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THE
RELATIONSHIP BETWEEN SCHOOL MAPPING AND ACCESS TO QUALITY EDUCATION
ABSTRACT
The study
was on the relationship between school mapping and access to quality education.
The aim is to determine whether school mapping affects access to quality
education. The study adopted the cross-sectional survey design and sampled 125
teachers from secondary schools in Kaura and Jemma Local Government Area of
kaduna State. The study raised five research questions and two hypothesis data
were obtained using a structured questionnaire designed by the researcher. The
mean and chi-square were used to analyse the data. Results showed that schools
in Kaura and Jema’a have poor school mapping. Also, it was gathered that
poverty affects access to quality education. The study recommended that
government should ensure that schools are located at trekable distance, also
efforts should be made by the government and other individuals to provide
infrastructures to quality education. The study therefore concludes that
significant relationship exists between school mapping and access to quality
education in Kaura and Jema’a Local Government Areas of Kaduna State.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Quality education is now an issue
of global concern. As the Nigerian stakeholder’s attention is increasingly
focused on the outcomes of education, policy makers have undertaken a wide
range of reforms to improve schools and schooling, ranging from setting new
standards and tests to redesigning of schools, new curricula and new
instructional strategies. Rising expectations about what students should know
and be able to do, break-through in research on how children learn, and the
increasing diversity of the student population have all put significant
pressure on the knowledge and skill teachers must have to achieve the ambitious
goal demanded of public education. That goal is to ensure that children of all
backgrounds master a demanding core curriculum and other materials that will
prepare them to assume their civic and social responsibilities in a democratic
society, and be able to compete within the global economy.
It is
expected that educational system will produce the quality and quantity of human
resources required for the economy’s growth using the right mix inputs. Ibukun
(2009) affirmed that no nation or society can rise above the quality of her
education. The immeasurable contribution of education in the development
process has left a burning desire in every government to increase access to
education for all her citizens. (Ibukun, 2003; Brock, 2006) opined that
investigation in basic education and training is an ingredients to human
capacity building such capacity, they noted is the foundation needed to realize
increased productivity, most importantly technological innovation. The
direction of education toward national economic growth and development was an
important basic for the introduction of Universal Basic Education (U.B.E)
programme. Hence education opportunities and their expansion provide the base
for national economic development, Individual economic welfare and also narrows
social inequalities by promoting a meritocratic basic for status attainment in
which the talented can rise to appropriate position in the economy regardless
of social background (Hunnum and Buchmann, 2005).
According to Tolutope (2011) more
than 40 years ago, the nations of the world speaking through universal
declaration of human rights, asserted that everyone has a right to education.
Despite notable efforts by countries around the globe to ensure the right to
education for all, the following realities persist: more than one hundred
million children have no access to basic schooling; more than nine hundred and
sixty million adults, two-thirds of whom are women are illiterate, and
functional illiteracy is a significant problem in all countries, industrialized
and developing; more than one third of the world’s adults have no access to the
printed knowledge, new skills and technologies that could improve the quality
of their lives and help them shape and adapt to social and cultural change, and
more than one hundred million children and countless adults fail to complete
basic education programmes. The world faces daunting problems, notably mounting
debt burdens, the threat of economic stagnation and decline, and rapid
population growth, widening economic disparities among and within nations, war,
occupation, civil strife, violent crime, the preventable deaths of millions of
children and widespread environmental degradation. These problems constrain
efforts to meet basic learning needs, while the lack of basic education among a
significant proportion of the population prevent societies from addressing such
problems with strength and purpose.
The World
Education Forum (Dakar, Senegal, April 2000) was the first and most important
event in education at the dawn of the new century. By adopting the Dakar Frame
work for Action, the 1100 participants of the Forum reaffirmed their commitment
to achieving Education For All by the year 2015 and entrusted UNESCO with the
overall responsibility of coordinating all international players and sustaining
the global momentum. The Education for All (EFA) movement is a global commitment
to provide quality basic education for all children, youth and adult. At the
world education forum (Dakar, 2000) 164 governments pledged to achieve EFA and
identified six goals to be made by 2015. Government, development agencies,
civil society and the private sector are working together to reach the EFA
goals. The Dakar frame work for action mandated UNESCO to coordinate these
partners in cooperation with the four other convenors of the Dakar forum (UNDP,
UNFPA, UNICEF and the World Bank). As the leading agency, UNESCO focuses its
activities on five key areas: policy dialogue, monitoring, advocacy,
mobilization of funding and capacity development.
