ANALYSIS OF SPATIAL DISTRIBUTION OF PUBLIC PRIMARY

SCHOOLS IN TARAUNI LOCAL GOVERNMENT AREA, KANO STATE,

NIGERIA

TIJJANI ABDULAZIZ MAHMUD(PRS 313 006)

FORWADED TO

DR. OSARETIN OVIASU

&

MR. G. O. ENARUVBE

A project submitted to the Department of

Photogrammetry and Remote Sensing as part of the

requirements for the award of Professional Masters in

Geo-Information Production and Management (GPM).

REGIONAL CENTRE FOR TRAINING IN AEROSPACE SURVEYS

(RECTAS)(UNDER THE AUSPICES OF THE ECONOMIC COMMISSION FOR AFRICA (UNECA)

OBAFEMI AWOLOWO UNIVERSITY

PMB 5545, ILE-IFE, NIGERIA.

August, 2014

TITLE PAGE

CERTIFICATION

a. (By the Student)

This is my original work and has not been presented elsewhere

for the award of a degree, or any other purposes.

Candidate’s

name...........................................................

...............................................................

...................

Signature........................................

Date..............................................

b. (By the Supervisors)

I certify that this work has been carried out by Tijjani,

Abdulaziz Mahmud in the Department of Photogrammetry and Remote

Sensing of Regional Centre for Training in Aerospace Survey,

Ile-Ife.

Supervisors

Name...........................................................

...............................................................

..................

Signature........................................

Date..............................................

Co-Supervisor’s

Name...........................................................

......................................................

Signature.......................................

Date..............................................

c. The Dean of Academics

Name...........................................................

...............................................................

..................

Signature............................................

Date..............................................

ACKNOWLEDGEMENTS

First, of all I would like to express my sincere gratitude to

my supervisors, Dr. Osaretin Oviasu and Mr. G. O. Enaruvbe, for

their intelligent guidance, time, and essential advices and

comments throughout the period I worked on my thesis.

My special thanks goes to the then Commissioner of Land &

Physical Planning Surv. Muhammed N, Yahaya FNSE for making it

possible of my study in RECTAS.

My thanks go to the Local Education Authority Tarauni, Tarauni

Local Government Council who gives me the necessary data, all

headmasters/mistress and teachers of the public primary schools

in Tarauni Local Government Area.

My undiluted appreciation goes to the Kano State Government for

financing my study in RECTAS.

My heart goes to my lovely wife, Halima Y. Ali Bashir and my

daughters Fatima (tasleem) and Ruqayyah (aman) for their

prayers, love, care, encouragement and patience all through

this program.

Final, I would like to thanks my Father, Tijjani Mahmud, my

Mother Rakiya Tijjani, my Father In-Law Yakubu Ali Bashir, my

Mother In-Law Fatima Yakubu, and my dear brothers, sisters and

the entire JANKADO family for the endless help and affection.

DEDICATION

This project is dedicated to God Almighty the maker of my soul

for His faithfulness, love, protection, provisions, grace,

mercies, and favour upon me and my entire family.

ABSTRACT

The number of schools, facilities and teachers available forbasic education remain inadequate for the eligible number ofchildren and youths. This is more so in urban areas where thereis population pressure. Another challenge is a digital schoolmap of which shows the location, distribution of schools and

other relevant information. At present, such maps are notavailable in some Nigerian States.

The research determined the spatial distribution of publicprimary schools; compared the available primary educationfacilities with the set UNESCO (1996), UBE (2004) and ReviewedKano Metropolitan Plan (1980); and assessed the qualificationof teachers in public primary schools in Tarauni LocalGovernment Area. Global Positioning System (GPS) receiver wasused to obtain the coordinates (latitude and longitude) of thepublic primary schools local government area. Also, the digitalmap of Kano State served as a base map on which the positionsof the schools were plotted. Data pertaining to the populationfigures, pupil’s enrolment, number of classrooms and teachingpersonnel in each of the schools were sourced from the recordsof the various schools.

The data analysis was carried out with ArcGis 10.1 (version)software. The tool of analysis (Nearest Neighbour) was used toanalyze the pattern of distribution and the result shows thevalue of Rn = 3.251339 which is dispersed. 2km Buffer (serviceradius) was generated and the result shows that the entireTarauni Local Government Area of Kano is fully served. Theratio of classroom-pupils is 1:112 and teacher-pupils is 1:44in the area in which is far below the UNESCO (1996) recommendedfigure of 1:25 teacher/classroom per pupils. In relateddevelopment, majority of the teacher’s acquired NCE certificate(69%), while the least is MSC certificate (0.2%). About 52% ofthe teachers are females, while 48% are male teachers.

The study concluded that, the end of Geographic InformationSystem (GIS) will be part of an Education Decision SupportSystem that provides the map of the study area with focus onthe school locations and all related information to assistgovernment in either expanding current schools suggesting sitesfor new schools in the study area and also for students andresources location/allocation.

It is recommended that, government should provide additionalclassrooms and teachers with teaching qualifications. Inaddition, courses and other appropriate facilities should be sodesigned as to enable teachers to improve their qualifications.Also, population figure is also recommended within the statemetropolitan area in the provision of public primary schools.Additional classrooms should be constructed within the premisesof each school. This will save the government from paying highcompensation to the affected land owners in case of schoolexpansion is required. Vertical approach (multi storey)buildings should be employed.

Table of Contents

Content

Page

CHAPTER ONE...................................................4

INTRODUCTION.................................................4

1.1 General Introduction...................................4

1.2 Statement of Research Problem..........................5

1.3 Aim and Objectives.....................................6

1.4 Justification for the study............................7

1.5 Scope and Limitation...................................7

1.6 Study Area.............................................8

CHAPTER TWO..................................................10

CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW..................10

2.1 Operational Definition of Terms:......................10

2.2 Literature Review.....................................11

2.3 National Policy on Education..........................13

2.4 Universal Basic Education Statement:..................15

2.5 Laws and other Basic Regulations Concerning Education in

Nigeria...................................................15

2.6 The State of Education in Nigeria of the Nation.......17

2.7 Further Education for Teachers........................17

2.8 Standards.............................................17

2.9 School Mapping (SM)...................................18

2.10 Geographic Information System (GIS)...................19

2.11 Related Study.........................................19

2.12 Distribution of Schools...............................21

2.13 Road Network Pattern..................................21

CHAPTER THREE................................................23

METHODOLOGY.................................................23

3.1 Data Sources, Acquisition and Process.................23

3.2 Methods of Data Processing............................25

3.3 Conceptual framework..................................26

3.4 Research Design.......................................27

3.5 Procedures............................................27

3.6 Target Population.....................................30

3.7 Procedure.............................................30

CHAPTER FOUR.................................................35

RESULTS AND DISCUSSION......................................35

4.1 Spatial Distribution of Public Primary Schools........35

4.3 Assess the qualification of teachers in public primary

schools in Tarauni Local Government Area..................54

CHAPTER FIVE.................................................59

5.1 CONCLUSION AND RECOMMENDATIONS.........................59

5.2. RECOMMENDATIONS........................................61

REFERENCE:...................................................63

LIST OF FIGURES

Figure. 1.1: The study

area...........................................................

.................................................7

Figure 3.1: Flow chart

diagram........................................................

...........................................21

Figure 3.2: Political Wards of Tarauni Local Government

Area................................................29

Figure 4.1: Distribution of public primary schools in each ward

in

Tarauni Local Government Area,

(2014)....................................................

.............35

Figure 4.2: Population distribution in each ward in

Tarauni Local

Government ....................................................

.................................37

Figure 4.3: Average nearest neighbor analysis in

Tarauni Local Government Area,

(2014).........................................................

.........38

Figure 4.4: Distribution of boys & girls students in public

primary school in

Tarauni Local Government Area,

(2014).........................................................

..........................39

Figure 4.5: Boys & Girls total enrolment in public primary

schools

in Tarauni Local Government Area,

(2014).........................................................

....40

Figure 4.6: Distribution of teaching staff (male & female) in

each

public primary school in Tarauni Local Government

Area, (2014).........................41

Figure 4.7: Male & Female teaching staff in public primary

schools

in Tarauni Local Government Area,

(2014).................................................

..........42

Figure 4.8: Classrooms needed in each of the public primary

schools based on primary education facility set

standards of UNESCO (1996), UBE (2004) and RKMP (1908)

in Tarauni Local Government Area,

(2014)................................................

......................................................

...............43

Figure 4.9: Teacher-pupil ratio using UNESCO standard (1996),

UBE (2004) & RKMP (1980) in Tarauni Local Government

Area,

(2014).................................................

............44

Figure 4.10: Classroom capacity & no. of teachers using UNESCO

standard (1996) in Tarauni Local Government Area.,

(2014)................................................

...........................45

Figure: 4.11: Classroom capacity & no. of teachers using UBE

standard (2004) in Tarauni Local Government Area.,

(2014)...............................................

..........................46

Figure: 4.12: Classroom capacity & no. of teachers using RKMP

(1980) in Tarauni Local Government Area,

(2014)...............................................

.....................................47

Figure 4.13: Catchment area of public primary schools in Tarauni

L.G.A of using 2km

service radius of UNESCO

(1996)..................................................

.......................49

Figure 4.14: Catchment area of public primary schools in

Tarauni Local Government Area, using 3km service

radius of UBE

(2004)................................................

...............50

Figure 4.15: Catchment area of public primary schools in

Tarauni Local Government Area of using 5km service

radius of RKMP

(1980)................................................

...........51

Figure 4.16: Distribution of teacher’s qualification in each

public primary school in Tarauni Local Government Area

(2014)................................................

.............................52

Figure. 4.17: Distribution of teacher’s with and without

teaching qualification in each of the public primary

school in Tarauni Local Government Area

(2014).....................53

LIST OF TABLES

Table 3.1: The Adopted Data and

Sources........................................................

...................22

Table 3.2: The Adapted Data and

Process........................................................

...................23

Table 3.3: Public primary schools in Tarauni Local

Government Area with their year of establishment,

location and

coordinates..........................................

....................30

Table 3.4: Distribution of students in each of the pubic

primary school in

Tarauni Local Government

Area....................................................

