URBANIZATION AND EDUCATIONAL INFRASTRUCTURAL DEVELOPMENT: A CASE STUDY OF EDAIKEN PRIMARY SCHOOL, BENIN CITY

ABSTRACT

The concepts of urbanization are a continuous process and educational institutions an over the world share the effect of this process. The same is true of Edaiken Primary School in the heart of Benn City. Since the recent years the tempo of urbanization has been on the increase throughout the world including Benin City. Consequently, the population of Edaiken Primary School has also continued to rise. At present, there are as many as population of ten thousand pupils. This phenomenon has given rise to a situation where the existing facilities are overstressed. In effect, urbanization process has led to inadequate learning facilities. This project examined the above variables with a view to highlighting the impact of urbanization on the teaching learning process in Edaiken Primary School. The methodology involved the use of primary and secondary school sources, data from library research questionnaire, personal observation and inspection. Findings revealed that infrastructure facilities as accommodation, toilet, conveniences, play ground stores for storing school equipment library and instructional.

TABLE OF CONTENT

Chapter One     

Background to the study

Statement of the study

Purpose of the study

Significance of the study

Research questions

Limitations of the study

Chapter Two     

Review of related literature

Chapter Three  

Research design and methodology

Sampled area

Sample subject

Research instruments

Administration of the questionnaire

Validity and reliability of instrument

Statistical procedure

Chapter Four    

Data analysis and presentation

Chapter Five     

Summary, Conclusion and Recommendation

Summary

Conclusion

Recommendation

Suggestion for further studies  

References       

Questionnaire  

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

        The new encyclopedia volume defined the term urbanization as the process by which a population becomes concentrated in city or urban places. The terms may sometimes refer to the consequences of living in urban places. On the other hand, infrastructural development may refer to the development of basic framework necessary for the successful operation of a system infrastructural development as it relates to education is the necessary infrastructural materials or basic framework required for effective and worthwhile learning.

        Rapid urban development has taken place in Nigeria in recent times. The country has also experienced the most rapid rates of urban population growth the consequence of this growth is the clamour for social amenities, many people regard education, which on the economic, social, political and technical development of a country is built. The last decade witnesses a rapid expansion in primary and secondary education in the country. The introduction of free primary education in some parts of the country and the launching of universal free primary education in 1979 resulted in the increase of the various state government have been grappling with the provision of the necessary infrastructure such as school building, teaching staff, teaching aids, seats, play ground, scientific equipment etc. the introduction of the new national policy on education has o doubt reduced the problem providing the necessary infrastructure.

STATEMENT OF THE PROBLEM

        There is a growing concern about the lack of essential equipment and facilities and other basic infrastructure in our primary and secondary schools, such infrastructure includes well-equipped libraries, laboratories and good classrooms with seats, toilet facilities and playground etc. many people believe that the phenomenon and its attendants problems are the consequences of other factors such as the rapid growth of primary school population. Much as the school population has grown tremendously since the declaration of universal free primary education in the state and universal basic education, the problems of infrastructural development in Edaiken primary school is also attributable to;

1.     Poor planning as a result of lack of accurate statistics.

2.     Inadequate financial provision on the part of education authority.

3.     Little or no support to the school on the part of parents/teachers association.

4.     Poor maintenance culture.

PURPOSE OF THE STUDY

1.     To identify some of the basic infrastructure lacking in Edaiken primary school, Benin City.

2.     To identify some of the problems inhibiting the development of infrastructure in the school.

3.     To examine the effects of the lack of infrastructure in the school on pupils and teachers respectively.

SIGNIFICANCE OF THE STUDY

        There is a general impression that the standard of education in the state running from primary through the secondary to the university level is falling especially with the introduction of the 6-3-3-4 system of education. Many people have blamed the problem of the falling standard among other things on the inadequate provision of infrastructure in the school which they regard as basic to the successful implementation, and success of the system. They also believe that our educational system needs more of the content of occupational practices and apprentices rather than more theory. A nation can achieve very little technological without the tools of expertise and know-how. Expertise and know-how come from practical education practical education depends to a very large extent on the provision of the necessary infrastructure and well trained staff.

        I share this view and believe that the provision of adequate and necessary infrastructure in our primary is important if our system of education is not going to continue to be theoretically and practically oriented. The need to improve on the present of primary school population. Much as the school population has grown tremendously since the declaration of universal free primary education in the stat and universal basic education, the problems of infrastructural development in Edaiken primary school is also attributable to;

1.     Poor planning as a result of lack of accur5ate statistics.

2.     Inadequate financial provision on the part of education authority

3.     Little or no support to the school on the part of parents./teachers association.

4.     Poor maintenance culture.