The
international consultation of Non-Governmental organizations, Dakar (2000)
provides the opportunity to take stock of the achievements, the lessons and the
failures of the past decade. The most disappointing lessons are that the
objectives from Jomtien have not been achieved. Yet for 120 million children
right to education is violated everyday, leaving them trapped in poverty. Other
children in school lack teachers, class rooms and or books for effecting
learning, this means that their education is cut short.
The world
education forum provides an opportunity to deliver on the commitments to
quality education for all governments and international agencies have to make a
concerted effort to mobilize political will and financial resources. Nearly 300
NGOs gathered in Dakar to discuss Education for all believing that Education
for All is achievable if government and international agencies commit
themselves to the following:
There is a
need to renew the commitment to education as a right as expressed in UN’s
declaration on human rights.
There must
be a commitment to providing free quality basic education for all children,
youth and adult. Equity in quality must be ensured at all levels.
There must
be a clear commitment to ensure that quality education for all includes all the
marginalized and excluded groups like the disabled, ethnic minorities,
internally displaced persons and refugees.
There must
be a clear statement that education is a core responsibility of the state.
Education
systems must respect and be based on local culture and respond to local needs.
There must
be a clear commitment to ensure gender equity in education at all levels. Adult
literacy must be integrated with a wider process of community development and
empowerment. The right to education starts from early childhood and continues
through adulthood into old age.
However, creating
access condition became essential even to access the extend of house hold
demand for education. Rational location of educational facilities to benefit a
relatively large number of children from the same amount of investment.
Therefore it is a necessary step to promote development of education, the
school mapping as planning approach focuses on the local level, provide an
analytical framework for the implementation of education plans. They offer
methods and techniques to estimate future needs and to identify ways to meet
them. They can help to overcome the limitations of centralized planning through
the correct understanding of local realities, the necessary consultation of
relevant stake holders to facilitate and ultimately, a better fit between educational
supply and demand. School mapping techniques (diagnostic, projections, use of
norms and standards) and other relevant tools such as geographical information
system (GIS) software, hardware, for the elaboration of a prospective school
map.
School mapping is an important planning
technique to arrive at rational decision regarding distribution of educational
facilities across different geographical locations; the term “school mapping”
seemingly implies that the exercise is confirmed to location of schools and
distribution of school facilities. Tolutope (2011) Defined school mapping as a
process of identifying the educational need of a community through
investigation and survey exercise. It is a set of techniques and procedures
used to plan the demand for school places at the local level and to decide the
institutional level. It is the geographical location of school. It is not only
concerned with the drawing of maps, but deals with school location, planning,
the distribution of sizes, spacing of schools and school facilities.
The subject
of school facilities had received considerable attention from the public as
well as educators. Educators are faced today with a growing challenge of
distributing the nation’s educational facilities. At the same time, educators
were held accountable for student achievement (School Facilities Distribution
Task Force, 2003). Technically speaking, school facilities, refer to those
material things that help or aid the teaching and learning process in school
(Urevbu 1991). Enaigbe and Osagie (2011) opined that school facilities could be
viewed from two perspectives, namely, those facilities needed specifically for
the academic or curriculum development of the students and those facilities
that are either generalist in nature or that help the physical or
non-curricular (including co- curricular development of the students. Examples
of the former classification include teaching aids like books, filmstrips,
chalk, marker pen, stationery, syllabus, scheme of works, charts audio-visual
materials, writing board etc. The latter include seat/desks, sizeable
classrooms, functional libraries, well equipped laboratories, electricity,
water, offices, play field, hostels, gardens, space for future expansion etc
(Nwadiani, 2005).
School
facilities have been observed as a potent factor to quality education. The
dictum that “teaching is inseparable from learning but learning is not
separable from teaching” is that teachers do the teaching to make students
learn, but students can learn without the teachers. According to Earthman
(2002) school facilities have an impact on teacher effectiveness and student
performance. This is so because they determine to a very large extent the
smooth functioning of any social organization or system including education.
Their availability, adequacy and relevance influence efficiency and high
productivity.
