Suraju Danjuma Project

Department of Surveying and Geoinformatics Final Year Project by: Danjuma Suraju (HSG/12/0071) Supervised by Mal. Aliyu A. Zailani
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CHAPTER ONE
1.0 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).
The decision-making process in an organization or business should be planned
and resolved in a comprehensive, reliable, and transparent manner. Managers
equipped with information about their relevant organizational cultures, alongwith
the knowledge transfer, can amend their knowledge management strategies to
make their organizations more efficient. Quality and well-timed decision-making is
fundamental in the success of any organization. It requires successful
implementation of decision support tools to adequately inform the decision
process. Education institutions, like the organizations in the private sector, are
confronted lately with increasing pressures to improve the quality of education
processes and management. Therefore, primary (basic) schools seek to apply
more the accumulated data, invest more resources in tools that allow them to
collect and manage information directly, and involve teaching staff, students and
the local community in decision-making processes.

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Education systems in Kano State are facing new challenges to improve quality,
efficiency and relevance on the one hand, and to respond to the ever-changing
needs of their economies and domestic and regional labour markets. This
required the establishment and institutionalization of a comprehensive
decentralized Educational Decision Support Systems (EDSS) in the state which
is formally structured and designed to collect, maintain and supply relevant,
reliable and timely information to guide educational policy, planning and
management decisions.
Ratio of Teachers per pupil in primary school
Kebbi State Universal Basic Education Board (SUBEB) was formed as regulatory
and control parastatals in educational sector. It is a new formation in the overall
structure of the state education system. With expansion in the school curriculum
and the Millennium education challenges, information management of the large
number of schools and students becomes more challenging.
The Educational system in Kebbi State has been in Systematic decline for over a
decade. In response to this situation the government embark on the improving
the education system and the lines of millions of Primary School aged children.
The government is trying to put education at the forefront of its administration.
About 30% of the Primary schools in the urban areas run double shift, this is
attributed to the Population concentration makes most of this areas. There are
over 2 million Primary School children in Kano State (47.7% female and 52.3%
male).
According to ESSPIN report (2012) the primary school teacher ratio is 42 pupils
per teacher. There are approximately 23,000 primary class rooms, 94.4% of

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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.
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.
According to Burrough, (1998) 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 and Smith et al (1987) lamented that GIS is
a database system in which most of the data are spatially indexed and upon
which a set of procedure operated in order to answer queries about spatial
entities in the database. It is a decision support system that involves the
integration of spatially referenced data in a problem solving environment. While
(ESRI) Environmental Systems Research Institute, California (1990), defined GIS
as an organized collection of computer hardware, software and personnel to
efficiently capture, store, update, manipulate, analyse and display all forms of
geographically referenced information. “GIS is a computer based information
system which attempts to capture, store, manipulate and display spatially
referenced data (in different points in time), for solving complex research,
planning and management problem.” (Fischer and Nijkamp, 1993)
School mapping comprises physical location analysis of the primary schools. In
order for this to be accomplished knowledge of the settlements and population of
the area is required. Accessibility analysis is done on the basis of the location
and attributes of roads, houses, and other infrastructures as layers. Accessibility
and spatial analyses make it easy for necessary decisions to be made (Hite,
2008). GIS is a system of hardware, software and procedure designed to support

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the capture, management, manipulation, analysis, modularity and display of
spatially referenced data for solving complex planning and management
problems. “(Nyerges, 1992) GIS is a computer system capable of assembling,
storing, manipulating and displaying geographically referenced data i.e. data
identified according to their locations. “(Aronoff, 1989).
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).

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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 and private primary schools,
create school mapping and help decision makers to know the problems which are
related to location and facilities in easily and quickly.
The Global positioning System (GPS) is a relatively new concept in position fixing
in surveying. It is a satellite based system for rapid determination of position
fixation practically on the earth (land, air or sea) and at any time with pin-point
accuracy. The latest technology uses a specialized radio receiver called GPS
receiver. It is designed to detect radio signals transmitted from the satellites and
calculate positions based on such signals. Receivers intended for geodetic
surveys have better accuracy and has an interface that allows rapid data
collection. Additionally, in using the GPS for geodetic works, inter-visibility
amongst stations is not required. The Global positioning System (GPS) has
completely revolutionized the field of surveying and geo-informatics. It is a
system that has many applications in various fields ranging from geodetic
positioning, control densification, hydrographic surveying, mining surveying, etc.
Its main advantage is in the economy of time and labor, culminating in the
reduction of project cost (Idowu, 2003). GPS is a space satellite system that

