CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Education is the process of facilitating learning or the acquisition of knowledge,

skills, values, morals, beliefs and habits. Education method includes teaching,

training, storytelling, discussion and directed research, Assmann (2002).

Education frequently takes a place under the guidance of educators; however,

learners can also educate themselves. Education can take place in formal or informal

setting and any experience that has a formative effect on the way they thinks, feels, or

acts may be considered educational. The methodology of teaching is called

pedagogy, Assmann (2002).

Western or formal education was started in Nigeria in 1842 only at the primary level

by the Christian missionaries who managed the educational system according to their

respective philosophies. The missionary organization available then was the chord

missionary society, the Wesley Methodist and the catholic. Secondary education was

established in 1859 and the first secondary school was CMS grammar school Lagos.

In 1882, the colonial government brought a document – educator ordinance, with the

aim of having total control on education. This was their first formal pronouncement

in education in Nigeria, Ikeokwu (2018).

Modern higher education is defined as an organized tertiary learning and training

activities and institutions that include conventional universities such as arts

humanities and science facilities and more specialized universities institution in

1
agriculture, engineering, science and technology. The concept of higher education

also includes such post-secondary institutions like polytechnics, colleges of

education, and “grades `ecole” under the umbrella of higher education come all forms

professional institutions. Even this wide spectrum does not exhaust the possibilities

of forms of higher education (Assie-lumumba, 2005).

Relative advancement of civilization had necessitated for higher learning and paved

the way for the emergence of a university (Perkin, 2007). A university has stronger

power of attraction of students and teachers or academic staffs than the other higher

education firms. University derives great prestige form their list where they secure

some sort of administrative autonomy. University, in the medieval period, were one

of the most privileged and prestigious institutions for the advancement of scholastic

and academics thought and culture. Because universities constitute, in the same

place, diversified scholars, they were and still are agents for the growth of knowledge

that has the power to change the world. At the same time, Universities, also preserve

heritage of the past. A university in the era of Newman was a public space where

many academic people make academic contribution.

In response to pressure for a more vigorous and deliberately legalization, the study

commission was set up in April 1959 conducted and investigated into Nigeria needs

in the field of post-primary school certificate and higher education over twenty years.

The setting up of this commission marked a turning point in the history of the

development of higher education in Nigeria and it is report in September

1960opened a progressive chapter in the government policies in education in Nigeria.

2
The study commission also made recommendation for the training of middle

manpower for the country. It recommended the establishment of teachers grade II

College. This was later modified to provide the national college of education ( NCE),

for preparation of teachers in the teachers training college. In 1961/1962, the first set

of the institution called the “Advance Teacher College” was establish in Oweri, Zaria

and Lagos. 1964 and 1968, those of Kano and Abraka, Bendel now Edo state were

established respectively in 1968. Their names were change to college of education. A

candidate is expected to possess teacher grade II certificate with credit at least in five

subjects as a basic prerequisite for admission into any of those college. The program

has contributed immensely to the provision of quality education at post-primary level

and it was I n appreciation of this that lead to it proliferation all over the federation.

So far, they has been a geometrical improvement in all sector of one education

system.

Tertiary institutions are the next stage of education pursuit after secondary school

education. This is an academic environment knowledge that is transferred from one

another. In 1960 before independence, the tertiary institution were in Nigeria seminar

of expert an education, base on it findings the recommendation had it that Nigeria

education system is essential. Education is administered by three branches of

government; primary education is under the control of local government secondary

school fall under jurisdiction of the state of government except for the unity school

which is administered by the federal government. Tertiary education own by federal

and state government and private organization or individual is the optimum

3
 investment through which the social and human resources, economics and political

development could be achieved rapidly. The production of this map showing college

of education in the 36 states and the FCT Abuja would go a long way in a assisting

the general public to determine the location of college of education and their relative

distance.

1.2 STATEMENT OF RESEARCH PROBLEM

The development of both federal and state colleges of education in Nigeria is

growing by numbers, but due to inappropriate investigation by the people in the study

area, their spatial distribution within the 6 geo-political zone were not properly

captured by the researcher from literature reviewed.