When
facilities are provided to meet relative needs of a school system, students
will not only have access to the reference materials mentioned by the teacher,
but individual students will also learn at their own pace. The net effect of
this is increased overall academic performance of the entire students. Hale
(2002) found out that students in classrooms with large windows, natural
lighting, and well designed sky lights performed 19 to 26% better than their
peers in classroom without these features. When school facilities are provided
in measurable proportion as well as adequate care of them, the gains there are
unquantifiable. In the opinion of Osaigboro (2000) the instructional materials
aspect of school facilities when provided help to save time and simplify
learning. Furthermore Osaigboro opined that, they appeal to the different
senses of the students, thereby involving them in the learning process. When
school facilities are properly distributed, a conducive atmosphere for learning
is created. It is against this background that the study was necessitated to
assess the relationship between school mapping components (school location and
distribution of school facilities) and access to quality education in Kaura and
Jama’a Local Government Areas of Kaduna State.
1.2 STATEMENT OF THE PROBLEM
Equalization of education
opportunities is a necessary condition to promote faster progress of education.
Creation of easy access condition to schools or their alternatives becomes a
necessity and essential step toward provision of equal opportunities for
secondary schools. However, the distribution of senior secondary schools within
the state is not equitable and this has resulted to lack of access to quality
education.
School
facilities and distribution of same are necessary for effective teaching-learning
process (Szuba and Young (2003). Provision and distribution of school
facilities are the corporate responsibility of the government and
non-governmental organizations. The unending attention which school facilities
have continued to receive from scholars in the field of education is a pointer
to the necessity for it.
Available
literature revealed that facilities are required for various activities of the
school programme including extra-curricular activities. Some literature further
revealed that the individual schools determine the type and qualities of
facility needed. The facilities often needed in schools include, e-learning
facilities, chalk board, marker board, classroom apparatus such as wall,
charts, maps, writing materials as well as polygraph, offices, laboratories,
libraries and other equipment. All of which are necessary for achieving the
quality education in schools. Therefore, the thrust of this study put in a
question form is that; what is the relationships that exist between school
mapping and access to quality education?
1.3 PURPOSE OF STUDY
The purpose
of this study is to examine the relationship between school mapping and access
to quality education in Kaura and Jama’a Local Government Areas of Kaduna
State. Specifically the study intends to:
1. Identify the nature of school mapping in
the study area.
2. Examine the extent to which school
mapping affect access to quality education in Kaura and Jama’a Local Government
Area of Kaduna State.
3. Identify factors affecting access to
quality education in Kaura and Jama’a Local Government Area of Kaduna State.
4. Identify steps taken by Kaduna State
Government to enforce good school mapping.
5. Examine whether stakeholders in the study
area have complied with governments policy on school mapping.
6. Estimate the relationship between school
location as a component of school mapping and access to quality education in
Kaura and Jama’a Local Government Area of Kaduna State.
7. Determine the relationship between
distribution of school facilities as a component of school mapping and access
to quality education in Kaura and Jama’a Local Government Areas of Kaduna
State.
1.4 RESEARCH QUESTIONS
The
following research questions were formulated to guide the study:
1. What is the nature of school mapping in
Kaura and Jama’a Local Government Areas of Kaduna State?
2. How does school mapping affect access to
quality education in Kaura and Jama’a Local Government Areas of Kaduna State?
3. What factors affect the access to quality
education in the study area?
4. What measures has Kaduna State Government
taken to enforce good school mapping
5. To what extend has stakeholders in Kaduna
State compiled to the policy on school mapping?
6. What is the relationship between school
location as a component of school mapping and access to quality education in
Kaura and Jama’a Local Government Areas of Kaduna State?
7. What is the relationship between
distribution of school facilities as a component of school mapping and access
to quality education in Kaura and Jama’a Local Government Areas of Kaduna
State?
1.5 HYPOTHESES
The
following research questions which were tested at 0.05 level of significance
were formulated to guide the study.
1. There is no significant relationship
between school mapping and access to quality education in Kaura and Jama’a
Local Government Areas of Kaduna State.
2. The factors that affect access to quality
education will not differ between schools in Jema’a and Kaura Local Government
Areas.
3. There is no significant relationship
between school location as a component of school mapping and access to quality
education in Kaura and Jama’a Local Government Areas of Kaduna State.
4. There is no significant relationship
between distribution of school facilities as a component of school mapping and
access to quality education in Kaura and Jama’a Local Government Areas of
Kaduna State.
