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This research was done to look at how education has developed in Borno state. a research project on the Maiduguri Metropolitan Council utilising the Borno State Ministry of Education as a case study.

The study’s specific objectives were to identify the barriers to educational advancement in Maiduguri Metropolitan Council, determine the degree to which these factors have an impact on educational advancement in Maiduguri Metropolitan Council, and suggest potential solutions.

The survey descriptive research design was used for the investigation. 30 replies from the survey were verified in total. According to the responses gathered and analysed, the findings showed that poor funding, poor governance, corruption, a lack of responsibility and control, politicisation of education.

A lack of infrastructure, indiscipline, poor parenting and guidance, insurgency, inadequate and unqualified teachers, a poor and outdated curriculum, and poor management are the factors that impede educational development in Maiduguri Metropolitan Council.

These elements have had a significant impact on educational growth in Maiduguri Metropolitan Council. According to the study, guidelines that define rights and obligations,

powers and functions in all aspects of education control, as well as the existing legal system, must be modified in order to ensure that all participants in the teaching-learning process are efficient and effective.

To ensure that every record is kept for public use, well-done assignments, articles, books, journals, pamphlets, related degree projects, master’s theses, doctorate dissertations, and postdoctoral research, to name a few, should all be published. One of UNESCO’s recommendations is that at least 26% of Nigeria’s budget be allocated to the educational sector.



(1.1) Background of the study

One method for achieving a society’s aspiration for progress is education. The community can get the manpower it needs through a carefully designed educational system. Education aids in a person’s integration into the society in which they are born.

People improve their intellectual, emotional, spiritual, and physical abilities through education in order to become fully contributing members of society.

According to Onuselogu (2007), education is referred to as a process of training and preparing for a useful existence in the community as well as a way of enlightenment.

The formation of ideas, their integration for national development, and the interaction of people and ideas are all parts of education, according to the Federal Republic of Nigeria’s National Policy on Education (2004). Accordingly, formal and informal schooling are used to train and develop a person’s mental capacities, physical knowledge, skill, and character.

Education equips people with the knowledge and abilities they need to progress both personally and politically, economically, and socially.

The quality and accessibility of education as well as the capacity of education to improve life situations are influenced by socioeconomic factors, including family income level, parents’ educational attainment, race, and gender.

According to data from the 2006 school census, there were around 24,604,538 pupils enrolled in the 87,941 primary schools that were reported to exist nationwide.

According to the report, there were 11,302,269 female students and 13,302,269 male students enrolled in the primary school (Road map, 2006).

The national literacy survey was done by the National Bureau of Statistics in 2010. The survey found that adult literacy in Nigeria was estimated to be 56.9%, with significant difference between states (Lagos had a score of 92.0 and Borno had a score of just 14.5%) and sexes (males had a score of 65.1% and females had a score of 48.6%).

The Federal Ministry of Education also noted that just 500,000 of the 40 million illiterate adults are engaged in adult education sessions, which is more significant. There are 3.5 million children in nomadic families who are old enough to attend school, yet only 450,000 of them do so.

Over seven million youngsters are believed to not be attending school in Nigeria. The provision of guidelines that aid in defining rights and obligations, powers and functions in all educational control and the current legal organisation must be modified in order to ensure sound education (Ajayi, 1980).

This will enable all participants to have efficiency and effectiveness of the teaching-learning processes. The federal, state, and local governments are in charge of education.

In order to assure quality supervision and policy development, the Federal Ministry of Education plays a significant role in managing the educational system.

The federal government has more direct authority over higher education than state or local governments do over secondary or basic education, according to Jennifer (2011).

According to Nigeria’s National Policy on Education (2004), basic education includes instruction provided to younger children between the ages of 3 and 15 years, including pre-primary programmes for children aged 3 to 5 (ages 3 to 5),

as well as the nine years of formal education that are required, which include six years of primary and three years of junior secondary education in either academic or technical schools.

There are many options for someone to continue, like attending vocational or technical schools. Investing in education is an investment in the development of the labour force, political stability and survival, health and healthy living, economic advancement, sociocultural development, environmental protection, and industrialization.

There is no disputing the aforementioned definitions, which state unequivocally that education is the driving force behind all development and nation-building.