Therefore, this study will try to find out the solution of this problem by identifying

and categorizing various federal and state colleges of education spatially distributed

across the six geo political zones in Nigeria.

1.3 RESEARCH QUESTIONS

1. What are the location of colleges of education within the study area?

2. What are the different categories of colleges of education in the study area?

3. How are the colleges of education distributed in the study area?

1.4 AIM AND OBJECTIVES

The aim of this project (research) is to show the spatial distribution of colleges of

education in Nigeria.

4
1.5 OBJECTIVES

1. Identify the colleges of education of in the study area.

2. Determine the categories of college of education in the study area.

3. Produce an Updated showing the distribution of colleges of education in the study

area.

1.6 JUSTIFICATION

The essence of the study is to know the various distribution or location of college of

education to the public, the government can also use the map to know where there is

need for more colleges of education of higher learning because, there are no adequate

maps which shows higher institutions in Nigeria. This means that government on his

own part may have not seen the need for more of colleges of education in some states.

1.7 SCOPE OF THE STUDY

The scope of this map focuses on only distribution of colleges on education within

the study area.

1.8 STUDY AREA

1.8.1 Historical Background

The country Nigeria come into being as a result of the amalgamation of the northern

and southern protectorate in 1960, Nigeria become an independent nation .As at

independence, the country hard three regions namely: North, West and East. The

northern region had its headquarters in kaduna , western region is in Ibadan and the

eastern region in Enugu . In 1963, Nigeria become a republic and fourth region known

as the mideastern was created from the region in 1975 with the headquarters in Benin

5
 city. The political decision remains four, until 1967 when the country was further split

into twelve’s states.

In 1975, the country was further divided into 19 states. On September 23 rd 1987 two

more states were created making a total of 21 states. In 1991, more states were created

making it 30 states and in 1996 Nigeria has the number of 36 states with the Federal

Capital in Abuja, Chioma, Unini, (2020).

Nigeria has an area of 923,768 km2 (356,669sq mi) making it the world’s 32nd –largest

country. Nigeria engages in forming, trading and civil service as their major

occupation. The major crops of Nigeria are as follows yam, beans, maize, cassava,

millet, cocoyam, guinea corn, rice, groundnut, etc. But rice generates more income for

Nigerian farmers than any other cash crop in the country. All these are produced in

Nigeria to help beets the economy and to sustain regulation in the country.

1.8.2 Geographic Location

Nigeria lies within the latitude 9.08200N of the equator and the longitude 8.67530E on

the Greenwich meridian. It is bounded by the Republic of Benin to the West, to the

south by the Atlantic Ocean, to the East by Cameroon and to the North by Niger. It is

therefore right to say that Nigeria is surrounded by the French Speaking countries

with the exception of Atlantic Ocean.

1.8.3 Climate Of The Study Area

Nigeria has a tropical climate with variable rainy and dry seasons, depending on the

location. It is hurt and wet most of the year in the south-east but dry in the south-west

and farther inland. A savannah climate with marked wet and dry season prevails in

6
 the North and West, while a steppe climate with little precipitation is found in the far

North. In general, the length of the season decreases from south to North. In the

South, the rainy season last form March to November, whereas in the far North it last

only from mid-May to September. A marked interruption in the rains occurs during

August in the South, resulting in the short dry season often referred to as the “August

break” (Lawal, 2010).

1.8.4 Population and People

In the contemporary society of Nigeria population has become an important issue as

it size and composition has implicated for development and the quality of life in the

society (ottong,1986). The Nigeria population according to the 2006 census was like

said to be about 140million people. Over the years due to several population inducing

the factor, the country has experienced unpredictable rate of population growth and is

therefore currently estimated to be 206million in 2021. (worldometer).

1.8.5 Economy Activities

The Nigeria economy is one of the largest in Africa. Since the late 1960s, it has been

based primarily on the petroleum industry. A series of world oil price increased from

1973 produced rapid economic growth in transportation, construction, manufacturing,

and government services. Because this lead to a great inflate of total people into the

larger urban cities, agricultural production stagnated to such an extent that cash crops

such as palm oil, peanuts (groundnut), and cotton were no longer significant export

commodities. Nigeria is a middle-income, and emerging market, with expanding

7
 manufacturing, financial, service, communication, technology and entertainment

sectors. Ujorha, Tadaferuea O (2002).