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provides accurate information (altitude, bearings, and coordinates of points in
absolute terms in three dimensions) to all users. These coordinates which are
either rectangular coordinates (X, Y, Z) or geographical coordinates (φ, ,‫ג‬ h), plus
other quantities of interest are referenced to a particular ellipsoidal datum, the
WGS84 datum.
In GPS positioning, like in many other geodetic applications, the observed values
are usually processed using a least squares procedure to obtain the estimates of
parameters of interest. This does not require any information about the statistical
distribution of observed values to estimate the parameters. However, information
on the statistical distribution of the data and results are needed to determine the
quality of the observations and hence the reliability of the parameters. Therefore,
a statistical testing procedure to determine whether or not to accept the results
relies solely on the statistical distribution of the observed quantities used in the
least squares procedure.
Although, GPS has become a handy tool for surveying and mapping, statistical
distribution of its measured data, which forms the basis for testing the reliability of
its results, has not been practically determined. It is in light of the above, that the
researcher wishes to investigate the distribution of all the post primary schools in
the study area. Digital mapping has now become an indispensable tool in solving
many environmental-based problems. The method used for producing digital
maps are many, depending on the level of details required, the use to which the
map will be put and the source of data.
Amuyunzu and Bijl (1999) successfully produced a digital map of elephant
habitats in Kenya. The procedure of mapping land cover involved three stages:

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(1) data collection and pre-processing. (2) Defining land cover types for the
elephant habitat suitability rating model and (3) Use of a decision rule to obtain
the defined classes from satellite imagery.
1.2 STATEMENT OF THE RESEARCH PROBLEM
Lack of map showing the distribution pattern of the schools in the study area has
made it very difficult for people to see at a glance how these schools are spread.
This has necessitated the need to have a map that will show the distribution
pattern of the primary schools in Birnin Kebbi L.G.A of Kebbi State. Also, to my
knowledge, the use of statistical analysis to determine how and where these
schools are located has not been utilized
1.3 AIM AND OBJECTIVES OF STUDY
1.3.1 Aim
The aim of this study is to the spatial distribution of public and private primary
schools in Birnin Kebbi 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. Map the location of public and private primary schools in Birnin Kebbi
Local Government Area;
2. To create a geo-database of the schools in Birnin Kebbi Town, Kebbi State
3. To create attribute table of all primary school Birnin Kebbi Town, Kebbi
State
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

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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 Kebbi Geographic information System
(KANGIS) in 2014, which is a parastatal under the same ministry.
As a step towards improving the standard of public and private 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 and private 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 project is formal education and it is limited to the distribution of
public and private primary schools in Birnin Kebbi Local Government Area, Kebbi
State.
1.6 STUDY AREA
1.6.1 Location
Education in Birnin Kebbi has a long history of Educational pursuit dating back to
the post jihad years, when the area came under the influence of the Caliphate,

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during which it witnessed the development of Islamic education. At present there
are a number of informal Islamic and Quranic schools in Birnin Kebbi.
As at 1998, the state had a total of 999 primary schools with a total enrolment of
316,669 pupils made up of 213,286 males and 103,383 females. Some 973 of
these schools are owned by the state with only twenty six in private hands. There
are about 7,280 teachers (5,750 males and 1,530 female).
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).
1.7 SIGNIFICANCE OF THE STUDY
The significance of this study is that it will promote an effective distribution of
primary schools in study area.
1.8 GEOSPATIAL ANALYSIS
Geospatial analysis is an approach to applying statistical analysis and other
information techniques to data which has a geographical or geospatial aspect.
Such analysis would typically employ software capable of geospatial.

