CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Education is the process of imparting general knowledge to a person. It is the overall growth of

the individual in society. It is the most important force contributing to the development of each

individual, both economically, socially and culturally. Education no doubt has remained a potent

tool for accelerating the progress of development of individuals and nations as a whole. It helps

individual unlock their potential and turn other areas of interest to pursue their dreams. The role

of education cannot be overemphasized. It is an important tool for development of human capital

that contributes to the economy of any society and nation as a whole, thereby reducing poverty

rates in that society. The development of education is essential for economic development

around the world. Education significantly improves the quality of lives of individuals, it

empowers them politically, socially and economically, thereby giving them the opportunity to be

liberated from the chains of poverty, illiteracy, marginalization, social exclusion and ignorance

(Obasi, 2018).

Education is an instrument par-excellence and the means of developing human intellect,

technical skills, character and effective citizenship for self-reliance and effective national

development (FRN, 2013). In view of this, it is important to note that education is a vital

investment a country’s government can make in reducing poverty and equipping its people. The

educational policy of any nation is to achieve education for all. The priority is to ensure equitable

access and improvement in the quality and efficiency of education at all levels. All these indicate

that education seeks to nourish the good qualities in man and bring out the best in every

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individual. However, if quality education is to be achieved, primary education which is the

foundation need not be neglected or taken for granted.

All over the world, primary education is considered by people to be the most important level of

education. This is due to the fact that it forms the basis for a whole educational activity that is

expected to provide literacy and enlightenment to the public. The importance of primary

education can also be seen from the fact that all other educational levels rely on it to achieve its

objectives. In other words, primary education is the foundation upon which all other levels of

education are built (Akinbote, 2019). Primary education is the only level of education widely

available in developed and developing countries. It plays an important role in the life of every

citizen and in the nation as a whole. Nigeria is one of those countries that considers primary

education as an indisputable means of achieving national development. Primary education is the

first compulsory education level. The primary goals of primary education include teaching

student basic numeracy and literacy skills, and developing competence in arithmetic, science,

geography, history and social sciences. It instil social, moral norms and values in the child. The

basic education also meant to develop in the child the ability to adapt to the changing

environment, manipulative skills that will enable the child function effectively in the society

within the limit of the child’s capacity (Obasi, & Madu, 2018). In order to achieve its intended

objectives in a changing world, the government in Nigeria changed it programmes which birthed

the name Universal Basic Education (UBE).

The Universal Basic Education (UBE) program is an initiative aimed at providing access to

quality education for all children of school age, regardless of socioeconomic background,

religion or gender. In Nigeria, the Universal Basic Education (UBE) program was put in place to

ensure that every child has opportunity to attend at least primary and junior secondary schools.

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The Universal Basic Education program is an improvement on the Universal Primary Education

(UPE) program. It is compulsory and free for all school aged children to complete nine years of

basic education, which is six years of primary and automatic transition into three years of junior

secondary school. The goal of the Universal Basic Education is to ensure that all children

regardless of their ethnicity, religion, class, gender have access to quality education. In pursuant

to part iv section 12 (1) and 13(1) of the Universal Basic Education (UBE) act of 2004, which

stipulates that, there shall be established for each state Universal Basic Education Board and

local government education board authority. The Rivers State Universal Education Board was

enacted by the UBE law in 2005. It is entrusted with the responsibility of providing free

mandatory and basic education to school age children in the state. The board was constituted to

provide necessary institutional framework for the implementation, monitoring and evaluation of

the Universal Basic Education policy in the state. The local government authority was

reorganized for the successful implementation of the program throughout the 23 local

government areas in the state.

Special attention should be given to basic primary education because it is the foundation of all

other learning and education as it shapes people’s life chances from childhood and is compulsory

for all. To Solstad as cited in Etuk, et al (2018), elementary education should be equally

accessible to the majority of inhabitants living in a given territory, whatever their societal

position or place of residence. Obasi (2018) agreed that access to basic education involves

making schools to be within the reach of all irrespective of gender, socio economic status,

physical challenge or tribe. In other words, it is ideal that universal basic education should be

distributed as uniformly as possible because it is the right of all school age children to have a

quality basic education.