.....................31

Table 3.5: Distribution of teaching staff in each pubic

primary school in

Tarauni Local Government

Area...................................................

......................32

Table 4.1: Number of public primary schools in each ward in

Tarauni L.G.A...................33

Table 4.2: Schools location identification number in each

ward in the study area..............34

Table 4.3: Population distributions in each ward in Tarauni

Local Government Area........36

Table 4.1: Comparison primary education facility with the

set standards UNESCO (1996), UBE (2004) and Reviewed

Kano Metropolitan Plan (1980).

.............................48

Table. 4.2: Teacher’s qualification of public primary school

in Tarauni Local Government

area.................................................

.....................................................

................54

ABSTRACT

The number of schools, facilities and teachers available forbasic education remain inadequate for the eligible number ofchildren and youths. This is more so in urban areas where thereis population pressure.

Another challenge is a digital school map of which shows thelocation, distribution of schools and other relevantinformation. At present, such maps are not available in someNigerian States (Sani, 2011).

The research determined the spatial distribution of publicprimary schools; compared the available primary educationfacilities with the set UNESCO (1996), UBE (2004) and ReviewedKano Metropolitan Plan (1980); and assessed the qualificationof teachers in public primary schools in Tarauni LocalGovernment Area. Global Positioning System (GPS) receiver wasused to obtain the coordinates (latitude and longitude) of thepublic primary schools local government area. Also, the digitalmap of Kano State served as a base map on which the positionsof the schools were plotted. Data pertaining to the populationfigures, pupil’s enrolment, number of classrooms and teachingpersonnel in each of the schools were sourced from the recordsof the various schools.

The data analysis was carried out with ArcGis 10.1 (version)software. The tool of analysis (Nearest Neighbour) was used toanalyze the pattern of distribution and the result shows thevalue of Rn = 3.251339 which is dispersed. 2km Buffer (serviceradius) was generated and the result shows that the entireTarauni Local Government Area of Kano is fully served. Theratio of classroom-pupils is 1:112 and teacher-pupils is 1:44in the area in which is far below the UNESCO (1996) recommendedfigure of 1:25 teacher/classroom per pupils. In relateddevelopment, majority of the teacher’s acquired NCE certificate(69%), while the least is MSC certificate (0.2%). In general,74% of the teachers acquired teaching certificate, while 26%

does not acquire the teaching certificate. 52% of the teachersare females, while 48% are male teachers.

The study concluded that, the end of Geographic InformationSystem (GIS) will be part of an Education Decision SupportSystem that provides the map of the study area with focus onthe school locations and all related information to assistgovernment in either expanding current schools suggesting sitesfor new schools in the study area and also for students andresources location/allocation.

It is recommended that, government should provide additionalclassrooms and teachers with teaching qualifications. Inaddition, courses and other appropriate facilities should be sodesigned as to enable teachers to improve their qualifications.Also, population figure is also recommended within the statemetropolitan area in the provision of public primary schools.Additional classrooms should be constructed within the premisesof each school. This will save the government from paying highcompensation to the affected land owners in case of schoolexpansion is required. Vertical approach (multi storey)buildings should be employed.

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Education is fundamental to development and growth. It is one

of the most important investments a country can make in its

people and its future and is critical to reducing poverty and

inequality (World Bank 2014). All over the world, primary

education has been regarded as the most important as well as

the most patronized by the people. This perhaps may be due to

the fact that it is the foundation of the whole educational

pursuit, which is expected to provide literacy and

enlightenment to the citizens. The importance of primary

education can therefore be seen in the sense that all

beneficiaries of the other levels of education by necessity

have to pass through his level (Labo-Popoola, 2009).

World Bank recommended that the following data were needed for

rationalizing and drawing up of both the urban and rural school

map. Schools which includes physical aspects, site, type of

building, usage, capacity, teachers (numbers, qualification,

and age), students enrolment in school, individual data on age,

sex, previous schools, home, location, mode of transport, time

taken in home/school journey, parental background, rural and

urban area data which include land use administration map on a

large scale, planning reports, settlement patterns etc. The

facility also includes classrooms, toilets, furnishings,

materials and supplies, fire suppression systems, security,

information technology etc. The school infrastructure consists

of mechanical, plumbing, electrical and power,

telecommunications etc (World Bank, 2014).

Several studies have examined the locational planning and their

attendant consequences on achievement of students in various

states of the Federation. The studies were intended to assist

decision makers of various states to decide where a particular

type of school should be located or the size of school in each

location, whether a new school should be built or otherwise

among others. Among the studies some has shown mapping the

distribution of facilities and analyzing to show how the

schools are distributed, it could be clustered, dispersed or

randomly distributed and to see whether the facilities serves

the people of the area (Olubadewo, 2013).

Geographic information system (GIS) application are tools that

allow users to create interactive queries, analyze spatial

information, edit data, maps and present results of such

operations. GIS Establishes a relationship between school

information and their geographical location. For example, when

determining the location of a school, the application of GIS

tool like Geographic Positioning System (GPS) will help to

identify the schools. GIS is a versatile tool that allows

schools information to be displayed as maps (Ige, 2009).

The focus of the project is to emphasize the use or

applicability of GIS in determining the location and facilities

of public primary schools, create school mapping and help

decision makers to know the problems which are related to

location and facilities in easily and quickly.

1.2 Statement of the Research Problem

The number of schools, facilities and teachers available for

basic education remain inadequate for the eligible number of

children and youths. This is more so in urban areas where there

is population pressure (UNICEF, 2014).

The federal government reported that the falling standard of

education in Nigeria is caused by "acute shortage of qualified

teachers in the primary school level" with a large number of

Grade II teachers and secondary school leavers teaching; uneven

distribution of teachers between urban and rural schools; poor

remuneration and motivation and low teacher support (Federal

Ministry of Education - FME, 2009).

Also, a digital school map of which shows the location,

distribution of schools and other relevant information. At

present, such maps are not available in some Nigerian States

(Sani, 2011).

Kano’s education system is under enormous pressure. The state

of educational facilities especially the public primary schools

has been overstretched and there has been a backdrop in the

manpower that assists in the running of these primary schools.

In addition, the schools facilities (classrooms, toilets,

libraries, reading materials etc) were not adequately provided,

as well some of the schools are associated with inadequate

infrastructure such as power supply, water supply,

telecommunication as well as bad roads leading to some schools

etc (Sani, 2014).

There are over 2 million primary school children in Kano State

(47.7% female and 52.3% male). About 30% of the public primary

schools in the urban areas run double shift to cope with the

demand, this is attributed to the population concentration

makes most of this areas. There are approximately 23,000

primary class rooms, 94.4% of which are usable, approximately

87 pupils per class room in primary, 35.4% of primary class

room have sufficient seating and 61.5 have a good blackboard.

Out of the 45,000 primary teachers, just 1 in 3 is qualified,

meaning there is 1 qualified teacher per 114 primary children.

Half of the primary schools have no safe drinking water. 47.4%

have no toilets; the average pupil to toilet ratio is 200:1.

The worst LGA for pupil to toilet ratio at primary level is

Nassarawa LGA with a ratio of 1214 pupil per toilet

(Educational Special System Programme in Nigeria – ESSPIN,

2012).

1.3 Aim and Objectives

1.3.1 Aim

The aim of this study is to analyze the spatial distribution of

public primary schools in Tarauni Local Government Area with a

view to aid planning and decision making.

1.3.2 Objectives

The specific objectives of the study are to:

1.Determine the spatial distribution of public primary

schools in Tarauni Local Government Area;

2.Compare the available primary education facilities with

the set standards of UNESCO, UBE and Reviewed Kano

Metropolitan Plan – RKMP (1980); and

3.Assess the qualification of teachers in public primary

schools in Tarauni Local Government Area.

1.4 Justification for the study

In the past, few attempts and initiatives involving GIS at the

State level by the Ministry of Land & Physical Planning at

which GIS unit was created but little was achieved. The main

issue is that there is inadequate digital infrastructure as

digital base maps, information technologies and

geographic/spatial coverage’s in metropolis. Though the lists

of all the public facilities are available, but lack of precise

knowledge of how they are spatially distributed, this makes

planning and decision making very difficult in the study area.

This necessitates the government in the creation and

establishment of Kano Geographic information System (KANGIS) in

2014, which is a parastatal under the same ministry.

As a step towards improving the standard of public primary

schools’ education in the study area, it will be necessary to

provide the public and decision makers of the state with

information such as location, staff strength, available

facilities, status of public primary school, to enhance proper

planning and decision making. The information provided will

enable the government and educationists in policy and decision

making such as planning for the future expansion, distribution

of materials or facilities among these schools in the study

area.

1.5 Scope and Limitation

The scope of this research is formal education and it is

limited to the distribution of public primary schools in

Tarauni Local Government Area, Kano State.

1.6 Study Area

1.6.1 Location

Tarauni is a Local Government Area in Kano State, Nigeria. Its

headquarters is in the locality of Unguwa Uku within the City

of Kano. The study area lies within the Latitudes 11057'00''N

and 12002'00''N and Longitudes 08033'00''E and 08036'00''E.

Tarauni Local Government Area has 10 political wards. Covering

an area of 28km2 and a population of 281,413 projected figure

2014.

Tarauni Local Government Area is bounded by the north by

Nassarawa Local Government, by the east and south by Kumbotso

Local Government and on the western by Municipal Local

Government. The study area is predominantly inhibited by

Hausa/Fulani tribe. Other ethnic groups in the local government

area include Yoruba, Igbo, Ebira, Kanuri etc.

1.6.2 Climate

The climate of the area is a microclimate setting of the

Nigeria as it is influenced by the movement of the two air

masses, the maritime air masses originating over Atlantic Ocean

and the dry air masses coming from the Sahara desert.

Consequently, the area is characterized by wet season (May -

September) which is characterized by south western maritime

winds that carry warm and humid air; the dry season (October –

April) is characterized by the tropical dry continental wind

(Harmattan) from north. In fact, it is a tropical wet and dry

type (AW) by Koppen’s classification (Umar, 2009).

