BORNO STATE'S EDUCATIONAL DEVELOPMENT MAIDUGURI METROPOLITAN COUNCIL STUDY
The purpose of this research was to look into the educational development in Borno state. A case study of the Maiduguri Metropolitan Council utilizing the Ministry of Education in Borno State as a model. The study's specific goal was to examine the factors that impede educational development in Maiduguri Metropolitan council, assess the extent to which these factors affect educational development in Maiduguri Metropolitan council, and propose possible solutions to educational development in Maiduguri Metropolitan council.
The survey descriptive research design was used in the study. The survey yielded a total of 30 valid replies. Poor Funding, Poor Governance, Corruption., Lack of Responsibility and Control., Politicization of Education, Lack of Infrastructure, Indiscipline, Poor Parenting and Guidance, Insurgency, Inadequate and unqualified teachers, Poor and outdated curriculum, and Poor management were identified as factors impeding educational development in Maiduguri Metropolitan Council.
These variables have had a significant impact on educational growth in the Maiduguri Metropolitan Council. The study recommends that guidelines be adapted to help define rights and obligations, authorities and functions in all education control and the existing legal organization, which will lead to all participants having efficiency and effectiveness of the teaching-learning processes.
Similarly, well-done assignments, articles, books, journals, booklet, related degree project, master's thesis, doctorate dissertation, and postdoctoral research, to name a few, should be published so that every record can be saved for public use. One of UNESCO's recommendations is that at least 26 percent of the Nigerian budget be allocated to education.
1.1 INTRODUCTION TO THE STUDY
Education is one of the methods utilized to reach a society's development goal. A well-planned educational framework can provide the society with the manpower it requires. Education aids in the individual's integration into the society into which he is born. Education is the process through which people improve their intellectual, emotional, spiritual, and physical abilities so that they can fully participate in their communities.
Onuselogu (2007) defines education as a means of enlightenment as well as a process of training and preparation for a meaningful existence in the community. Education is an instrument for national development, according to the Federal Republic of Nigeria's National Policy on Education (2004).
To that aim, the creation of ideas, their integration for national development, and the interaction of persons and ideas are all parts of education. This suggests that education is the process of training and developing individuals' cerebral capacities, physical knowledge, skill, and character through formal and informal schooling.
Education equips people with the knowledge and skills they need to improve themselves and their country socially, economically, and politically. Socioeconomic factors such as family income level, parents' level of education, race, and gender all influence education quality and availability, as well as education's capacity to improve life situations.
According to data from the 2006 school census, the country has 87,941 primary schools spread throughout all states, with around 24,604,538 children enrolled. According to the record, there were 13,302,269 male students, or 54.1 percent, and 11,302,269 female students, or 45.9 percent, in elementary school (Road map, 2006).
The National Bureau of Statistics performed research as part of the national literacy survey (2010), which indicated that adult literacy in Nigeria was estimated to be 56.9 percent, with significant variance between states (Lagos 92.0 and Borno just 14.5 percent) and gender (male 65.1 percent and female 48.6 percent ). More crucially, just 500,000 of the 40 million adult illiterates are enrolled in adult learning classes, according to the Federal Ministry of Education.
There are another 3.5 million nomadic school-aged children, with barely 450,000 receiving any type of education. Nigeria also has a large number of unschooled children, estimated at around seven million. To ensure sound education, guidelines must be developed that aid in defining rights and obligations, authorities and functions in all education control and the current legal organization, allowing all participants to have efficiency and effectiveness in the teaching-learning processes (Ajayi, 1980).
Education is the responsibility of the federal, state, and local governments. The Federal Ministry of Education is responsible for overseeing the education sector and ensuring quality control and policy formation. However, the federal government has more direct control over postsecondary education, while state governments manage secondary education and municipal governments control basic education (Jennifer, 2011).
According to Nigeria's National Policy on Education (2004), basic education includes education provided to children aged three to five years (ages three to five), as well as nine years of formal education required, which includes six years of primary and three years of junior secondary education in either academic or technical schools. To continue, students have the option of attending either vocational or technical schools.
Investing in education implies investing in human capital development, political sanity and survival, health and well-being, economic progress, social development, environmental protection, and industrialisation. There is no disputing that education is the lifeline and focal point of all progress and nation-building; and as such, any sort of government, military, civilian, or mixed, that ignores the rate of educational development in its country invites national crisis and/or tragedy (Ogueri, 2004: 18).