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A well planned education system ensures that all children receive a quality education and reach

their full potential. Developing an education plan also allows you to identify areas that need

improvement in order to provide the best possible education to the society. One of the main goals

of educational planning is to ensure all pupil receive quality education. Education planners create

action plans and set goals to help ensure that every child have the opportunity to receive the right

education. Educational planning is a crucial part of providing quality education. The

effectiveness of education varies due to the quality, educational equality, and adequacy of spatial

distribution and accessibility of the services (Etuk, et al).

Educational planning is a crucial process that involves making strategic decisions to meet

educational goals and address the diverse needs of the population within a specific context. It

encompasses various aspects, including enrolment projections, resource allocation, infrastructure

development, and program implementation, among others. Proper planning is essential to ensure

an effective and equitable educational system that caters to the diverse educational requirements

of the population (Ilozumba et al., 2014). Enrolment projections are a critical component of

educational planning. By analyzing population trends, demographic data, and school-age

population projections, educational planners can estimate future student enrolment. This

information helps in determining the number of schools, classrooms, and teachers required to

accommodate the expected influx of students (UNESCO, 2019).

Enrolment projections serve as the foundation for education policymakers and planners to

allocate appropriate resources and plan for infrastructure development. Resource allocation is

another key aspect of educational planning. It involves the distribution and allocation of

financial, human, and material resources to educational institutions. Proper resource allocation

ensures that schools have adequate funding for operating expenses, teachers’ salaries, teaching

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materials, and infrastructure maintenance and development (Altbach et al., 2019). Effective

resource allocation is crucial for providing quality education and promoting equitable access to

educational opportunities. Also, infrastructure development is an integral part of educational

planning. It involves creating and maintaining physical facilities such as schools, classrooms,

libraries, laboratories and other learning spaces. Educational planners must consider factors such

as population distribution, transportation accessibility, and optimal utilization of resources when

planning the construction or expansion of educational infrastructure (UNESCO, 2019).

Adequate and quality infrastructure is essential for providing a conducive learning enrolment and

accommodating the increasing demand for education. Program implementation is an essential

component of educational planning, as it involves translating educational policies and strategies

into action. This includes the development and implementation of curricula, instructional

materials, teachers training program, and assessment and evaluation systems (UNESCO, 2019).

Consequently, effective program implementation ensures that educational objective and standard

are met and students receive quality education aligned with their needs and aspirations. However,

human and economic development do not depend only on quality, it depends also on the equality

and adequacy of spatial distribution location of schools and access to educational facilities, when

until now, spatial inequality is an important feature of majority of developing countries such as

Nigeria, and accessibility to basic education has been identified as a major indicator of human

capital formation.

Spatial distribution refers to the arrangement of schools across a geographical area. It involves

analyzing the location, accessibility, and density of schools to ascertain their alignment with

population distribution (UNESCO, 2021). School mapping, a tool used in educational planning,

helps visualize and analyze the spatial distribution of schools. It provides valuable insights for

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policymakers to optimize resource allocation and ensure equitable access to education for all

(UNESCO, 2019). Spatial distribution is a crucial aspect of educational planning that involves

examining the arrangement and placement of schools in a geographical area. It focuses on the

location, accessibility, and density of schools to determine their alignment with the distribution

of the population (Chavula, 2016). Understanding the spatial distribution of schools is essential

for optimizing resource allocation, ensuring equitable access to education, and promoting

efficient educational systems (Heyneman & Lee, 2017). To effectively analyze the spatial

distribution of schools, educational planners employ a tool called school mapping.