1.6.2 Economy

Kano is the second largest industrial and commercial centre in

Nigeria after Lagos (Ahmed et al, 2012) it is referred as the

center of commerce in the country due to long flourished

marketing activities. This is based on the fact that marketing

and trading has been the dominant economic activity of the

populace of the metropolitan Kano.

1.6.3 Academic Institutions in the study area

The study area has a total of nineteen (19) public primary

schools, twenty two (22) public secondary schools, and eight

(8) existing institutions namely, School of Nursing, School of

Midwifery both managed by the state government. Also, Aminu

Kano Teaching Hospital (AKTH), Federal College of Agricultural

Produce Technology, Institute for Agricultural Research,

A.B.U., Kano Station, National Board for Technology Incubation

all these managed by the Federal Government. The International

Crops Research for the Semi-Arid Tropics and IITA Research to

Nourish Africa both managed privately.

Figure. 1.1: The study area: Tarauni Local Government Area (a), Kano State (b), Nigeria (c).

CHAPTER TWO

LITERATURE REVIEW

2.1 Operational Definition of Terms:

i. Primary Education: the first stage of formal education

in a range of basic subjects.

ii. Universal Primary Education (UPE): an educational

programme made compulsory by the Federal Government for

all children in the states of the federation in 1976.

iii. Universal Basic Education (UBE): a 9 year educational

programme starting from primary to junior secondary

level in Nigeria.

iv. School: a place of teaching and learning of skills,

knowledge and aptitudes.

v. School Location: the geographical location of the school.

vi. School Facility: are one of the basic educational requirements,

and it is necessary to maintain safe and high-quality school

facilities from the perspective of maintaining and improving

educational levels in line with the developmental stage.

vii. Pupil: A child at school, who is being taught in a

primary school.

viii. Teacher: All those persons in schools who are responsible for

the education of pupils.

ix. Pupil-Teacher ratio: Otherwise called “student-teacher

ratio” or “students per teacher”, this indicator

expresses the average number of pupils (students) per

teacher in a given school-year.

x. Pupil-Classroom ratio (PCR): The ratio of the number of

pupils (students) to the number of classrooms.

xi. UNESCO: United Nations Education Scientific and Cultural

Organization.

xii. UBE: Universal Basic Education.

xiii. RKMP: Reviewed Metropolitan Kano Plan.

2.2 Literature Review

2.2.1 Millennium Development Goal

In this priority area the millennium development goal is to

ensure that by the year 2015, children everywhere, boys and

girls alike, will be able to complete a full course of primary

schooling and those girls and boys will have equal access to

all levels of education (Susan, 2004).

2.2.2 Definition of Basic Education

United Nations Economic, Scientific, and Cultural Organization

(UNESCO) define basic education as the first nine years of

schooling; the first five or six years are often identified as

primary education and the rest as lower secondary education. It

also includes basic education for youth and adults who did not

have the opportunity to complete a full cycle of primary

education (Ikpasaja, 2014).

This is the education which every Nigerian receives between the

ages of three (3) and fourteen (14) years. It consists of the

Early Childhood, Primary, Junior Secondary, as well as Adult

and Non-Formal Education. The agency which coordinates the

affairs of this sub sector is the Universal Basic Education

Commission (UBEC). Other coordinating agencies in this sector

include National Commission for Nomadic Education and National

Mass Education Commission.

2.2.3 Primary Education

The successful acquisition of primary education and life skills

competencies is a prerequisite for secondary and higher

education and for many categories of vocational training, and

should build on the cognitive skills development of ECCE. Its

importance has been recognized in the global drive for

Education All (EFA) by the year 2015. The main goals and

objectives of primary education are as follows (Federal

Ministry of Education, 2003):

i. To develop proficiency in literacy, numeracy and

communication skills;

ii. To develop the individuals self-confidence and ability

to solve problems;

iii. To foster the development of a positive self-image and

self-worth;

iv. To nurture moral and spiritual development and

responsible action;

v. To develop independent critical thinking and creativity;

vi. To develop good interpersonal skills and in interaction

with family, community and others;

vii. To develop a culture and practice of conflict

resolution;

viii. To develop the ability to source information through

use of library and electronic devices;

ix. To nurture respect for the rights and dignity of others;

x. To develop a sense of appreciation, care and protection

for the environment;

xi. To develop health and physical fitness;

xii. To nurture sensitivity to cultural diversity;

2.3 National Policy on Education

2.3.1 Universal Primary Education (UPE)

Universal Primary Education (UPE) is a goal stated in many

national development plans and pursued with vigour by

governments of most developing countries. Primary education is

seen as the first step in laying the foundation for future

educational opportunities and lifelong skills. Through the

skills and knowledge imbued, primary education enables people

to participate in the social, economic and political activities

of their communities to their fullest potential (Globalisation

of Education Policies, 2000).

In 1976, the Universal Primary Education (UPE) programme was

introduced in the country and was launched on Monday 6th

September by the Olusegun Obasanjo Military Administration at

Oke Sunna Municipal Primary School, Lagos to provide free and

compulsory education to children at the primary school level.

Unfortunately, the Scheme was faced with several challenges

because structures were hurriedly put in place, teachers were

trained haphazardly and there was an inadequate funding of the

primary education sector. This however, brought about declining

enrolment in public primary school. Teachers to pupil’s ratio

were high and at the long run, education was meant only for the

wealthy children (not for all the children as proposed

earlier). Children who are supposed to be in the school

learning are outside the street hawking goods for their

parents. The vision of Education for All (EFA) regardless of

their socio-economic background was ignored (Omotere, 2010).

2.3.2 Universal Basic Education (UBE)

Universal Basic Education (UBE) is a reformed programme in

Nigeria’s basic education delivery (from primary one, all

through to junior secondary school class 3) and is to reinforce

the implementation of the National Policy on Education (NPE) in

order to provide greater access and ensure quality throughout

the Federation as it is free and compulsory (Adomeh et al,

2007).

Nigeria is adopting Universal Basic Education (UBE) and as a

process of fulfilling the aim of Education For All (EFA) as

endorsed at the World conference on education held in Jomtien,

1990 (Arhedo, 2009). The UBE Programme is a nine (9) year basic

educational programme, which was launched and executed by the

government and people of the Federal Republic of Nigeria to

eradicate illiteracy, ignorance and poverty as well as

stimulate and accelerate national development, political

consciousness and national integration. Former President

Olusegun Obasanjo flagged off UBE on 30th September 1999 in

Sokoto State.

The UBE scheme was put in place to improve on the limitations

of Universal Primary Education (UPE) of the 1970s (UBE 2014).

One of the objectives of the UBE scheme that bothers on

availability as relates to even spread (as stated by the

Federal Ministry of Education (1999) is developing in the

entire citizenry a strong consciousness for education and a

strong commitment to its various promotion. It is quite obvious

from the above phenomenon that the objective of developing the

entire citizenry cannot be achieve unless the public education

facilities are evenly distributed over the country’s landscape

taking into consideration the local population density and land

area coverage per school (Olamiju 2011).

According to Omotere (2010), Universal Basic Education is

broader than Universal Primary Education, which focused on

providing educational opportunities for primary school age

children. Universal Basic Education stresses the inclusion of

girls and women and a number of non-privilege groups: the poor,

street and working children, rural and remote populations,

nomads, migrant workers, indigenous people, minorities,

refugees and the disabled. It also extends to the first level

of secondary education (JSS 3).

2.4 Universal Basic Education Statement:

At the end of 9 year of continuous education, every child

through the system should have acquired appropriate level of

literacy, numeracy, communication, manipulative and life skills

and be employable, useful to himself and the society at large

by possessing relevant ethical, normal and civic skills. It

stated further that, Universal Basic Education shall: Serve as

a prime energizer of a national movement for the actualization

of the nation’s Universal Basic Education vision working in

contact with all stakeholders thus, mobilizing the nation’s

creative energies to ensure that, Education For All (EFA)

becomes the responsibility for all (UBE, 200).

Moreover, the objectives of the Universal Basic Education (UBE)

stated in the implementation guidelines are as follows (UBE,

2000):

i. Ensure unfettered access to nine (9) years of formal

basic education;

ii. The provision of free, Universal Basic Education for

every Nigerian child of school going age;

iii. Reducing drastically the incidence of drop-out from the

formal school system, through improved relevance,

quality and efficiency; and

iv. Ensuring the acquisition of appropriate levels of

literacy, numeracy, manipulative, communicative and life

skills as well as the ethical, moral and civic values

needed for laying a solid foundation for life-long

learning.

2.5 Laws and other Basic Regulations Concerning Education in

Nigeria

The National Policy on Education was enacted in 1977 and

undergone three revisions, the most recent one in 2003. Since

1981, a number of decrees have been passed providing the legal

framework of education in the country (International Bureau of

Education (IBE) - UNESCO, 2006).

i. The Decree No. 16 of 1985 places special emphasis on the

education of the gifted and talented children within the

National Policy on Education.

ii. The National Commission for Mass Literacy, Adult and

Non-formal Education, which was established by Decree

No. 17 of 26 June 1990 and formally inaugurated on 5

July 1991, is charged with the responsibility of

developing strategies, coordinating programmes,

monitoring and promoting literacy and post-

literacy programmes nationwide.

iii. The Decree No. 96 of 1993 re-established the National

Primary Education Commission (NPEC). It also provides

the arrangement for funding primary education in the

country.

iv. In 1993, the National Minimum Standards and

Establishments of Institution Amendments Decree No.

9 was promulgated. It provides for religious bodies,

non-governmental organizations and private individuals

to participate in the provision of tertiary education.

v. By a recent decree, all companies operating in Nigeria

which have up to 100 employees on their payroll shall

contribute 2% of their pre-tax earnings to the Education

Tax Fund for the funding of education.

vi. The most crucial strategy for sustainable education

development in Nigeria is the Universal Basic Education

(UBE) Scheme, which was launched in 1999. In May 2004,

the Nigerian Legislature passed the UBE bill into law.

The Universal Basic Education Act represents the most

significant reform and addresses comprehensively the

lapses of the Universal Primary Education (UPE) and the

issues of access, equality, equity, inclusiveness,

affordability and quality.