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1.9 PLANNING OF THE PROJECT
The project planning is carried out in five (5) different phases as follows;
i. Site View (Recce)
ii. Data Acquisition Phase
iii. Data Processing Phase
iv. Database Design and Creation Phase
v. Information Presentation Phase
1.10 OPERATIONAL DEFINITION OF TERMS
Primary Education: The first stage of formal education in a range of basic
subjects.
Universal Primary Education (UPE): an educational programme made
compulsory by the Federal Government for all children in the states of the
federation in 1976.
Universal Basic Education (UBE): A 9 year educational programme starting
from primary to junior secondary level in Nigeria.
School: A place of teaching and learning of skills, knowledge and aptitudes.
School Location: The geographical location of the school.
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.
Pupil: A child at school, who is being taught in a primary school.
Teacher: All those persons in schools who are responsible for the education of
pupils.

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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.
Pupil-Classroom Ratio (PCR): The ratio of the number of pupils (students) to
the number of classrooms.
UNESCO: United Nations Education Scientific and Cultural Organization.
UBE: Universal Basic Education.
RKMP: Reviewed Metropolitan KebbiPlan.
Geographical Information System: Is a computer system designed to capture,
store, manipulate, analyze, manage and present all types of spatial or
geographical data.
Spatial: It is the data or information that identifies the geographic location of
features and boundaries on earth such as a natural featurs.
School: Is an institution for the teaching of children.
Primary: First in order in any series, sequence.
GPS: Global Positioning System

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Figure. 1.1: The study area: Birnin Kebbi Local Government Area

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CHAPTER TWO
2.1 LITERATURE REVIEW
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).
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 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

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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,

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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

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(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).

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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

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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.

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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
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.
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.

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2.8.1 Standards for Setting of Public Primary School
United Nations Education Scientific and Cultural Organization (UNESCO)
standard (1996): (UNESCO) prescribed the ratio of 1:25 in public primary
schools. (Chukwu, 2011).
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).
Reviewed Kebbi 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

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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).

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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 KebbiState,
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 KebbiMetropolis 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 Kebbiand 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 KebbiMetropolis are in clustered.

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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).
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

24 | P a g e
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 organization.
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.

25 | P a g e
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 Digital Map imagery,
population figures of pupils, teaching staff, names and address of the public
primary schools in Birnin Kebbi Local Government Area.
3.2 DATA ACQUISITION
Data was capture using different techniques and methods, those data are divided
in to two categories namely.
a) Primary data
b) Secondary data
3.2.1 PRIMARY DATA
These are data that were captured directly on the field. The Data were captured
through GPS observations, in which hand-held GPS receiver was used to
determine the coordinate of the primary schools. These coordinates are the
Northings and Easting.

26 | P a g e
Table: 3.1 Coordinates used to geo-reference the map
S/NO NAMES OF ROUNDABOUT EASTING NORTHING
1. Sky Bank 630864 1376238
2. SSS/Police H/Q 636752 1377972
3. House of Assemble 633247 1376536
4. NNPC/Welcome to Birnin Kebbi 637239 1370063
5. Jega Roundabout 629795 1374394
3.2.2 SECONDARY DATA
The data was obtained from the Kebbi State universal basic education (SUBEB)
through verbal interaction which includes the following:
1. Names of the existing schools
2. Names of the located of schools
3. Year of establishment of the schools
4. Number of teaching
5. Number of students
6. Number of classrooms each school has, etc.
3.3 MATERIALS /EQUIPMENT USED
 Hand held GPS (Garmin 72H)
 Laptop computer (HP)
 HP jet printer
 Flash-drive
 Scanner
3.3.1 SOFTWARE USED
 Arc GIS 9.2
 Microsoft Excel

27 | P a g e
FLOW CHART DIAGRAM
Fig. 3.1: Flow chart diagram

28 | P a g e
3.4 GEOREFERENCING
Geo-referencing is the act of defining the limit of a geographical entity of the
reference map in relation to its coordinate. The map was exported into ArcGIS,
with this done; geo-referencing of the map was carried out using some
coordinates of major roundabouts of the study area. The processes are:
1. Click the geo-referencing icon to geo-reference the map.
2. Right click to input X, Y coordinates, and then click ok.
3. Input he coordinates of the entire roundabout one after the other, were at
his point the map was properly geo-referenced.
To finish Geo-referencing, click on “Geo-referencing” menu item from the
toolbar, and select “update geo-referencing” were at this stage the map was
properly geo-referenced.
3.5 DIGITIZING
Is a process of tracing of raster image either as a point, polyline and/or polygons
in to different layers that have been created. The spatial entities used in digitizing
are point, polyline and polygon. Polyline is used to represent linear feature e.g.
road. However, before digitizing you may bring all the layers that have been
created before in to Arc Map from Arc Catalog
3.5.1 PROCEDURES:
In ArcGIS, all digitizing occurs in within Editor. To start digitizing:
1. Click on the Editor Button
2. On the Editor tool bar select start Editing
3. Select the feature that you want to digitize
4. Click on sketch tool icon.
5. Use your mouse to draw in the feature e.g. road.
6. Click once to create a vertex (starting point) and right click to select finish
part to end a particular line.

