist six years of primary and three years of junior secondary education in either an academic or technical schools. In order for someone to continue more choice are available to go either vocation or technical schools. Investment in education means investment in manpower development, political sanity, and survival, health, and healthy living, economic progress, sociocultural development, environmental protection, and industrialization. There is no gain-saying the above definitions, that education is the live wire and center of all development and nation-building; and as such any type of government, be it military, civilian or mixed that ignores the rate of educational development of its country, calls for national crisis and/or calamity (Ogueri, 2004: 18). Additionally, some of the developed nations ‘re-adjusted’ their educational policy as well as increased resources for education expansion immediately after the Second World War as to meet the present demands of development. Such yielded positive economic growth. (Ogueri, 2004: 15). The eradication of illiteracy has not only been one of the most important concerns of the government, but also one of the key challenges being faced by the educational system. Other “issues” Nigeria education is faced include quality, supply, distribution, and motivation of teachers; declining financial resources; unstable education systems; inadequate remuneration; and lack of commitment among others. Universities have often been snowed under by strikes resulting in the closure of campuses and suspension of classes. It has also been argued that in many secondary schools, quality has been sacrificed for quantity. (www.britishcouncil.org/ecs/events/20 03/1016/details/market.htm p.1)

1.2       STATEMENT OF THE PROBLEM

Education is a priority sector in every well-meaning society. Thus, Burch (2006) referred to it as a major force in economic, intellectual, social and cultural development. Its value in bringing about character and attitudinal change ranks as important as its ability to reshape human potentials for desired development. Nigeria‟s National Policy on Education (1981), defined education based on the vocational-technical level, that education is that aspect of learning that gives its recipients opportunity to acquire practical skills as well as some basic scientific knowledge. In the same vein, Puding (1994) defined vocational-technical education as the type of education which fits the individual to gainful employment in recognized occupation as semi-skilled workers or technicians or sub-professionals.

The federal government of Nigeria sees education as the greatest force that can be used to bring about change; and the greatest investment that a nation can make for quick development of its economic, political, sociological and human resources. It was in realization of that the national policy on education seeks the inculcating of the right type of values and attitudes for the survival of the individual and the Nigerian society; inculcation of national consciousness and national unity; the training of the mind in understanding of the world around; and the acquisition of appropriate skills, abilities and competence both mental and physical as equipment for the individual to live in and contribute to the development of his society(www.nigeriahighcommottawa.c om/educationinnigeria.htm p.1). Though, the realization of this dream left much to be desired. There are many factors that contribute to the development of education in Nigeria such as economic, social, environmental, political, cultural factors.This study seeks to investigate educational development in Borno State specifically, Maiduguri Metropolitan Council.

1.3       OBJECTIVE OF THE STUDY

Research objectives are just as useful as they are in most other aspects of life. “Research objectives provide the researcher a wonderful feeling of aim and direction,” according to Torty (2021). The study’s overall purpose is to investigate the educational development in Borno state. A study of Maiduguri metropolitan council. The study, on the other hand, was focused on achieving these precise goals:

  1. Examine the factors that hinders to educational development in Maiduguri Metropolitan council.
  2. Examine the extent to which these factors affect educational development in Maiduguri Metropolitan council.
  • Proffer possible solutions to educational development in Maiduguri Metropolitan council.

1.4       RESEARCH QUESTIONS

Research questions provide structure and direction to a study in scientific inquiry. As a result, according to Torty (2021), “research questions should truly constitute an enlargement of the research problem.”

The following research questions were posed in accordance with the study’s objectives:

  1. What are the factors that hinders to educational development in Maiduguri Metropolitan council?
  2. To what extent do these factors affect educational development in Maiduguri Metropolitan council?
  • What are the possible solutions to educational development in Maiduguri Metropolitan council?

1.5       SIGNIFICANCE OF THE STUDY

This study will be of immense benefit to government, policy makers and ministry of education in Borno State because it will expose to them the various factors that has hindered educational development in the state and a possible way forward. This study will also add to existing literature on this topic and serve as a reference material to students, scholars and researchers who may want to carryout further study on this topic or related domain in the future

1.6       SCOPE OF THE STUDY

This study focuses on examining the factors that contribute to educational development in Maiduguri Metropolitan council. This study will also examine the factors that hinders educational development in Maiduguri Metropolitan council, andf proffer possible solutions to educational development in Maiduguri Metropolitan council.

1.7       LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.