1.6 SIGNIFICANT OF THE STUDY
This research becomes necessary as
the outcomes would be a guide to the school planners and administrators to be
able to identify the extent of the status, distribution or mapping of secondary
schools in the state. It is hoped that the findings of this study would help to
guide the policy makers and educational managers those things that need to be
put in place to make learning attractive.
It is also
expected that the findings will also help educationist. The education policy
makers are not left out in the scheme of significance of this study. Inter alia, it will help to redirect their
policy towards adequate and effective disbursement of funds for the provision
of facilities and the need for their distribution when procured. To the school
authorities and teachers, it is expected that the study will help to further
emphasize the indispensible role of school facilities distribution to
accessibility to quality education.
Students
have been found guilty of wantonly destroying school facilities, either
deliberately or by error of omission. It
is expected therefore that this study will help educate the students on the
need to jealously maintain facilities because anything contrary to these will
have a bounce back effect on them or other students that may come after them.
Finally, it will serve as a data bank for further research studies.
1.7 THEORETICAL/CONCEPTUAL FRAMEWORK
According to
Edward (2000), in view of the impact of various physical and socio-economical
factors on the pattern of school practices and school mapping, attempts have
been made to generalize on school mapping and thus models and theories of
school location have been articulated. The most notable is that proposed by Von
Thumen in 1926. He made his observations in northern Germany where he owned an
estate. His work, The Isolated State was an outcome of his observations and the
ensuring generalisations which he argued might apply elsewhere and with similar
results.
Von Thumen’s
theory started with a number of assumption as follows:- The existence of a
single town in the midst of a uniform land surface where there is no
disturbance by the physical factors and where transport costs are proportional
to distance. Each farmer sells his surplus produce only in the town, take care of
transport costs himself and always strive to maximize profits. There is one
form of transport, (horse and cart).
The theory
is based on the principle of economic rent in which different types of land use
produce different net returns per unit area. Thus, commodities which can be
grown most profitably near the town considering perishability, bulkiness in
relation to transport will be nearer while others will be distributed as
distances proportional to the point at which profit can be maximized. Thus Von Thumen
evolved a concentric pattern of agricultural land use around the hypothetical
town. These are in the distance from the town as follows:-
1. Market gardening and dairying
2. Forestry
3. Intensive crop rotation
4. Arable and pasture with emphasis on dairy
products
5. three- field crop rotation system and
6. intensive stock grazing
Market
gardening is located closest to the town since it requires the most intensive
use of labour. Involves the highest transport costs and produces the most
perishable goods. The existence of wood production near the centre of Von
Thumen’s rings is explained by the importance of timber as a source of fuel
during his time.
Changes in
technological development has obviously affected Von Thumen’s original pattern.
Transportation has involved, refrigeration has been invented both of which have
diminished the perishability factor. Furthermore, there is yearly variation in
crop yields which affects returns per unit area. Also the assumption of uniform
land surfaces is unrealistic while farmers rarely act rationally, thus when
Thumen’s model is applied to real world situations today, it is bound to be
distorted. Despite this, the model stood the test of time for a long time. Even
today, there are localities within developing countries where the theory is
quite relevant to the explanations of school mapping. This theory is relevant
to this study because it deals with how schools could be located and facilities
distributed to schools in a manner that will minimise cost and to encourage
access to education, that is basically the focus of school mapping.
1.8 DELIMITATIONS OF THE STUDY
The research has been narrowed to
Kaduna state due to time. Even through the research is conducted in Kaura and
Jama’a local government respectively, a lot of money is required to carry out a
comprehensive research on the topic. The researcher is financially
incapacitated to run around for the purpose of collection of information. The
cost of research materials has slowed down the study. The researcher was able
to collect enough data from the study areas which provide the basis to draw up
tangible conclusion and far reaching recommendations.
1.9 OPERATIONAL DEFINITION OF TERMS
School
Mapping:-It is a process of identifying the educational needs of a community
through investigation and survey exercise. Normally an exercise which is
undertaken usually after a survey of all existing facilities, like school
building (i.e. availability of classrooms, laboratories, lavatories, drinking
water facilities etc.) library, library books, teachers, equipment, consumable
stores, availability of schools in habitations/villages, etc. so that the deficiencies
are pin-pointed for taking corrective measures.
Access to
education: is the opportunity to participate in education sector.
Quality: The
degree at which education is acquired by an individual. This implies the
ability or degree with which an educational system conforms to the established
standard and appropriateness of the inputs available for the delivery of the
system.
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