29 | P a g e
Fig. 3.2: Digitized of the Area under Study
3.6 PROCEDURE OF CREATING LAYERS
Layers were created so as to be able to display picture of different features.
The following are the procedure of creating layers in ArcGIS
1. Click ArcCatalog
2. Select connect folder
3. Right click your folder
4. Click New
5. Go to sharp file
6. and click
7. On shape file, name the features (layer) to be created e.g. point, road is a
polyline pick polyline.
8. Go to Edit and click
9. Pick select
10. Select Geographical Coordinate System, Africa, Minna. Pro, and Add,
Apply then click ok and ok again.

30 | P a g e
Fig. 3.3: Procedure of Creating a Layer
3.7 MAP OF LAYERS CREATED
The Following are Layers Created
Layer 1: Primary Schools
Layer 2: Area
Layer 3: Primary Schools Buffering
Layer4: Roads
Table 3.2: Attribute Data
SS//NN
NNAAMM EESS OOFF
SSCCHHOOOOLL
YYEEAARR OOFF
EESSTTAABBLLIISSHHMMEENNTT
TTYYPPEESS OOFF SSCCHHOOOOLL LLOOCCAATTIIOONN OOFF SSCCHHOOOOLL
1 Abi Private
School
1999 Nursery, Primary and
secondary school
Badariya Area Birnin Kebbi
2 All – Brighter
Kids
2006 Nursery and School
Only
Opp. Sani Abacha Bye pass
Gesse Phase III Birnin Kebbi
3 Al–Nura/Pri. Sch 2006 Nursery and Pri. Sch. Behid Nasari College B/Kebbi
4 Al – Hikima
Nur/Pri. School
2002 Nursery, Primary and
Secondary School
Opp. Abdullahi Fodiyo
Secondary School B/Kebbi
5 Asasul Islam 2007 Nursery, Primary
School
Behind Magajin Gari MPS
T/Wada Birnin Kebbi

31 | P a g e
3.8 OPERATION INVOLVE IN CREATING ATTRIBUTE TABLE AND
LINKAGE
1. Click on the Editor Toolbar select start Editing.
2. Right click in the one of the layer e.g. transformer
3. Click open Attribute table.
4. Go to option
5. Select Add field, write the name of layer to be attributed. Selects and click
ok.
Fig. 3.4: Procedure of Creating Attribute Table: Procedure of Creating buffer
1. Click Arc Toolbox
2. Click on analysis tools
3. Click proximity
4. Click buffer the table will appear
5. Input feature
6. Input the distance meters / kilometers
7. Finally click “OK”

32 | P a g e
Fig. 3.5: Procedure of Creating Buffer.

33 | P a g e
CHAPTER FOUR
The database creation which involves obtaining data and inputting the data will
now require the following:
 Data Processing
 Data Analysis
 Data Presentation
4.1 DATA PROCESSING
The of Birnin Kebbi was obtained from ministry of land and surveying, the
coordinate of major roundabout were obtained to geo-referenced and also the
coordinate of primary schools were obtained by using using hand held GPS
(Garmin 72H).
The ArcGIS was used to process the data observed from the field to determine
the attribute and spatial databases.
4.2 DATA ANALYSIS
The data was successfully digitized and retrieved adequately for presentation at
different digital format.
4.2 DATA PRESENTATION
The data captured, stored and integrated was represented in digital format which
involves the merging of the entire segment in single software. As earlier
mentioned ArcGIS was used, this is because it allows importation of image from
which layers of Classes.
SQL in-built in the ArcGIS was used to query the database for specific features.
The resultant output is given in both graphical and numeric forms on the display.