School mapping involves the visual representation of schools and related data maps. It provides

insights into the geographic dispersion of schools and their proximity to populated areas. By

mapping schools, educational planners can identify areas with limited access to education and

informed decisions regarding the establishment of new schools or expansion of existing ones

(Bruce, 2014). To Dufour and Lloyd (2014), the process of school mapping involves collecting

relevant data such as school locations, student populations, transportation infrastructure, and

other geographical indicators. Geographic Information System (GIS) technology is often utilized

to create interactive maps that displays the spatial distribution of schools and the associated

information (UNESCO, 2019). These maps assist policymakers in analyzing the geographical

coverage of schools and addressing spatial disparities (Heynemans & Lee, 2017).

Chavula 2016, also examined the spatial distribution of schools which helps policymakers

identify areas that are underserved or have limited access to education or over concentrated with

schools. This information is utilized to allocate resources strategically and ensure that

educational opportunities are equitably distributed. For instance, policymakers can prioritize the

establishment of schools in remote or disadvantaged areas to reduce the distance students have to

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travel to access education (Bruce, 2014). Moreover, school mapping provides policymakers with

insights on the density of schools in specific areas. It helps in determining the optimal number of

schools required to accommodate the local population adequately (Dufour & Lloyd, 2014). This

information aids in preventing overcrowding in schools and ensuring that classroom capacities

align with student enrolment. In addition, school mapping assists in analyzing the accessibility of

schools in relation to transportation, infrastructure and geographical barriers. It helps identify

areas that may face challenges in terms of transportation connectivity and suggest potential

solutions to enhance accessibility (Chavula, 2016). By considering the transport network and

geographical features, educational planners can purpose strategies such as the establishment of

schools-bus routes or the construction of roads to improve access to education (Bruce, 2014).

However, the success of the UBE program relies heavily on the spatial distribution of primary

schools, as it determines the accessibility and availability of the educational facilities for children

in different regions. The universal Basic Education (UBE) program strives to ensure equity in

educational access, quality, and relevance in addressing the disparities that exist in educational

opportunities across the country. The UBE program in Nigeria is guided by principles of

inclusivity, equity, and relevance. Hence, the study is set to examine spatial distribution of

government primary schools in Rivers state for the implementation of the Universal Basic

Education (UBE) Programme.

1.2 Statement of the Problem

The only vital means by which knowledge, skills and character traits can be transmitted is

through education. It is an excellent tool that brings about development of a child. A child brings

so much hope and joy, and help make this world and society a better place. Consequently, the

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spatial distribution of schools and other high-quality educational resources which help in the

development of the child should be focused on to reflect the current needs of the child. Spatial

distribution of UBE schools is a part of child’s right and development for the economic growth

and need not taken for granted. The UBE scheme ensures the acquisition of appropriate levels of

literacy, numeracy, manipulative, communicative and life skills, as well as ethical, moral and

civic values needed for laying a solid foundation for life-long learning.

However, the free and compulsory primary school education policy by the Rivers State

government have not reflected the importance of UBE as talked above to cater for the number of

pupils within the primary schools age, respectively. Statistics revealed that 1 in every 5 of the

world’s out-of-school children is in Nigeria. Specifically, reports indicate that about 10.5 million

children aged 5 to 14 are out of school; about 61 per cent of children aged 6 to 11 attend primary

school regularly, while only 35.6 per cent of children between the ages of 36 and 59 months (3 –

5 years) are able to access early childhood education in Nigeria, of which Rivers State is not

excluded. The disturbing question here is that, could it be that the available public primary

schools in the state seem not to be evenly distributed spatially. The situation poses a great danger

to the state and the entire society. Therefore, considering this ugly situation and trend there is

need to assess the spatial distribution of public primary schools in Rivers state for the

implementation of the Universal Basic Education (UBE) Programme. Which is the focus of the

study.

1.3 Aim and Objectives of the Study

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The aim of this study is to investigate the spatial distribution of public primary schools for the

implementation of the Universal Basic Education (UBE) Programme in Rivers State.