2.6 The State of Education in Nigeria of the Nation

The federal government reported that the falling standard of

education in Nigeria is caused by "acute shortage of qualified

teachers in the primary school level." It is reported that

about 23% of the over 400,000 teachers employed in the nation's

primary schools do not possess the Teachers' Grade Two

Certificate, even when the National Certificate of Education

(NCE) is the minimum educational requirement one should posses

to teach in the nation's primary schools (Africa Economic

Analysis (2008). Due to lack of teachers, however, holders of

the Teacher’s Grade II Certificates (TC II) are still allowed

to teach in some remote primary schools (Better Future

Foundation Amodu (BFFA) – Nigeria, (2014).

2.7 Further Education for Teachers

i. Courses and other appropriate facilities should be so

designed as to enable teachers to improve their

qualifications, to alter or enlarge the scope of their

work or seek promotion and to keep up to date with their

subject and field of education as regards to both

content and method.

ii. Measures should be taken to make books and other

material available to teachers to improve their general

education and professional qualifications (UNESCO and

Human Rights, 1996).

2.8 Standards

Standards are set of yardsticks in the units of measurement of

variables which appear in the statement of principles.

Standards are not absolute but relative and are more or less a

form of guides.

2.8.1 Standards for Setting of Public Primary School

i. United Nations Education Scientific and Cultural

Organization (UNESCO) standard (1996): (UNESCO) prescribed

the ratio of 1:25 in public primary schools. (Chukwu,

2011).

ii. Universal Basic Education Plan, (2010-2019): reveals that,

for effective teaching and learning, the teacher/pupils

ratio shall be 1.35 in primary schools (Kakuri, nd), and

with the walking distance (3-4km) for all learners of

primary school-going age Federal Ministry of Education -

FMoE (2009).

iii. Reviewed Kano Metropolitan Plan - RKMP (1980): reveals

that, the standards for the creation of public primary

school as 5km service radius, 50 pupils per class,

teacher-pupil’s ratio of 1:50, population threshold of 1-

16,000 and age bracket of 6-13 (Tijjani, 2005).

2.9 School Mapping (SM)

School Mapping (SM) is also to investigate and ensure the

efficient and equitable distribution of resources within and

between school systems when large‐scale reform or significant

expansion of an educational system takes place (Caillods,

1983).

Hite (2004) lamented that, school mapping as a technical

exercise has become a relatively normalized and

institutionalized practice in education’s planning. More than

simply being a tabular, graphical or cartographical

representation of a particular space or place, school mapping

involves the consideration and inclusion of various forms of

technical data that impact and populate the physical and social

context of analysis. School mapping comprises physical location

analysis of schools. In order for this to be accomplished

knowledge of the settlements and population of the area is

required.

2.10 Geographic Information System (GIS)

Geographic Information System (GIS) is a powerful set of tools

for collecting, storing, retrieving at will, transforming and

displaying spatial data from the real world for a particular

set of purposes (Burrough, 1998).

GIS is capable of acquiring spatially indexed data from a

variety of sources, changing the data into useful formats,

storing the data, retrieving and manipulating the data for

analysis, and then generating the output required by a given

(Fischer and Nijkamp, 1993).

GIS provides numerous benefits for the educational process,

including the development of students’ geographic skills by

helping them to think spatially and analyze spatial data, the

promotion of student and teacher motivation, and facilitation

of project-based teaching and learning (Sincekara and Karakuyu,

2010).

Geographic Information System is a discipline for capturing,

storing, analyzing, managing and presenting data and associated

attributes which are spatially referenced to Earth. The use of

GIS in Education involves combining statistical inferences to

geographic information. Statistics in education might be used

with GIS to present a clear picture of educational facilities

and activities such as ratio of students to teacher, number of

students in a class and student density in school and schools

distribution in district (Eray, 2012).

2.11 Related Study

In the study of Sule, Abdullahi and Bungwon (2012), private

primary school locations in Kaduna metropolis were determine by

the use of handheld GPS receiver. Thematic map, Nearest

neighbour and Buffer zone analysis reveals that, the schools

are not evenly distributed as some areas have the schools

concentrated at particular places while some areas have none,

and some settlements are deficient in private schools while

others have excess.

In another study in Yola North LGA, Adamawa state by Aliyu

(2013) clearly depicts the process of using Thematic map and

Nearest neighbour analysis in determining the distribution

pattern of the post-primary schools. The study reveals how the

schools were located on digital map and shows that random

pattern of distribution exists within the study area. The

potentials of GIS technology in database design and creation

has been demonstrated and found to be more efficient than the

manual approach.

The use of GIS for analyzing the distribution of facilities is

not new in Kano State, like the study of Ahmed M. et al (2013)

where thematic map and nearest neighbourhood analyses were used

and found out that the pattern of distribution of Police

Stations in Kano Metropolis is generally random and uneven,

with a little clustering at the center. One and two kilometre

buffer zones were generated and the result shows that the old

city of Kano and the eastern part of the metropolis were fully

served while the west and southern part were underserved.

Also, in another research conducted by, Kibon and Ahmed (2013),

where they made use of thematic map and nearest neighbour

analysis shows that, the distributions of Health facilities in

Kano Metropolis are in clustered.

The study of Olubadewo, Abdulkarim and Ahmed (2013), indicates

the use of technology (GIS) for education planning have proved

to be very important in the decision making in Fagge L.G.A by

providing the planners integrated geographic scenario of

location of school. The Thematic map and Nearest neighbour

analysis shows that the distribution of primary schools in the

area is more concentrated than other areas, while the buffer

zones show that schools are closer to roads and Markets. The

database shows there are 222 classrooms, 12,693 pupils and 558

teachers in the areas at which the result shows a perfect

significant relationship between the number of teacher and

pupils. The tool of the analysis (Nearest Neighbour) was used

to analyze the pattern of the distribution and the result shows

the schools are dispersed.

2.12 Distribution of Schools

Distribution of schools has an effect on the participation rate

in school education geographic location of primary schools as

indeed public facilities in Nigeria has not taken into account

inequalities among region, different social groups and

geographical area (Ikpasaja, 2014).

2.13 Road Network Pattern

Network pattern is referred to the geographical layout and

structure of a network, which is related to the connection,

direction, and combination features of roads in a road network

(Chao, 2012). Road networks which are set of interconnected

roadways on which movement takes place. The road network is

determined by the demand of the public. There is a simple road

network and a complex road network (UNESCO, 2014). Road network

patterns reflect the structure of a city (Cybergeo, 2011).

According to Heinzle (2014), urban development as well as the

construction of transportation routes follows usually

structural conditions. Economical rules, security issues or the

best possible utilisation of terrain are some basic principles

for the emergence of typical structures in road networks. The

knowledge of such patterns provides information about the

design, history and development of an urban area as well as the

functional organisation of a town. Urban geography is a domain

which studies the inner structure of cities, especially complex

patterns of distribution, movement, flows and interaction

within cities. It provides various categorisations of types of

cities on the basis of their historic development as well as on

the basis of their today’s appearance, functional and social

organisation

Some basic forms or patterns to be detected in urban road

networks are;

i. Strokes – as a linear configuration;

ii. Grids – as a cellular configuration;

iii. Stars – as a radial configuration, and

iv. Ring roads – as a cellular configuration, observed over

a wider area.

Usually roads play an important role in those categorisations,

because they constitute the linkage system between different

regions and land uses.

CHAPTER THREE

METHODOLOGY

3.1 Data Sources, Acquisition and Process

To achieve the objectives of the study, the methodology engaged

the use of primary and secondary data. The primary sources

include hand-held Global Positioning System (GPS) receiver for

capturing the coordinate points of the public primary schools,

while the secondary data used WorldView-2 satellite imagery

which served as the base map, population figures of pupils,

teaching staff, names and address of the public primary schools

in Tarauni Local Government Area.

Figure 3.1: Flow chart diagram

The following data are used to achieve the aim of this project.

Table 3.1: The Adopted Data and Sources

S/N NAME FORMAT

SCALE/

RESOLUTION

DATE SOURCE RELEVANCE

1. WorldView-2 Satellite Imagery (high resolutionimage).

0.46mm 2011 Ministry ofLand &PhysicalPlanning,Kano, (2011).

Overlay GPSpoints on itto identifythe schoolsforrectification,confirmationand roadnetworkupdate.

2. Nigerian AdministrativeMap.

Digital 2013 Office of theSurveyorGeneral oftheFederation(OSGOF)

Fordemacation ofstudy areaboundary

3. School enrolment (2014)

Analogue 2014 Tarauni LocalEducationAuthority,Tarauni LocalGovernment,Kano.

Input toExcel convertto databasetable.

4. Number of Teachers &their

Analogue 2014 Tarauni LocalEducationAuthority,

Input toExcel convertto database

Qualifications (2014)

Tarauni LocalGovernment,Kano.

table.

5. GPSReciever(Etex 10,Garmin)Coordinates ofSpatialdata inthe studyarea

± 2maccuracy

2014 Field surveys Input toexcel convertto databasetable setspatialreferenceconvert topoints map

3.2 Methods of Data Processing

Table 3.2: The Adopted Data Processing

S/N OBJECTIVES METHODS PROCESS RESULT

1.

Objective

one

Visualisati

on of

converted

GPS points

to shape

file, and

running of

average

nearest

neighbourho

od module

Creation of

personal Geo-

database,

feature

dataset,

creation of

feature class,

digitizing &

attribute

entry,

Topology,

Point map showing

the spatial

distribution and

pattern of public

primary schools in

Tarauni Local

Government Area,

Kano State.

correction,

and

cartographic

visualization

2 Objective

two

Comparison

of set

standards

of primary

education

The

statistical

analysis of

the data

collected.

Maps and Charts

showing difference

in standards of

pupils-teacher ratio

and classroom-pupils

ratio.

3. Objective

three

Quality

assessment

of Teachers

The

statistical

analysis of

the data

collected.

Map showing the

statistical

distribution of

teacher’s

qualification in

Tarauni Local

Government Area,

Kano State.

3.3 Research Design

The research design adopted for this study was a cross-

sectional survey which is both

3.4.1 Spatial Distribution of Public Primary Schools in

Tarauni Local Government Area.