As a result, any type of government—military, civilian, or mixed—that fails to take into account the rate of educational development in its nation invites crisis and/or disaster (Ogueri, 2004: 18).

In order to satisfy the current demands of development, some of the industrialised countries “re-adjusted” their educational policies and increased funding for education expansion immediately after the Second World War. This resulted in increased economic growth. Ogueri (2004), p. 15.

One of the main issues facing the educational system, as well as one of the government’s top priorities, has been the eradication of illiteracy.

The quality, supply, distribution, and motivation of instructors, as well as dwindling financial resources, insecure educational institutions, inadequate pay, and a lack of dedication, are some of the other “issues” that Nigeria’s education system faces.

Strikes frequently cause universities to close their campuses and suspend classes as a result of the snowfall. Additionally, it has been stated that many secondary schools have prioritised quantity above quality. (Page 1 of 03/1016/details/market.htm)

1.2 Statement of the problem:

Every civilization with the best intentions places a high focus on education. Burch (2006) described it as a major force in the growth of the economy, the mind, society, and culture. Both its power to modify human potentials for desired development and its significance in bringing about character and attitudinal transformation are significant.

According to Nigeria’s National Policy on Education (1981), education is defined as that component of learning that provides its receivers with the chance to gain both practical skills and some basic scientific knowledge.

In a similar spirit, Puding (1994) described vocational-technical education as the kind of education that prepares a person for productive employment in a recognised occupation as a technician, sub-professional, or a semi-skilled worker.

The Nigerian federal government views education as the most powerful tool for bringing about change and the biggest investment a country can make for the rapid development of its human, political, economic, and sociological resources.

The national policy on education seeks to instill the proper types of values and attitudes for the survival of the individual and the Nigerian society, as well as national consciousness and unity,

the training of the mind to understand the world around it, 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 nation.

However, the way this fantasy came true left much to be desired. The growth of education in Nigeria is influenced by a variety of factors, including those that are economic, social, environmental, political, and cultural.In particular, the Maiduguri Metropolitan Council in Borno State is the focus of this study’s investigation on educational development.

1.3 Objectives Of The Study

The majority of other areas of life can benefit from having objectives, and research is no different. According to Torty (2021), “Research objectives give the researcher a wonderful feeling of aim and direction.”

The investigation of Borno state’s educational advancement is the study’s main goal. The Maiduguri Metropolitan Council is being studied. On the other hand, the study was concentrated on fulfilling these specific objectives:

Look at the issues preventing Maiduguri Metropolitan Council’s educational growth.
Analyse how these variables have an impact on educational growth in Maiduguri Metropolitan Council.
Give suggestions for how to improve education in Maiduguri Metropolitan Council.

1.4 Research Questions

A study in scientific inquiry is given structure and direction by the research questions. Torty (2021) states as a result that “research questions should truly constitute an enlargement of the research problem.”

Following the goals of the study, the following research questions were put forth:

What are the factors preventing the development of education in Maiduguri Metropolitan Council?

How much do these elements influence Maiduguri Metropolitan Council’s educational growth?

What are the potential remedies for Maiduguri Metropolitan Council’s educational development?

1.5 Significance Of The Study

The government, decision-makers, and ministry of education in Borno State will greatly benefit from this study since it will make them aware of the numerous issues that have hampered the growth of the educational system in the state and suggest potential solutions.

Additionally, this study will contribute to the body of knowledge already available on the subject and serve as a resource for students, academics, and researchers who might want to conduct additional research on this subject or a closely similar one in the future.

1.6 Analysis Of The Study

Examining the elements that influence educational growth in Maiduguri Metropolitan Council is the main goal of this study. In this study, the problems preventing educational advancement in Maiduguri Metropolitan Council will also be looked at, and some remedies will be offered.

1.7 Limitations of the study:

While conducting the study, the researchers ran into some minor obstacles, just as in every human endeavour. Due to the tendency of inadequate funding to hinder the researcher’s efficiency in locating pertinent materials, literature, or information as well as in the process of data collection (internet, questionnaire, and interview),

the researcher opted for a moderately sized sample size. Furthermore, the researcher will conduct this study along with other academic projects at the same time. The time needed for study will be cut down as a result.

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