Creating A Geo- Spatial Database For Secondary Schools’ Facilities In Zaria Education Zone, Kaduna State.
ABSTRACT
School records are important but rarely kept well in many Secondary Schools and schoolmanagement boards; this made the creation of database for Secondary Schools difficult.
Since Zaria Education Zone was created, no research has been carried out to determine howSecondary Schools members of staff fare, what facilities are in place and what are not, and ahost of other vital school requirements using Remote Sensing and Geographic InformationSystem (GIS) technique.
The research questions were set to understand the categories offacilities exist in the study area, characteristics of the geo-spatial facilities identified, and thegeo-referenced of locating Secondary School in the study area and how they are patternspatially.
The objectives of the study were to identify the spatial facilities of SecondarySchools in the study area, explore the characteristics of spatial facilities identified, establishthe geo-referenced of locating Secondary Schools in the study area and create a spatialdatabase of facilities in the study area.
To achieve these, Digital Mapping, GlobalPositioning System (GPS) Google Earth and some information from education board wereused to collect, analyse and create Database. The study covers Zaria, Parts of Sabon Gari,Soba and Kudan Local Government Areas.
TABLE OF CONTENTS
Title page – – – – – – – – – – – i
Declaration – – – – – – – – – – ii
Certification – – – – – – – – – – iii
Acknowledgments – – – – – – – – – iv
Abstract – – – – – – – – – – vi
Table of Contents – – – – – – – – – vii
List of Tables – – – – – – – – – – x
List of Figures – – – – – – – – – – – xi
List of Appendix – – – – – – – – – – xii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study – – – – – – – 1
1.2 The Research Problem – – – – – – – – 4
1.3 Aim and Objectives of the Study – – – – – – 6
1.4 Justification of the Study – – – – – – – – 6
1.5 Scope and Limitation – – – – – – – 7
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction – – – – – – – – – 8
2.2 Concept of Database – – – – – – – 8
2.3 Database Management System (DBMS) – – – – – 9
2.3.1 Application and Roles of Database – – – – – 10
2.3.2 General Purpose and Special Purpose DBMS’s – – – – – 11
2.3.3 History of Database – – – – – – – 12
2.3.4 Relational DBMS – – – – – – – – – 13
2.3.5 Structured Query Language Database Management System (SQLDBMS) – 15
2.3.6 Database Research – – – – – – – – – 16
2.3.7 Database Language – – – – – – – – 17
2.3.8 Database Storage – – – – – – – – 18
2.3.9 Database Security – – – – – – – – – 19
2.3.10 Backup and Restore – – – – – – – – 21
2.4.Concept of Global Positioning System (GPS) – – – – – 21
2.4.1 Evolution of GPS – – – – – – – – 22
2.4.2 Basic Concept of GPS – – – – – – – – 25
2.4.3 Structure – – – – – – – – 26
2.4.4 User Segment – – – – – – – – 27
2.4.5 Applications – – – – – – – – 27
2.4.6 Restrictions on Civilian Use – – – – – – – 27
2.5. Roles of Google Earth – – – – – – – 28
2.5.1 Uses of Google Earth – – – – – – – – 30
2.6 Digital Mapping – – – – – – – – – 31
2.6.1 Digital Mapping comprises three options – – – – – -31
2.7. Concept of GIS – – – – – – – – – 32
2.7.1 Data Input – – – – – – – – – 32
2.7.2 Data Storage – – – – – – – – 33
2.7.3 Data Manipulation – – – – – – – – 34
2.7.4 Data Output – – – – – – – – – 36
2.7.5. Applying Remote Sensing and GIS for the Mapping of Basic Education Schools in Adamawa State – – – – – – – – – 38
2.7.6 Application of Geo-spatial Information System to Assess the Effectiveness of the MDG
Target in AMAC Metropolis-Abuja, Nigeria – – – – – 39
CHAPTER THREE: STUDY AREA AND METHODOLOGY
3.1 Introduction – – – – – – – – – 41
3.2 The Study Area – – – – – – – – – 41
3.2.1 Climate – – – – – – – – 41
3.2.2 Vegetation – – – – – – – – 42
3.2.3 Soil – – – – – – – – 42
3.2.4 Drainage – – – – – – – – 42
3.2.5 Relief – – – – – – – – – 43
3.2.6 Economy – – – – – – – – 43
3.2.7 Transportation – – – – – – – – 44
3.3 Data and Methodology – – – – – – – 45
3.3.1 Types and Sources of Data – – – – – – – 45
3.3.2 Data Acquisition and Assemblage – – – – – – 45
3.3.3 Data processing of spatial and Remotely Sensed Data – – – 46
3.3.4 Database Creation – – – – – – – – 46
3.3.5 Plotting – – – – – – – – 47
3.3.6 CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Introduction – – – – – – – – – 49
4.2 Staff number – – – – – – – – – 60
4.3 Schools with computer – – – – – – – 60
4.4 Schools establishment – – – – – – – 60
4.5 Schools libraries – – – – – – – – 61
4.6 Schools laboratories – – – – – – – – 61
4.7 Sports facilities – – – – – – – – 61
4.8 Classes – – – – – – – – – 62
4.9 Classes per Class – – – – – – – – 62
4.10 Students Number – – – – – – – – 62
4.11 Staff Qualification – – – – – – – – 62
4.12 Accessibility – – – – – – – – 64
CHAPTER FIVE: SUMMARY AND CONCLUSION
5.1 Summary and Conclusion – – – – – – – 65
5.2 Recommendations – – – – – – – – 67
References – – – – – – – 67
INTRODUCTION
BACKGROUND TO THE STUDY
Education in Nigeria is managed by the three tiers of Governments (The Local, theState and the Federal). The Federal Ministry of Education takes responsibility for the policyformation and implementation at regional and national levels.
The education system isdivided into Kindergerten or Nursery, Primary Education, Secondary Education and TertiaryEducation with hierarchy of systems in operations (Kayode, 2006).
A lot of efforts have beenmade to measure universal education in Nigeria, but it was reported that the realization ofEducation for All will remain a dream as long as there is imbalance in the distribution ofeducational facilities (Kayode, 2006).
The Universal Basic Education (UBE), came as a replacement for Nigeria’s UniversalPrimary Education scheme of the 6-3-3-4 system of primary education. The 9-3-4 system ofeducation was designed in conformity with Millennium Development Goals (MDGs) andEducation For All (EFA) (Kayode, 2006).
The UBE involves six years of Primary SchoolEducation and three years of Junior Secondary School Education, culminating in nine yearsof uninterrupted schooling and transition from one class to another is automatic butdetermined through continuous assessment.
REFERENCES
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Abdulkarim, B. (2006). Application of Geographic Information System and RemoteSensing Technology to the Teaching of Map work in Senior Secondary Schools inZaria Inspectorate Division Kaduna State, a Journal of Educational Research andDevelopment, Faculty of Education, A.B.U., Zaria.Abdulkarim, B. (2004).
Adepoju, A. and Fabiyi, A. (2010). Universal Basic Education in Nigeria: Challenges andProspects. Planning and Implementation of UBE in Nigerian Education. EducationIndustrial Nigeria Ltd, Ibadan.
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Agnew, D.C. and Larson, K.M. (2007). “Finding the repeat times of the GPS constellation”.GPS Solutions (Springer) 11 (1): 71–76. doi:10.1007/s10291-006-0038-4.
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