34 | P a g e
Fig 4.1: Query Showing the Information of Each Primary School
Fig 4.2: Query Showing the Name of Neighbourhood

35 | P a g e
Fig 4.3: Query Showing the Buffering of the Feature
Fig 4.4: Query Showing the Spatial Distribution of Primary Schools

36 | P a g e
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
The study reveals that, there are (21) public and private (29) primary schools in
the study area. The problem ranges from lack of digital school map, inadequate
classrooms and teachers.
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 and private primary schools
in Birnin Kebbi Local Government were obtained using handheld GPS and was
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.
5.2 CONCLUSION
The research investigates the spatial distribution of public and private primary
schools in Birnin Kebbi Local Government Area, Kebbi 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 Kebbi Metropolitan Plan (1980); and assessed the
qualification of teachers in public and private primary schools in Birnin Kebbi
Local Government Area.
The problem ranges from inadequate classrooms and teachers. The classrooms
are overcrowded and teachers are overworked. This implies that schools are yet

37 | P a g e
to adhere to the teacher-pupils ratio of UNESCO standard, 1996 (1:25) pupils in a
class, and majority (74%) of the public and private 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 construct modern classrooms equipped with basic
amenities for the comfort of the student and teachers.
3. Additional classrooms should be constructed within the available schools
premises except if there is no available space.
4. Government should adopt the vertical approach (multi-storey) building of
classrooms in schools where there are no space for future expansion.
5. Government should made emphasis on the provisions of public and
private primary schools base on population than service radius within the
metropolitan area.
6. Government should as well reduce the service radius to the minimum of
1km within the metropolitan area.
7. That all the remaining local governments should determine the location
and distribution of their primary schools using.
8. Government should use the finding as a guide together with their policies
in establishing schools.

38 | P a g e
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APPENDIX I
Table 1: SHOWING THE ATTRIBUTE DATA OF PRIVATE PRIMARY SCHOOLS IN BIRNIN KEBBI
S/N NAMES OF SCHOOL YEAR OF
ESTABLIS
HMENT
TYPES OF
SCHOOL
LOCATION OF
SCHOOL
NO
OF
STAFF
NO OF
MALE
NO OF
FEMALE
NO OF
CLASS
PLAING
GROUND
NO OF
POPILS
NO OF
BOYS
NO
OF
GIRLS
TOILET EASTING NORTHING
1 Abi Private
School
1999 Nursery,
Primary and
secondary
school
Badariya
area Birnin
Kebbi
26 12 14 12 2 123 58 65 2 627870 1375763
2 All – Brighter
Kids
2006 Nursery and
School Only
Opp. Sani
Abacha Bye-
pass Gesse
Phase III
Birnin Kebbi
158 2
3 Al – Nura/Pri.
School
2006 Nursery and
Primary
School
Behid Nasari
College
Birnin Kebbi
26 17 9 9 2 236 116 120 1 628557 1376911
4 Al – Hikima
Nur/Pri. School
2002 Nursery,
Primary and
Secondary
School
Opp.
Abdullahi
Fodiyo
Secondary
School
B/Kebbi
18 7 11 11 1 230 116 114 2 629028 1375858
5 Asasul Islam 2007 Nursery,
Primary
School
Behind
Magajin Gari
MPS T/Wada
Birnin Kebbi
7 4 3 4 1 60 30 30 2
6 B.I.C.C.E
Basaura
Nur/Pri. Sch.
2004 Nursery,
Primary and
Secondary
School
Junju Area,
Near Fin
Bank Birnin
Kebbi
14 3 11 10 3 407 206 201 4 631182 1376709
7 Brilliance
Nur/Pri School
1996 Nursery,
Primary and
College
Senator
Adamu Augie
Road G.R.A
Birnin Kebbi
14 5 9 21 2 692 341 351 3 631265 1377529