Objective one of this research is to identify the spatial

distribution of public primary schools in Tarauni Local

Government Area. To achieve this objective the following data

and method was used.

i. The Coordinates points (lat, long) of all the public

primary schools in the study area were captured;

ii. Digital map of the study area;

iii. WorldView-2 satellite imagery (high resolution image);

and

iv. Nearest neighbour index.

3.4.2 Spatial Distribution Index

The Average nearest neighbour analysis is used to determine the

spatial distribution of public primary schools in Tarauni Local

Government Area in Kano State and Manhattan distance method is

used for the analysis.

Its formula is given as:

Rn = d√na

Where

Rn = the nearest neighbour index

a = the size of the study area

d= the mean distance between primary schools

n= the number of public primary schools

The Rn values range from (when there is no distance at all) to

2.15 (when schools have a minimum spacing and regularly

distributed). A purely random distribution has an index of 10

value, above 1.0 indicate a tendency towards spacing and those

below 1.0 indicate clustering i.e.

Rn= 0: the distance is calculated

Rn= 1: the distance is random

Rn = 2.15: the distance is regular

Nearest neighbour index was used to determine the pattern of

distribution of public primary school in the study area that is

the distance between two points (which represent n), with the

exception to the wards that have only one school, the size of

the area (which is represented as a), and Manhattan distance

was used to determine the pattern of public primary schools in

study area and Rn value, Z score, Observed mean

distance/Expected mean Distance and P-value were all generated.

3.4.3 To Identify the Spatial Pattern of Public Primary

Schools in Tarauni Local Government Area.

To achieve this objective, the following stages are involved:

i. Data compilation which ranges from list of public

primary schools in Tarauni Local Government Area from

the Tarauni Local Education Authority Kano State,

WorldView-2 satellite imagery (high resolution image)

from the Ministry of Land & Physical Planning Kano

State, Digital map of Nigeria from OSGOF, and GPS points

of the schools location.

ii. Geo-referencing of the digital map to WGS 1984 UTM zone

32N, personal geo-database, feature dataset and feature

class for the existing roads and the ten (10) political

wards was created in Arc Catalogue. The existing roads

and wards are digitized from the geo-referenced

WorldView-2 satellite imagery (high resolution image

0.46m) using the above stated feature classes.

iii. The formulation of school total enrolment in Ms-Excel

spread sheet, which is converted to database and

exported to GIS environment to produce point map showing

the spatial distribution and pattern of public primary

schools in Tarauni Local Government Area, Kano State.

3.4.4 Determine the Standard of Spatial Redistribution of

Public Primary Schools in Tarauni Local Government Area.

i. The data used for to achieve this objective is acquisition

of list of all the public primary schools within the study

area from the Tarauni Local Education Authority (TLEA) to

extract information such as pupil’s enrolment, number of

classrooms in each school, number of teachers allocated to

each school.

ii. The information extracted was analyzed using UNESCO

standard, (1996), UBE standard, (2004) and Reviewed Kano

Metropolitan Plan (1980) models which sets the ratio of

teacher and classroom capacity of 1:25, 1:35 and 1:50. The

total enrolment of each school divided by the UNESCO

standard of 25, UBE standard of 35, and Reviewed Kano

Master Plan standard of 50 pupils per class to get extra

number of classrooms needed in each school, and also to

know the schools that followed the stated set standards.

3.4.5 Assess the Qualification of Teachers in Public

Primary Schools in Tarauni Local Government Area.

To achieve this objective, the lists of teachers with their

qualifications were obtained from the Statistics Unit of the

Planning Research and Statistics Department of TLEA to extract

information on their qualification and other relevant

information. The information was used to form a table showing

the teachers’ detailed information.

3.5 Target Population

The target population for this research are pupils from public

primary schools and teachers in Tarauni Local Government Area,

Kano State.

3.8 Procedure

Tarauni Local Government consists of ten (10) political wards.

All the wards were considered for the survey where all the

public primary schools within the local government were survey.

CHAPTER FOUR

RESULTS AND DISCUSSION

4.2 Spatial Distribution of Public Primary Schools

The location of primary schools in the study area is presented in the Table 4.1.

Table 4.1: Public primary schools in Tarauni Local GovernmentArea with their year of establishment, location and coordinates

S/N

NAME OF SCHOOL YEAROF

ESTAB.

LOCATION/

WARD

SCHOOL COORDINATELAT. LONG.

1. Kauyen MuhammaduSPS

2010 Kauyen Alu, Unguwa Uku Ward

453406 1322569

2. Rabi’atu SPS 2001 Kauyen Alu, Unguwa Uku Ward

453989 1321857

3. Hotoro Danmarke SPS

2000 Danmarke, Danmarke Ward

454344 1322085

4. Hotoron Maradi SPS

2013 Danmarke, Danmarke Ward 455392 1322103

5. Mal. Ibrahim Shekarau SciencePri.Sch.

2010 Unguwa Uku, Unguwa Uku Ward

452348 1321682

6. Unguwa Uku ModelPri. Sch.

2008 Unguwa Uku, Unguwa Uku Ward

452386 1321776

7. Kundila Estate SPS

1991 Behind KSHC, Daurawa Ward

451694 1322582

8. Daurawa SPS 1980 Daurawa, Daurawa Ward 451990 1323694

9. Gyadi-Gyadi SPS 1974 Gyadi-Gyadi, Gyadi-Gyadin Arewa Ward

450639 1323012

10.

Dr. Rabi'u M. Kwankwaso, Sc. Model Pri. Sch

2012 Gyadi-Gyadi, Gyadi-Gyadin Arewa Ward

450662 1322966

11.

Hausawa Model Pri. Sch.

1996 Hausawa Danfulani, Babban Giji Ward

449851 1322714

12.

Bashir Memorial II Nomdic Pri. Sch.

2002 Yar Akwa (Tudun Fulani), Darmanawa Ward

451526 1320200

13.

Unguwar Gano SPS 1977 Unguwar Gano, Unguwar Gano Ward

452497 1320114

14.

Darmanawa SPS 2003 Darmanawa, Darmanawa Ward

450536 1320768

15.

Dantsinke SPS 2013 Dantsinke, Darmanawa Ward

449926 1319180

16.

Babban Giji SPS 1977 , Karkasara, Darmanawa Ward

450574 1321857

17.

Sallari SPS 2003 Sallari Babban Giji, Babban Giji Ward

450213 1321660

18.

Hausawa SPS 1977 Hausawa, Babban Giji Ward

449926 1322596

19.

Unguwa Uku SPS 1960 Unguwa Uku (Cikin Gari), Unguwa Uku Ward

452426 1321784

Source: Field Survey, (2014).

There table shows that, there are nineteen (19) public primary

schools in Tarauni Local Government Area, Kano State. The local

government is divided into ten (10) political wards.

The numbers of public primary schools in each ward in Tarauni

Local Government Area are presented in the table 4.1.

Table 4.1: Number of public primary schools in each ward in

Tarauni L.G.A.

S/N NAME OF WARDS NO. OF PUBLIC PRIMARYSCHOOLS

1. Babban Giji Ward 3

2. Daurawa Ward 2

3. Darmanawa Ward 3

4. Gyadi-Gyadin Arewa Ward

0

5. Gyadi-Gyadin Kudu Ward

2

6. Hotoro Danmarke Ward 2

7. Tarauni Ward 0

8. Unguwar Gano Ward 2

9. Unguwa Uku (Cikin-Gari) Ward

3

10. Unguwa Uku (Kauyen Alu) Ward

2

TOTAL 19

Source: Local Education Authority, Tarauni Local Government Council

(2014).

The above table shows the number of public primary schools in each political

ward in Tarauni Local Government Area.

Number of public primary schools in each ward in Tarauni Local Government Area.

Figure. Distribution of public primary schools in each ward in the study area, (2014).

The public primary schools location with identification numbers

in each ward in Tarauni Local Government Area are presented in

the table 4.2 below.

Table 4.2: Schools location identification number in each ward

in the study area.

SCHOOLLOCATION

ID

SCHOOL NAME LOCATION / WARD

1. Hausawa SPS Hausawa, Babbab Giji Ward

2. Hausawa Model Pri. Sch. Hausawa Danfulani, Babban Giji Ward

3. Dr. Rabi'u M. Kwankwaso, Sc. Model Pri. Sch.

Gyadi-Gyadi, Gyadi-Gyadin Kudu Ward

4. Gyadi-Gyadi SPS Gyadi-Gyadi, Gyadi-Gyadin Kudu Ward

5. Daurawa SPS Daurawa, Daurawa Ward

6. Kundila Estate SPS Behind KSHC, Daurawa Ward

7. Darmanawa SPS Darmanawa, Darmanawa Ward

8. Sallari SPS Sallari Babban Giji, Babban Giji Ward

9. Dantsinke SPS Dantsinke, Darmanawa Ward

10. Unguwar Gano SPS Unguwar Gano, UnguwarGano Ward

11. Babbab Giji SPS Karkasara, Darmanawa

12. Rabi’atu SPS Kauyen Alu, Unguwa Uku Ward

13. Hotoro Danmarke SPS Danmarke, Danmarke Ward

14. Kauyen Muhammadu SPS Kauyen Alu, Unguwa

Uku Ward

15. Hotoro Maradi SPS Danmarke, Danmarke Ward

16. Mal. Ibrahim Shekarau Science Pri.SPS

Unguwa Uku, Unguwa Uku Ward

17. Unguwa Uku SPS Unguwa Uku (Cikin Gari), Unguwa Uku Ward

18. Unguwa Uku Model Pri. Sch. Unguwa Uku, Unguwa Uku Ward

19. Bashir Memorial II Nomadic Pri. Sch

Yar Akwa (Tudun Fulani), Darmanawa Ward

The distributions of public primary schools in the ten (10) political wards in Tarauni Local

Government Area are presented in figure 4.1

Figure 4.1: Distribution of public primary schools in each ward in Tarauni L.G.A., (2014).

Tarauni is a Local Government Area of Kano state has the

population of 281,413 (projected figure 2014) distributed in

the ten (10) political wards.

The population distributions in each ward in Tarauni Local

Government Area are presented in the table 4.2 below.

Table 4.3: Population distributions in each ward in Tarauni

Local Government Area.

