A comparative study of provision of primary schools and teachers supply between rural and urban local government areas in Bayelsa State, Nigeria

• Author: Japo O. M. Amasuomo - Chukwuma N. Ozurumba
• Position: Department of Vocational and Technology Education, Niger Delta, Wilberforce Island, Bayelsa State, Nigeria - Department of Educational Foundations, Niger Delta, Wilberforce Island, Bayelsa State, Nigeria
• Pages: 404-422

404

Vol. 3 No. 1

May, 2017

Balkan Journal of Interdisciplinary Research

IIPCCL Publishing, Graz-Austria

ISSN 2410-759X

Acces online at www.iipccl.org

A comparative study of provision of primary schools and teachers supply

between rural and urban local government areas in Bayelsa State, Nigeria

Japo O. M. Amasuomo

Department of Vocational and Technology Education

Niger Delta, Wilberforce Island, Bayelsa State, Nigeria

Chukwuma N. Ozurumba

Department of Educational Foundations

Niger Delta, Wilberforce Island, Bayelsa State, Nigeria

Abstract

The study compared the provision of primary schools and teachers supply between rural and

urban local government areas (LGAs) in Bayelsa State, Nigeria. Data on primary schools and

teachers in the eight LGAs in the state were obtained from the state Ministry of Education,

Yenagoa. Out of the eight LGAs, fi ve was classifi ed as rural LGAs because they lacked

basic infrastructure and three as urban areas with relative available infrastructure using the

Infrastructure Availability Index (IAI) instrument. Schools located in rural and urban LGAs

were classifi ed as rural and urban primary schools respectively. Arithmetic means was used

to ascertain the level of available teachers and primary schools in rural and urban LGAs;

and t-test to establish the signifi cant diff erence in the level of available teachers and primary

schools in rural and urban LGAs. Results revealed that rural LGAs had more primary

schools and teachers’ supply than urban LGAs; and no signifi cant diff erence existed at P≤

0.05. There were male teachers in rural LGAs than urban LGAs with no signifi cant diff erence

them. Female teachers’ supply and TSR favoured urban schools with a signifi cant diff erence

between rural and urban LGAs; but PTR was high for both rural and urban primary schools.

The study recommended that government should ensure adequate supply of primary schools

and teachers in both rural and urban areas since primary education empowers the youths, the

vulnerable and marginalized groups; reduces poverty, and improves economic progress, social and

cultural development.

Keywords: Primary school teachers, rural and urban local government areas, Bayelsa State,

infrastructure availability index, school-teacher ratio, pupils-teacher ratio.

Introduction

Primary Education is the initial stage of education with the basic aim to create,

establish and off er opportunities to all children, regardless of age, gender or

country of origin and to achieve a balanced cognitive, emotional and psychomotor

development (Cyprus Ministry of Education and Culture, 2016). Primary Education

is the education given in institutions for children at ages 5, 6 or 7 and last for 4 to 6

years (FRN, 2014; Organisation for Economic Co-operation and Development, 2002).

It is also considered as the fi rst stage of ‘basic education’ and covers six years of full-

time schooling with the legal age of entrance normally not younger than fi ve years or

older than seven ( UNESCO, 2007). Thus, Primary education denotes and implies that

this is the fi rst level of education leading on to higher levels of education.

405

Vol. 3 No. 1

May, 2017

Balkan Journal of Interdisciplinary Research

IIPCCL Publishing, Graz-Austria

ISSN 2410-759X

Acces online at www.iipccl.org

Programmes at the primary level generally require no previous formal education,

although it is becoming increasingly common for children to a end a pre-primary

programme before entering primary education (Organisation for Economic Co-

operation and Development, 2002). Primary education provides pupils with a basic

understanding of various subjects as well as the skills they will use throughout their

lives. These are subjects designed to give pupils a sound basic education in reading,

writing and mathematics along with an elementary understanding of other subjects

such as history, geography, natural science, social science, religion, art, music,

physical education and health (UNESCO, 2007; Learn.org, 2016) The subjects are not

intended for intensive study; rather, they are meant to be taught for general exposure

and to lay the groundwork for more rigorous study later on; and also, to develop

pupils’ ability to obtain and use information they need about their home, community,

country, etc (UNESCO, 2007; Hollowell, 2016).

Furthermore, primary education is to establish within each child the necessary skills

to function throughout his/her academic careers with the community. During primary

education pupils are taught to think critically, to strive to a ain high standards, to

meet the challenges posed by technological advancements and to develop concepts

such as citizenship and basic values, cooperation among peers and to learn sports and

arts. Therefore, without accomplishment in the arts and peer interactions, children

cannot learn how to become contributing members of society ((eHow Education,

2016; Mcrae, 2016).

Consequently, primary education helps pupils become acquainted with their

civilization and tradition and to develop respect and love for their national heritage,

become aware of their national identity and their history. It supports the development

of intercultural awareness, tolerance and respect for others; works towards the

harmonious coexistence of pupils regardless of diff erences in ethnicity or cultural

background (Cyprus Ministry of Education and Culture, 2016).

From the foregoing, education at the primary level is not only the foundation of the

education system and cornerstone of academic success but it occupies a strategic place

in any nation’s educational development. Thus, the success or failure of the whole

education system depends on it because the rest of the education system is built on

it. Therefore, any education policy formulation that does not pay special a ention

to primary education means the destruction of the whole education system ((Asaya,

1996; FRN, 2014). In this regard, the primary schools and the primary teachers also

occupy a central position in any nation’s education system. It is through the primary

education that the objectives of the National Policy in Education could be translated

into reality as well as in the cultivation of the power needs of every nation ((Abenga,

1995; Mkpa, 1999). The provision of primary schools and adequate supply of teachers

at the primary education should be a deliberate government policy irrespective of

whether such schools are located in rural or urban areas.

1.1 Importance of primary education

Primary schooling is considered as the main delivery system of basic education. It

is the foundation for lifelong learning and human development on which countries

may build systematically further levels and types of education and training (Webster,