43 | P a g e
8 Al – Furquan 2003 Nursery and
Primary
School
Tudun –
Wada Area
Birnin Kebbi
18 14 4 10 0 303 143 160 1 630616 1378173
9 Comprehensive
Nur/Pri School
2007 Nursery,
Primary and
Secondary
School
Gwadangwaji
Town
20 17 3 13 2 278 135 143 2 636178 1379569
10 Destiny Int.
Nur/Pri. School
2010 Nursery and
Primary
School
Gesse Phase
II Birnin
Kebbi
11 Fomwan
Nur/Pri School
2002 Nursery and
Primary
School
Makerar
Gandu Area
B/Kebbi
11 6 5 8 2 206 97 109 2
12 Harmony
Nur/Pri School
2005 Nursery and
Primary
School
Rafina Atiku
Area Birnin
Kebbi
10 3 7 13 0 151 75 76 2 629636 1376241
13 Heroes
Science Nur/Pri
School
2009 Nursery and
Primary
School
Gesse Phase
III Birnin
Kebbi
8 6 2 14 2 230 136 94 2 632028 1375205
14 High Standard
Nur/Pri
2000 Nursery and
Primary
College
Near Tambai
Super Market
B/K
12 5 7 16 1 520 248 272 4 630006 1374767
15 Ivory Palace
Int. School
2010 Nursery and
Primary
School
Opp. Kara
Market Area
B/K
9 4 5 9 1 266 134 132 2 631455 1374730
16 Joda Int.
Nur/Pri Sch.
1997 Nursery,
Primary and
Secondary
School
Near
Government
Lodge I
G.R.A Birnin
Kebbi
15 7 8 22 1 643 351 292 6 631546 1377661
17 Julde Nur/Pry
School
2013 Nursery
Primary
School
Near Eastern
Bye Pass
Primary
School
5 2 3 6 2 10 5 5 2 632310 1375254

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18 Solid Science
Nur/Pri School
2004 Nursery,
Primary and
Secondary
School
Off.
Abubakar
Nadaniya
MPS
Badariya
Area Birnin
Kebbi
26 16 10 11 2 350 189 161 2 627155 1375519

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19 Staff Based
Educ. School
1980 Nursery,
Primary and
Secondary
School
Waziri
Umaru
Federal
Polytechnic
Birnin Kebbi
28 18 10 12 1 349 291 2 629704 1377557
20 ST. James
Angolical
Nur/Pri School
1996 Nursery
Primary and
College
Makerar
Gandu Area
Birnin Kebbi
12 7 5 10 2 193 94 99 2 629525 1377015
21 Unique
Progressive
1990 Nursery and
Primary
School
Opp. Total
Filling Station
Nassarawa
Area Birnin
Kebbi
15 3 12 9 0 187 88 99 2 629885 1375960
22 Ultimate
Nur/Pri School
2004 Nursery,
Primary and
College
Near
Abdullahi
Fodiyo Sec.
School
Tsohuwar
Mayanka
Birnin Kebbi
12 5 7 11 2 259 128 131 5 628855 1376239
23 Royal Leads
Academy
201 Nursery,
Primary and
Secondary
School
Opp. Central
market Area
Birnin Kebbi
9 4 5 6 2 139 88 51 4 631156 1375435
24 Sir Haruna
Rasheed
2013 Nursery,
Primary
School
Badariya
Area Birnin
Kebbi
10 6 4 8 1 72 46 26 4 628780 1375942
25 N.Y.S.C Nur/Pri
School
1992 Nursery,
Primary and
Secondary
School
Central
Market Road
Rafin Bara’u
birnin Kebbi
12 5 7 12 1 433 241 192 4 631004 1376068
26 Pearl Havour
Model
Academic
2011 Nursery and
Primary
School
Gwadangwaji
Town Kebbi
State
11 6 5 13 2 165 78 87 6 636370 1379713
27 Police Children
School
2013 Nursery,
Primary
School
Police
Barracks
T/Wada
18 18 0 7 1 65 41 24 2

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28 J. Good
Foundation
School
2011 Nursery and
Primary
School
Gesse
Bayero Area
Birnin Kebbi
12 7 5 6 1 80 63 17 3 633366 1376209
29 Darul Ilmu 2010 Nursery,
Primary and
Islamiyya
School
Sahabi
Nasarki
Residence,
Rafin Atiku
Birnin Kebbi
12 8 4 8 1 144 73 71 2