S/N

NAME OF WARDS POPULATION DISTRIBUTION(PROJECTED FIGURE: 2014)

1. Babban Giji Ward 50,315

2. Daurawa Ward 20,211

3. Darmanawa Ward 26,886

4. Gyadi-Gyadin Arewa Ward

10,579

5. Gyadi-Gyadin Kudu Ward

5007

6. Hotoro Danmarke Ward 52,038

7. Tarauni Ward 5011

8. Unguwar Gano Ward 9565

9. Unguwa Uku (Cikin-Gari) Ward

52,052

10.

Unguwa Uku (Kauyen Alu) Ward

49,749

TOTAL 281,413Source: Local Education Authority, Tarauni Local Government Council (2014).

Population distributions in the ten (10) political wards in Tarauni Local Government Area are

presented in Figure 4.2.

Figure 4.2: Population distribution in each ward in Tarauni Local Government Area, (2014).

The figure shows that, two (2) wards (Unguwa Uku cikin Gari and

Hotoro Danmarke) have the highest population while, two (2)

wards (Tarauni and Gyadi-Gyadin Kudu) have the lowest

population distribution in the study area.

Average Nearest Neighbor Summary

Given the Z-Score of 3.25, there is a less than 1% likehood that this dispersed pattern could be the result of random chance

Figure 4.3: Average nearest neighbour analysis in Tarauni L.G.A,

(2014).

The Nearest Neighbor Analysis Tarauni Local Government Area

indicates that Rn = 0.01 with a critical value of <-2.58, N =

3, study area 20535439.498741 meter, nearest neighbour

ratio=1.389901, observed mean distance = 722.485484 meters,

expected mean distance=519.810688 meters, and test significant:

P – value = 0.001149, Z – score = 3.251339. The result of the

breakdown therefore shows that all the distribution public

primary schools are disperse.

The names of public primary schools with their total enrolment and

number of classrooms in the study area are presented in the Table

4.2.

Table 4.4: Distribution of students in each of the pubic primary school in Tarauni L.G.A

S/N SCHOOL NAME STUDENTS ENROLMENT NO. OFCLASS-ROOMS

BOYS % GIRLS % TOTAL TOTAL%

1. Kauyen Muhammadu SPS 1022 51 985 49 2007 7.5 14

2. Rabi’atu SPS 987 48 1088 52 2075 8.0 21

3. Hotoro Danmarke SPS 1830 51 1753 49 3583 13.4 16

4. Hotoron Maradi SPS 567 53 499 47 1066 4.0 8

5. Mal. Ibrahim Shekarau Sci Pri.Sch

168 65 92 35 260 1.0 6

6. Unguwa Uku Model Pri. Sch.

228 50 230 50 458 2.0 9

7. Kundila Estate SPS 304 50 305 50 609 2.3 11

8. Daurawa SPS 665 61 424 39 1089 4.1 17

9. Gyadi-Gyadi SPS 460 56 359 44 819 3.1 16

10. Dr. Rabi'u M. Kwankwaso, Sc. Model

64 56 51 44 115 0.4 4

Pri. SPS11. Hausawa Model Pri.

Sch.358 52 331 48 689 3.0 14

12. Bashir Memorial II Nomdic Pri. Sch.

165 46 190 54 355 1.3 4

13. Unguwar Gano SPS 328 50 334 50 662 2.5 12

14. Darmanawa SPS 1436 49 1510 51 2946 11.1 12

15. Dantsinke SPS 195 44 245 56 440 1.6 4

16. Babban Giji SPS 940 51 906 49 1846 7.0 18

17. Sallari SPS 769 54 666 46 1435 5.4 16

18. Hausawa SPS 1297 58 954 42 2251 8.4 18

19. Unguwa Uku SPS 2114 54 1802 46 3916 14.0 22

GRAND TOTAL 13897 52% 12724 48% 26621 100 238

Source: Statistics Unit, Planning Research & Statistics Department, Tarauni Local Education Authority, Tarauni Local Government Council, Kano State, Nigeria (2014).

The pupils (boys and girls) enrolment in each of the pubic primary school in Tarauni Local

Government Area are presented in Figure 4.4.

Figure 4.4: Distribution of boys & girls students in public primary school in Tarauni L.G.A., 2014

The figure shows that, the enrolment figure of boy’s student is

higher than that of the girl’s students in twelve (12) public

primary schools (Kauyen Muhammadu SPS, Hotoro Danmarke SPS,

Hotoro Maradi SPS, Malam Ibrahim Shekarau Sci. Model Pri. Sch.,

Daurawa SPS, Gyadi-Gyadi SPS, Dr. Rabi’u Musa Kwankwaso Sci.

Model Pri. Sch., Hausawa Model Pri Sch., Babban Giji SPS,

Sallari SPS, Hausawa SPS, Unguwa Uku SPS).

While the girl’s student are higher than that of the boy’s

students in remaining seven (7) public primary schools

(Rabi’atu SPS, Unguwa Uku Model Pri. Sch., Kundila SPS, Bashir

Memorial II Nomadic Pri. Sch., Unguwar Gano SPS, Darmanawa SPS,

Dantsinke SPS) in the study area.

Statistical diagram of the pupils (boys and girls) enrolment in

the study area is shown on figure 4.5.

BOYS GIRLS1200012200124001260012800130001320013400136001380014000 52%

48%

Figure 4.5: Boys & Girls total enrolment in public primary schools in

Tarauni L.G.A., (2014).

The above bar chart shows that from the total students

enrolment 52% are boy’s student and 48% are girl’s student are

42%. This also reveals that, the percentage of boy’s is

slightly high than the girl’s student in the study area.

The names of public primary schools with the total number of

teachers in each public primary school are presented in the

Table 4.5.

Table 4.5: Distribution of teaching staff in each pubic primary

school in Tarauni L.G.A

S/N SCHOOL NAME TEACHING STAFFMALE % FEMALE % TOTAL TOTAL%

1. Kauyen Muhammadu SPS 20 64.5 11 35.5 31 5.10

2. Rabi’atu SPS 14 48.3 15 51.7 29 4.78

3. Hotoro Danmarke SPS 19 52.8 17 47.2 36 5.90

4. Hotoron Maradi SPS 9 52.9 8 47.1 17 2.80

5. Mal. Ibrahim Shekarau Science Pri.SPS

10 50 10 50 20 3.30

6. Unguwa Uku Model Pri. Sch. 9 42.9 12 57.1 21 3.44

7. Kundila Estate SPS 5 20 20 80 25 4.10

8. Daurawa SPS 37 71.15 15 28.84 52 8.52

9. Gyadi-Gyadi SPS 18 33.33 36 66.67 54 8.85

10. Dr. Rabi'u M. Kwankwaso, 5 71.43 2 28.57 7 1.15

Sc. Model Pri. SPS

11. Hausawa Model Pri. Sch. 15 65.22 8 34.78 23 3.80

12. Bashir Memorial II Nomdic Pri. Sch.

20 64.52 11 35.48 31 5.10

13. Unguwar Gano SPS 8 29.63 19 70.37 27 4.43

14. Darmanawa SPS 19 54.29 16 45.71 35 5.74

15. Dantsinke SPS 5 55.56 4 44.44 9 1.50

16. Babban Giji SPS 10 31.25 22 68.75 32 5.25

17. Sallari SPS 14 42.42 19 57.58 33 5.41

18. Hausawa SPS 31 49.21 32 50.79 63 10.33

19. Unguwa Uku SPS 23 35.94 41 64.06 64 10.50

TOTAL 292 48% 317 52% 610 100

Source: Statistics Unit, Planning Research & Statistics Department, Local Education Authority,

Tarauni Local Government Council, Kano State, Nigeria (2014).

The teaching staff (male and female) distributions in each of the pubic primary school in

Tarauni Local Government Area are presented in

. Figure 4.6: Distribution of teaching staff (male & female) in each public primary school in

Tarauni L.G.A., (2014).

The figure shows that, male teachers are higher than female

teachers in nine (9) public primary schools (Kauyen Muhammadu

SPS, Hotoro Danmarke SPS, Hotoro Maradi SPS, Daurawa SPS, Dr.

Rabi’u Musa Kwankwaso Sci. Model Pri. Sch., Hausawa Model Pri

Sch., Bashir Memorial II Nomadic Pri. Sch., Darmanawa SPS,

Dantsinke SPS) in the study area.

While female teachers are higher than that of the male teachers

in remaining seven (7) public primary schools (Rabi’atu SPS,

Unguwa Uku Model Pri. Sch., Kundila SPS, Gyadi-Gyadi SPS,

Unguwar Gano SPS, Babban Giji SPS, Sallari SPS, Hausawa SPS,

Unguwa Uku SPS).

Both male and female teachers have equal number in one (1)

school (Malam Ibrahim Shekarau Sci. Model Pri. Sch.) in the

study area.

Statistical diagram of the teaching staff (male and female) in

the study area is shown on figure 4.7 below.

MALE TEACHERS FEMALE TEACHERS275280285290295300305310315320325

48%

52%

Figure 4.7: Male & Female teaching staff in public primary schools in

Tarauni L.G.A., (2014).

The above bar chart shows that from the total number of

teaching staff, 48% are male teachers while, 52% are female

teacher’s. This also reveals that, the percentage of female is

slightly high than the male teacher’s in the study area.

4.2 Compare the Available Primary Education Facilities with

the Set Standard of UNESCO (1996), UBE (2004) and Reviewed Kano

Metropolitan Plan, (1980).

4.2.1 Classroom Capacity

The second objective of this research is to determine the

existing distribution of school in terms of school capacity of

public primary schools in Tarauni Local Government Area using

UNESCO standard (1996) which put classroom capacity to one

teacher to thirty six (1:25) pupils in a class, UBE standard,

2004 (1:35) and RKMP, 1980 (1:50). Therefore to achieve this

objective, we divide the total enrolment by 25, 35 and 50

respectively.

Table 4.1: Comparison primary education facility with the set standards of

classroom-pupils/teacher-pupils ratio of UNESCO (1996), UBE (2004) and Reviewed Kano Metropolitan

Plan (1980).