Furthermore, some industrialized countries're-adjusted' their educational policies and expanded resources for education growth quickly after WWII in order to meet the current demands of development. This resulted in positive economic growth. Ogueri (2004): 15. The abolition of illiteracy has not only been one of the government's top priorities, but also one of the most difficult issues confronting the educational system.
Other “problems” confronting Nigerian education include teacher quality, supply, distribution, and motivation; dwindling financial resources; unstable education institutions; insufficient salary; and a lack of dedication, among others. Strikes have frequently buried universities, resulting in campus closures and class cancellations. It has also been claimed that in many secondary schools, quality has been sacrificed in order to increase enrollment. p.1 (www.britishcouncil.org/ecs/events/20 03/1016/details/market.htm).
1.2 STATEMENT OF THE PROBLEM
Every well-meaning society prioritizes education. According to Burch (2006), it is a major force in economic, intellectual, social, and cultural growth. Its importance in bringing about character and attitude change is equal to its ability to modify human potential for desired development.
According to Nigeria's National Policy on Education (1981), education is that component of learning that provides its receivers with the opportunity to gain practical skills as well as some basic scientific information. Similarly, Puding (1994) described vocational-technical education as the form of education that prepares individuals for productive employment as semi-skilled workers, technicians, or sub-professionals in recognized occupations.
The federal government of Nigeria regards education as the most powerful agent for change and the best investment a country can make for the rapid growth of its economic, political, social, and human resources. In recognition of this, the national policy on education seeks the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society;
the inculcation of national consciousness and national unity; the training of the mind in understanding of the world around; and the acquisition of appropriate skills, abilities, and competence both mental and physical as equipment for the individual to live in and contribute to the development of the country. The reality of this dream, however, left much to be desired.
Economic, social, environmental, political, and cultural variables all contribute to the growth of education in Nigeria. The purpose of this research is to look into educational development in Borno State, specifically the Maiduguri Metropolitan Council.
1.3 OBJECTIVES OF THE STUDY
Objectives in research are just as useful as they are in most other aspects of life. According to Torty, “research objectives give the researcher a tremendous sense of aim and direction” (2021). The overall goal of the study is to look into the educational growth in Borno state. A look at the Maiduguri Metropolitan Council. The study, on the other hand, was designed to achieve the following specific objectives:
Investigate the problems impeding educational growth in the Maiduguri Metropolitan Council.
Examine how these factors influence educational growth in the Maiduguri Metropolitan Council.
Propose alternative educational development ideas for the Maiduguri Metropolitan Council.
1.4 QUESTIONS FOR RESEARCH
A study in scientific inquiry is structured and directed by research questions. As a result, “research questions should actually constitute an enlargement of the research problem,” according to Torty (2021).
In accordance with the study's aims, the following research questions were posed:
What issues are impeding educational growth in the Maiduguri Metropolitan Council?
How do these elements influence educational growth in the Maiduguri Metropolitan Council?
What are the potential educational development strategies in Maiduguri Metropolitan Council?
1.5 THE IMPORTANCE OF THE STUDY
This study will be extremely beneficial to the government, policymakers, and ministry of education in Borno State because it will uncover the different problems that have hampered educational growth in the state as well as a possible path forward.
This study will also contribute to the current literature on the subject and serve as a resource for students, academics, and researchers who may choose to conduct additional research on this or a comparable topic in the future.
1.6 THE STUDY'S OBJECTIVE
The purpose of this research is to look into the elements that contribute to educational growth in the Maiduguri Metropolitan Council. This study will also look at the reasons that are impeding educational growth in Maiduguri Metropolitan Council and propose alternative remedies.
1.7 THE STUDY'S LIMITATIONS
The researchers encountered minor obstacles when conducting the study, as with any human endeavor. Inadequate funding tend to hamper the researcher's efficiency in finding relevant materials, literature, or information, as well as in the data collection method (internet, questionnaire, and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will do this investigation alongside other academic activities. As a result, the time spent researching will be minimized.
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BORNO STATE'S EDUCATIONAL DEVELOPMENT MAIDUGURI METROPOLITAN COUNCIL STUDY