Specifically, the objectives of the study seek to:

1. determine policy provision on spatial distribution of public primary schools for the

implementation of the Universal Basic Education (UBE) Programme in Rivers State.

2. ascertain the frequency of school mapping of public primary schools for the

implementation of the Universal Basic Education (UBE) Programme in Rivers State.

3. find out the radius per-child of public primary schools for the implementation of the

Universal Basic Education (UBE) Programme in Rivers State.

4. Identify the challenges to public primary school mapping for the implementation of the

Universal Basic Education (UBE) Programme in Rivers State

1.4 Research Questions

The following research questions will guide the study.

1. What is the policy provision on spatial distribution of public primary schools for the

implementation of the Universal Basic Education (UBE) Programme in Rivers State?

2. What is the frequency of school mapping of public primary schools for the

implementation of the Universal Basic Education (UBE) Programme in Rivers State?

3. What is the radius per-child of public primary schools for the implementation of the

Universal Basic Education (UBE) Programme in Rivers State?

4. What is the challenges to public primary school mapping for the implementation of the

Universal Basic Education (UBE) Programme in Rivers State?

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 1.5 Research Hypotheses

Ho1: There is no significant difference in the mean rating of male and female teachers on the

policy provision on spatial distribution of public primary schools for the

implementation of the Universal Basic Education (UBE) Programme in Rivers State.

HO2: There is no significant difference in the mean rating of male and female teachers on the

frequency of school mapping of public primary schools for the implementation of the

Universal Basic Education (UBE) Programme in Rivers State.

Ho3: There is the no significant difference in the mean rating of male and female teachers on

the radius per-child of public primary schools for the implementation of the Universal

Basic Education (UBE) Programme in Rivers State.

Ho4: There is the no significant difference in the mean rating of male and female teachers on

the challenges to public primary school mapping for the implementation of the

Universal Basic Education (UBE) Programme in Rivers State.

1.6 Significance of the Study

The result of this study would be utmost significance to the government, educational policy

makers, school administrators, teachers and students.

To the government, this study will help to bring to their knowledge on the geographical

distribution of UBE schools in the state to ascertain if it will propel the implementation of the

Universal Basic Education (UBE) Programme, for them to take necessary action for the speedy

implementation of the programme.

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Furthermore, the study will be beneficial to educational policy makers as they would be abreast

with information such as location and status of the government primary schools in the study area,

to enable them make policies and decisions that will have a positive impact in the actualization

of UBE programme goals and objectives. Decision making such as planning for provision of new

schools and future expansion of the existing government primary schools.

Also, the study would be of benefit to school administrators as it would help them understand

how to equitably distribute and manage infrastructures that the government and other

stakeholders in education make available to them. More so, the study would aid them to be

proactive and not reactive in dealing with issues of students population, in order to give every

pupil in the school the equal opportunity of quality learning activities, which is one of the

objectives of the UBE prgramme.

In addition, the study will be beneficial to teachers especially in the area of managing the issue of

large class size and other issue of much workload which is associated with over population

experienced in schools today in the state, due to the fact that there are just few government

primary schools in good condition that are distributed or found in the state.

For the students, the study will benefit them as it will enlighten them on the need to take their

learning seriously considering that it is a rare privilege for them to secure admission in their

school, since there are limited schools distributed across the state.

Lastly, findings from this study will serve as a reference material for academic purposes. It will

also add to existing knowledge which will be of great assistance to other researchers and

members of the public.

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1.7 Delimitation of the Study

This study is delimited to all government (public) primary school teachers in Rivers State. In

content, the study will focus on the policy provision on spatial distribution of government

primary schools, accessibility level of the existing government primary schools, the frequency of

government primary school mapping, and the maximum walking distance of a child to school (as

the independent variables) for the implementation of the Universal Basic Education (UBE)

Programme in Rivers State (as the dependent variable).

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