S/N NAME OF SCHOOL(*)

ENROLMENT(2014)(*)

NO. OFCLASS-ROOMS(*)

PRESENTENROLMENT

PERCLASSROOM-PUPILSRATIO(*)

REQUIREMENT TOMEET WITH

UNESCO (1996)CLASSROOM-PUPILS RATIO

(1:25)(**)

REQUIREMENTTO MEET WITHUBE (2004)CLASSROOM-PUPILS RATIO

(1:35)(**)

REQUIREMENTSTO MEET WITHRKMP (1980)CLASSROOM-PUPILS RATIO

(1:50)(**)

1 Kauyen Muhammadu SPS

2007 9 223 80 57 40

2 Rabi’atu SPS 2075 10 207 83 59 42

3 Hotoro Danmarke SPS 3583 12 299 143 102 72

4 Hotoron Maradi SPS 1066 8 133 43 30 21

5 Mal. Ibrahim Shekarau Science Pri.SPS

260 8 32 10 7 5

6 Unguwa Uku Model Pri. Sch.

458 8 57 18 13 9

7 Kundila Estate SPS 609 11 55 24 17 12

8 Daurawa SPS 1089 21 52 44 31 22

9 Gyadi-Gyadi SPS 819 23 36 33 23 16

10 Dr. Rabi'u M. Kwankwaso, Sc. Model Pri.

115 4 29 5 3 2

11 Hausawa Model Pri. Sch.

689 17 40 28 20 14

Cont.

S/N NAME OF SCHOOL(*)

ENROLMENT(2014)(*)

NO. OFCLASS-ROOMS(*)

PRESENTENROLMENT

PERCLASSROOM-PUPILSRATIO(*)

REQUIREMENT TOMEET WITH

UNESCO (1996)CLASSROOM-PUPILS RATIO

(1:25)(**)

REQUIREMENTTO MEET WITHUBE (2004)CLASSROOM-PUPILS RATIO

(1:35)(**)

REQUIREMENTSTO MEET WITHRKMP (1980)CLASSROOM-PUPILS RATIO

(1:50)(**)

12 Bashir Memorial II Nomdic Pri. Sch.

355 3 118 14 10 7

13 Unguwar Gano SPS 662 12 55 27 19 13

14 Darmanawa SPS 2946 14 210 118 84 59

15 Dantsinke SPS 440 4 110 18 13 9

16 Babban Giji SPS 1846 24 77 74 53 37

17 Sallari SPS 1435 9 159 57 41 29

18 Hausawa SPS 2251 18 125 90 64 45

19 Unguwa Uku SPS 3916 23 170 157 119 78

TOTAL 26621 238 2187 1065 761 532 Source: (*) Planning Research & Statistics Department, Local Education Authority, Tarauni Local Government Council, Kano

State, Nigeria & educational set standards of UNESCO,

UBE & RKMP, (2014).

In comparisons of educational facility set standard on public

primary schools, the table shows the required number of

classrooms in each of the public primary schools in relation to

UNESCO (1996) 1:25, UBE (2004) 1:35 and RKMP (1980) 1:50 in

Tarauni Local Government Area.

Classrooms needed in each public primary school in Tarauni Local Government Area.

Figure 4.8: Classrooms required in each of the public primary schools based on the standards of UNESCO (1:25), UBE (1:35) and

RKMP (1:50) in Tarauni L.G.A., (2014).

In comparison of the 3 primary education set standards (UNESCO,

UBE & RKMP) on classroom-pupils ratio which reveals that, none

of the public primary schools meet up with the UNESCO standard.

Only two (2) of the schools (Mal. Ibrahim Shekarau Model Sci

Pri. Sch and Dr. Rabi’u Musa Kwankwaso Model Sci pri. Sch) meet

up with UBE standard, and four (4) schools (Mal. Ibrahim

Shekarau Model Sci Pri, Gyadi-Gyadi SPS, Dr. Rabi’u Musa

Kwankwaso Model Sci pri. Sch, Hausawa Model Pri Sch) meet up

the standard RKMP (1980). While the remaining schools does not

meet with any of the standards in the study area.

Figure 4.8, 4.9 & 4.10 are the statistical diagrams showing the

number of classrooms and teachers needs in each of the public

primary school base on the set educational facilities standard.

Shortage of teachers in public primary schools in Tarauni Local Government Area using Standards

of UNESCO (1996), UBE (2004) & RKMP (1980)

Figure 4.9: Shortage of Teacher in pupil primary schools ratio using standard teacher-pupil ratio of UNESCO (1:25), UBE (1:35) &

RKMP (1:50) in Tarauni LGA., (2014).

In comparison of the 3 primary education set standards (UNESCO,

UBE & RKMP) on teacher-pupils ratio which reveals that, eight

(8) of the public primary schools (Mal. Ibrahim Shekarau Model

Sci Pri., Unguwa Uku Model Pri Sch., Kundila Estate SPS,

Daurawa SPS, Gyadi-Gyadi SPS, Dr. Rabi’u Musa Kwankwaso Model

Sci pri. Sch., Bashir Memorial II Nomadic Pri Sch., and Unguwar

Gano SPS) meet up with the UNESCO standard, while the remaining

eleven (11) schools do not meet up.

Nine (9) of the schools (Mal. Ibrahim Shekarau Model Sci Pri.,

Unguwa Uku Model Pri Sch., Kundila Estate SPS, Daurawa SPS,

Gyadi-Gyadi SPS, Dr. Rabi’u Musa Kwankwaso Model Sci pri. Sch.,

Hausawa Model Pri. Sch, Bashir Memorial II Nomadic Pri Sch.,

and Unguwar Gano SPS) meets up the standard of UBE, while the

remaining ten (10) schools do not meet up.

In addition, ten (10) schools (Mal. Ibrahim Shekarau Model Sci

Pri., Unguwa Uku Model Pri Sch., Kundila Estate SPS, Daurawa

SPS, Gyadi-Gyadi SPS, Dr. Rabi’u Musa Kwankwaso Model Sci pri.

Sch., Hausawa Model Pri. Sch., Bashir Memorial II Nomadic Pri

Sch., Unguwar Gano SPS, and Dantsinke SPS) meet up with the

RKMP, while the remaining nine (9) schools do not meet up.

Figure 4.8, 4.9 & 4.10 are the statistical diagrams showing the

number of classrooms and teachers needs in each of the public

primary school base on the set educational facilities standard.

.UNESCO Standard (1996). Classroom-Pupils/Teacher-Pupils/ Ratio

(1:25).

TOTAL ENROLMENT

TOTAL NO. OF CLASSROOM

NO. OF CLASS ROOM NEEDED

TOTAL NO. OF TEACHERS

NO. OF TEACHERS NEEDED

26621

238 827 610 455

Figure 4.10: Classroom capacity & no. of teachers using UNESCO standard

(1996) in Tarauni LGA., (2014).

i. Classroom-pupils ratio 1:25. Total population/25= Number

of classroom needed. The study area has an enrolment of

26,621 and number of classrooms is 238, so when twenty

five 26,621 is divided by (25) it gives 1,065 which

represented the school classrooms. This reveals that using

the UNESCO standard, (1996) the study area is in need of

additional 827 classrooms.

ii. Teacher-Pupils ratio 1:25. Total population/25= Number of

teachers needed. The study area has an enrolment of 26,621

and number of classrooms is 610, so when twenty five

26,621 is divided by (25) it gives 1,065 which represented

the school classrooms. This reveals that using the UNESCO

standard, (1996) the study area is in need of additional

455 teachers.

UBE Standard (2004). Teacher-Pupils/Classroom-Pupils Ratio(1:35).

TOTAL ENROLMENT

TOTAL NO. OF

CLASSROOM

NO. OF CLASS ROOM NEEDED

TOTAL NO. OF TEACHERS

NO. OF TEACHERS NEEDED

0

5000

10000

15000

20000

25000

30000 26621

238 523 610 151

Figure: .4.11: Classroom capacity & no. of teachers using UBE standard

(2004) in Tarauni L.G.A., (2014).

i. Classroom-pupils ratio 1:35. Total population/35= Number

of classroom needed. The study area has an enrolment of

26,621 and number of classrooms is 238, so when twenty

five 26,621 is divided by (35) it gives 761 which

represented the school classrooms. This reveals that using

the UBE standard, (2004) the study area is in need of

additional 523 classrooms.

ii. Teacher-Pupils ratio 1:35. Total population/35= Number of

teachers needed. The study area has an enrolment of 26,621

and number of classrooms is 610, so when twenty five

26,621 is divided by (35) it gives 761 which represented

the school classrooms. This reveals that using the UBE

standard, (2004) the study area is in need of additional

151 teachers.

RKMP, (1980). Teacher-Pupil/Classroom-Pupils Ratio (1:50).

TOTAL ENROLMENT

TOTAL NO. OF

CLASSROOM

NO. OF CLASS ROOM NEEDED

TOTAL NO. OF TEACHERS

EXCESS NO. OF TEACHERS

0

5000

10000

15000

20000

25000

30000 26621

238 294 610 78

Figure: .4.12: Classroom capacity & no. of teachers using RKMP (1980) in

Tarauni L.G.A., (2014).

i. Classroom-pupils ratio 1:50. Total population/50= Number

of classroom needed. The study area has an enrolment of

26,621 and number of classrooms is 238, so when twenty

five 26,621 is divided by (50) it gives 532 which

represented the school classrooms. This reveals that using

the RKMP, (1980) the study area is in need of additional

294 classrooms.

ii. Teacher-Pupils ratio 1:50. Total population/50= Number of

teachers needed. The study area has an enrolment of 26,621

and number of classrooms is 610, so when twenty five

26,621 is divided by (50) it gives 532 which represented

the school classrooms. This reveals that using the RKMP,

(1980) the study area has an excess of 78 teachers.

UNESCO STANDARD (1996) 2km.

Figure 4.13: Catchment area of public primary schools in Tarauni L.G.A of using 2km service radius of UNESCO (1996).

The figure shows that, all the (19) public primary schools are

served with less than 2km service radius using UNESCO (1996)

standard. It’s also reveals that, the schools catchment area is

covered by large portion of areas out of the area study.