47 | P a g e
Table 2: SHOWING THE ATTRIBUTE DATA OF PUBLIC PRIMARY SCHOOLS IN BIRNIN KEBBI
s/n names of
school
year of
establi
shment
types of
school
location of
school
no
of
staff
no
of
male
no of
female
no of
class
playing
ground
no of
popil
no
of
boys
no
of
girls
toilet easting northing
1 Abubakar Gari
Malama MPS
1991 Primary
school Only
Gwadangaji
QRTS
26 9 17 12 1 1054 667 387 4 633997 1379098
2 Abubakar
Nadaniya MPS
2001 Primary and
Sec. School
Only
Badariya
Birnin Kebbi
24 6 18 27 1 1206 625 581 4 627081 1375762
3 Adamu Gulma
MPS
1949 Primary and
Sec. School
Only
Makerar
Gandu,
Birnin Kebbi
23 9 14 11 1 593 296 297 2 629352 1376979
4 Army Children
School
1975 Nursery and
Primary
School
Dukku
Barracks
Birnin Kebbi
26 13 13 18 1 1435 4
5 Atiku Bagudu
Science MPS
1976 Primary and
Secondary
School
Makerar
Gandu,
Birnin Kebbi
41 13 28 32 1 2267 1191 866 2 629561 1377296
6 Baiti Model
Primary School
1976 Primary and
Secondary
School
Tudun –
Wada Birnin
Kebbi
17 8 9 10 1 775 387 388 4 630280 1378559
7 Bayan Tasha
Primary School
2002 Primary
School Only
Mechanic
Village
22 8 14 10 1 1202 615 587 4 630368 1375169
8 Buhari Bala
Primary School
1976 Primary
School Only
Makera
Gandu,
Birnin Kebbi
25 5 20 12 1 445 252 193 2 629292 1376930
9 Dr. Yahaya
Shantali MPS
1976 Primary
School
Takalau 31 19 12 12 1 725 417 308 2 629660 1378977

48 | P a g e
10 Eastern Bye –
Pass MPS
2009 Primary
School Only
Eastern Bye
– Pass Birnin
Kebbi
12 5 7 6 2 429 235 194 2 632320 1375189
11 Gudi Primary
School
2002 Primary
School Only
Gudi
Takalau,
Birnin Kebbi
15 12 3 11 1 429 229 200 0 629142 1378640
12 Gwandu
Emirate
Primary School
1995 Primary
School Only
Nassarawa
B, Birnin
Kebbi
39 13 26 15 1 784 420 364 4 630332 1376774
13 Hajiya Kubura
Primary School
1976 Primary
School Only
Illelar Yari,
Birnin Kebbi
24 7 17 11 1 653 365 288 2 628960 1377584
14 Just Ibrahim
Umar Primary
Sch.
1976 Primary
School Only
GRA Birnin
Kebbi
37 14 23 7 1 421 179 242 2 630870 1378244
15 Magajin Gari
MPS
1956 Primary
School Only
Tudun Wada,
Birnin Kebbi
37 12 25 18 1 1097 569 528 4 630303 1377930
16 Magajin Rafi
Bello
1975 Primary
School Only
Fada Junju,
Birnin Kebbi
33 8 25 13 1 872 470 402 4 630943 1376663
17 Umar Ahmed
Gwadangwaji
1976 Primary
School Only
Gwadangaji
Gari, Birnin
Kebbi
25 6 19 13 1 1121 645 476 4 636017 1379693
18 Umaru Illalu
Primary School
1976 Primary
School Only
Badariya
Area, Birnin
Kebbi
34 7 27 11 1 657 337 320 4 628830 1375893
19 Waziri Umaru
Ninzamiya “A”
1950 Primary
School Only
Nassarawa
Birnin Kebbi
35 17 18 18 1 1089 602 487 4 630256 1376156
20 Waziru Umaru
Ninzamiya “B”
2004 Primary
School Only
Nassarawa
Birnin Kebbi
31 21 10 12 1 693 380 313 4 630200 1376101
21 Zannan
Gwandu
Primary School
1991 Primary
School Only
Gesse
Quarters,
Birnin Kebbi
30 10 20 12 1 674 351 323 2 632660 1377080

49 | P a g e
APPENDIX II
HAND HELD GLOBAL POSITION SYSTEM (GPS) RECEIVER
(Garmin 72G)

50 | P a g e
APPENDIX III
PROJECT/SITE PICTURE

Suraju Danjuma Project

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