Whereas the remaining area not covered by the service radius is

purely an administrative area called Audu Bako Secretariat,

this is where the State Assembly, High court and Shari’a court

of appeal as well as Office of the Head Service, Civil Service

Commission, Ministries of Justice, Finance, Environment,

Information, Sport and Culture, Budget and Planning etc. This

also justifies that, all the existing 19 public primary schools

are served within the stipulated service radius of UBE (3km)

and RKMP (5km) in the study area.

Table. 4.2: TEACHERS QUALIFICATION OF PUBLIC PRIMARY SCHOOL IN

TARAUNI LOCAL GOVERNMENT AREA.

S/N

NAME OF SCHOOL QUALIFICATION PER SCHOOL TOTAL

MSC PGDE/

GRADUATE

NCE DIPLOMA GRADE

II

SSCE

1. Kauyen Muhammadu SPS

- 2 24 4 1 - 31

2. Rabi’atu SPS - - 20 6 2 1 29

3. Hotoro Danmarke SPS

- - 27 5 4 - 36

4. Hotoron Maradi SPS - - 13 1 3 - 17

5. Mal. Ibrahim Shekarau Sci. Pri.SPS

- 1 16 - - 3 20

6. Unguwa Uku Model Pri. Sch.

- 1 13 3 - 4 21

7. Kundila Estate SPS - 3 20 2 - - 25

8. Daurawa SPS - - 18 25 6 3 52

9. Gyadi-Gyadi SPS - 2 39 5 4 4 54

10.

Dr. Rabi'u M. Kwankwaso, Sci. Model Pri.

- 1 6 - - - 7

11.

Hausawa Model Pri.Sch.

- 5 14 3 1 - 23

12.

Bashir Memorial IINomdic Pri. Sch.

- 2 24 4 1 - 31

13.

Unguwar Gano SPS - 3 23 - - 1 27

14.

Darmanawa SPS 1 2 29 2 1 - 35

15.

Dantsinke SPS - - 9 1 - - 10

16.

Babban Giji SPS - 4 23 4 1 - 32

17.

Sallari SPS - 2 18 8 2 3 33

18.

Hausawa SPS - 5 45 8 5 - 63

19.

Unguwa Uku SPS - 6 42 12 2 2 64

GRAND TOTAL 1 39 423 93 33 21 610

Statistics Unit, Planning Research & Statistics Department, Local Education Authority, Tarauni Local Government Council, Kano State, Nigeria (2014).

The above table shows the distribution of teachers’

qualifications in each of the public primary schools in Tarauni

Local Government Area, (2014).

4.3 Assess the qualification of teachers in public primary schools in Tarauni Local Government

Area.

Teacher’s qualification in each of the public primary school in the study area.

Figure 4.16: Distribution of teacher’s qualification in each public primary school in Tarauni L.G.A (2014).

The figure is a map showing the distribution of teacher’s with

their various qualification teaching in the public primary

schools in the study area. This reveals that, teachers with the

qualification of NCE certificates are higher in each of the

schools while one school (Darmanawa SPS) with only one (1) MSC

holder.

S/

N

NAME OF SCHOOL TEACHERS QUALIFICATIONQUALIFIED UNQUALIFIED TOTAL

MSC PGDE/GRADUATES

NCE TOTAL DIPLOMA GRADEII

SSCE TOTAL

1. Kauyen Muhammadu SPS

- 2 24 26 4 1 - 5 31

2. Rabi’atu SPS - - 20 20 6 2 1 9 293. Hotoro Danmarke SPS - - 27 27 5 4 - 9 364. Hotoron Maradi SPS - - 13 13 1 3 - 4 175. Mal. Ibrahim

Shekarau Sci. Pri.SPS

- 1 16 17 - - 3 3 20

6. Unguwa Uku Model Pri. Sch.

- 1 13 14 3 - 4 7 21

7. Kundila Estate SPS - 3 20 23 2 - - 2 258. Daurawa SPS - - 18 18 25 6 3 34 529. Gyadi-Gyadi SPS - 2 39 41 5 4 4 13 5410. Dr. Rabi'u M.

Kwankwaso, Sci. Model Pri.

- 1 6 7 - - - - 7

11. Hausawa Model Pri. Sch.

- 5 14 19 3 1 - 4 23

12. Bashir Memorial II Nomdic Pri. Sch.

- 2 24 26 4 1 - 5 31

13. Unguwar Gano SPS - 3 23 26 - - 1 1 27

14. Darmanawa SPS 1 2 29 32 2 1 - 3 3515. Dantsinke SPS - - 9 9 1 - - 1 1016. Babban Giji SPS - 4 23 27 4 1 - 5 3217. Sallari SPS - 2 18 20 8 2 3 13 3318. Hausawa SPS - 5 45 50 8 5 - 13 6319. Unguwa Uku SPS - 6 42 48 12 2 2 16 64

GRAND TOTAL 1 39 423 463 93 33 21 147 610Statistics Unit, Planning Research & Statistics Department, Local Education Authority, Tarauni Local Government Council, Kano State, Nigeria (2014).

Teacher’s with qualified and unqualified teaching certificate in each of the public primary

schools in Tarauni Local Government Area.

Figure. 4.17: Distribution of teacher’s with and without teaching qualification in each of the public primary school in Tarauni Local

Government Area (2014).

The figure shows the distribution of teachers with qualified

teaching certificated (MSC, PGDE/Graduates, NCE) and those

without teaching qualification (Diploma, Grade II and SSCE).

This reveals that, out of the nineteen (19) schools only two

(2) schools (Hotoro Danmarke SPS and Sallari SPS) have the

highest number of unqualified teachers in the study area.

Overall teacher’s qualification in Tarauni Local Government

Area QUALIFIED QUALIFIED 0

50

100

150

200

250

300

350

400

450 74%

26

Figure. 543: Qualified & Unqualified teacher in Tarauni Local

Government Area, (2014).

The above figure shows that, 74% of the teachers acquired

teaching certificates and 26% are yet to acquire the teaching

certificates in the study area. This also reveals that, 26% of

the teachers need to further their education to meet the

minimum teaching qualification of NCE.

The teachers qualification were ranked from 1-9 with MSC having

the highest ranking since that the highest qualification for

the teachers. Below is the ranking Table:

S/N QUALIFICATION RANKING

1. MSC 9

2. PGDE/GRADUATE 7

3. NCE 5

4. DIPLOMA 3

5. GRADE II 2

6. SSCE 1

To obtain the overall qualifications weight for each school.

Each individual qualification was multiplied by their

respective ranking. This was summed up and average

qualification for the whole schools computed. As the schools do

not have same number of teachers; to normalise the score for

individual school qualification weight, the individual average

qualification weight of schools was divided by sum of the

average of the schools. Geo-statistic analysis tool was

employed for the surface modelling. This gave a range of

qualification of teachers in the local government.

These normalized qualification weight or score was used as the

‘Z’ value and used for surface modelling of the study area.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The study reveals that, there are nineteen (19) public primary

schools in the study area. The problem ranges from lack of

digital school map, inadequate classrooms and teachers.

The results from the study shows the disperse pattern of

distribution (3.25) exist and service radius (catchment area)

of 2km within the study area. All the public primary schools

did not meet with the UNESCO standard (1996) which put the

classroom capacity to one classroom/teacher to twenty five

pupils in a classroom (1:25), though the classrooms/teachers

are not enough (classroom/teacher - pupils ratio of 1:112).

There are still some cases of dilapidated classrooms suffering

from linkages from roofs when it rains, shortage of tables and

chairs.

The pupil’s enrolments (26621) are more than the available

teachers (610), and 26% of the teachers does not acquire

teaching certificates (MSC, PGDE/Graduate & NCE) as

investigation in this study.

The findings appeared to indicate that there is inadequate

number of classrooms and teachers in the public primary schools

which needs urgent attention by the government.

5.2 Conclusion

The research investigates the spatial distribution of public

primary schools in Tarauni Local Government Area, Kano State.

The study determined the spatial distribution of public primary

schools, compared the available primary education facilities

with the set standard of UNESCO (1996), UBE (2004) and Reviewed

Kano Metropolitan Plan (1980); and assessed the qualification

of teachers in public primary schools in Tarauni Local

Government Area.

The study clearly depicts the process of using Nearest

Neighbour and Buffer Zone Analysis in determining the

distribution pattern and catchment area of the public primary

schools. The coordinates of the public primary schools in

Tarauni Local Government were obtained using handheld GPS and

plotted using the ArcGis software. The map gave firsthand

information of their spatial distribution, and other relevant

information which would provide information that would help in

decision making and planning.

The problem ranges from inadequate classrooms and teachers. The

classrooms are overcrowded and teachers are overworked. This

implies that schools are yet to adhere to the teacher-pupils

ratio of UNESCO standard, 1996 (1:25) pupils in a class, and

majority (74%) of the public primary school teachers acquired

teaching certificates.

The research allows visualization of field survey results and

provides essential school information. The user-friendly GIS

mapping method demonstrated in this study is a practical and

feasible method for field government, educationist and

researches monitoring schools in a geographically academic

area.

5.3 Recommendations

Based on the analysis of result, research findings and

conclusion of this study, the following recommendations were

made.

1. Decongest the overcrowded classrooms to a smaller class

size.

2. Government should ensure that all schools are staffed

according to the UNESCO standard (1996) Minimum standards

for teacher-pupil ratio (1:25).

3. Government should construct modern classrooms equipped

with basic amenities so that there will be facilities for

the new nine years in the primary schools (9-3-5 system of

education).

4. Additional classrooms should be constructed within the

available schools premises except if there is no available

space.

5. Government should adopt the vertical approach (multi-

storey) building of classrooms in schools where there are

no space for future expansion.

6. Courses and other appropriate facilities should be so

designed as to enable teachers to improve their

qualifications.

7. Government should made emphasis on the provisions of

public primary schools base on population than service

radius within the metropolitan area.

8. Government should as well reduce the service radius to the

minimum of 1km within the metropolitan area.

12. That all the remaining local governments should

determine the location and distribution of their primary

schools using.

13. Government should use the finding as a guide together

with their policies in establishing schools.

14. Further research should be carried out to improve on

this work.

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