1.8.6 Transportation

The primary mean of transportation in Nigeria is road, convey more than 80% of all

traffic in the country. Express way connect the major cities and the southern seaports,

and smaller arteries stretch from the densely connected south to the less populated

northern areas.

The other means of transportation in the study area are railway, water and air

transportation, which can only be 20%. Gumnior, et al, (2003).

8
9
 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter shows the conceptual framework of the application of GIS in education

and the related literature reviews combined with the research study.

2.2 CONCEPT OF EDUCATION

2.2.1 Concept of Education

Education is more than fostering understanding and an appreciation of emotions and

feelings. It is also concerned with change – ‘with how people can act with

understanding and sensitivity to improve their lives and those of others’ (Smith and

Smith 2008: 104). As Karl Marx (1977) famously put it ‘all social life is

practical…. philosophers have only interpreted the world in various ways; ‘the point

is to change it’. Developing an understanding of an experience or a situation is one

thing, working out what is good and wanting to do something about it is quite

another. “For appropriate action to occur there needs to be commitment” (Smith

2008). It is in this way that we end up with a definition of education as ‘the wise,

hopeful and respectful cultivation of learning undertaken in the belief that all should

have the chance to share in life.

2.2.2 Important of Education

The importance of Education is an important issue in one’s life. It is the key to

success in the future and to have many opportunities in our life. Education has many

advantages for the people. For instance, it illuminates a person’s mind and thinking.

10
It helps student to plan for work or pursue a higher education while graduating form

university. Having education in an area helps people think, fell, and behave in a way

that contributes to their success, and improves not only their personal satisfaction

but also their community. In addition, education develops human personality,

thoughts, dealing with others and prepare people for life experiences. It makes

people have a special status in their own society and everywhere they live in. I

believe that everyone is entitle to have education “ from cradle to grave”. There are

various benefits of having education such as having a good career, having a good

status in society, and have self-confidence. First of all, education gives us the

changce of having a good career in our life. We can have plenty of chance to work

at any workplace we wish. In other words, opportunities for a better employment

can be more and easy. The higher educated we are the better chance we get.

Moreover, education polishes our mind, reinforces our thoughts, and strengthens

our characters and behaviors towards others. It equips us with information in

various fields in general and our specialization in particular; especially what we

need to master in our job career. Therefore, without education we may not survive

properly nor have a decent profession. Furthermore, education grants us a good

status in society. As educated people, we are considered as a valuable source of

knowledge for our society. Having education helps us teach other morals manners

and ethics in our society. For this reason people deal with us in a considerable and

special way for being productive and resourceful. In addition, education makes us a

role model in society when our people need us to guide them to the right way or

11
 when we want to take a decision. Thus, it is an honor for us to serve our community

and contribute towards its advancement. In fact, being educated is an advantage to

help our people and build a good society. Besides, it is very well-known that having

self-confidence is always generated form education. It is a great blessing for us to

have self-confidence which leads to many advantages and success in life. For

example, it helps us manage specific task, tackle life’s challenges and maintain

positive stands. Additionally, having self-confidence is typically based on proper

education; paving the path for us to success. Accordingly, self-confidence makes us

aware of how well we perform a task or a range of actions. In short, being educated

in undoubtedly being self-confidence and successful in life. All in all, education is

the process of acquiring knowledge and information that lead to a successful future.

As discuss above, there are a lot of positive traits of having education; such as

having a good career, having a good status in society, and having self-confidence.

Education makes us view obstacle as challenges to overcome with no fear; facing

new things. It is the main factor behind successful people and the merit of

developed countries. Therefore, education is deemed a real success behind any

future success.

2.2.3 Mapping

Mapping is a key issue in environmental and experiential graphic design, since the

discipline’s goal of “connecting people to place”. Despite the advent of GPS and

other digital navigational tools, mapping will always be important. One of the

12
 primary goals of any way finding system is to provide orientation but helps users

create their own mental maps of the terrain

Maps for the built environment are designed quite differently than printed maps,

with less detail, bolder colors, type, and symbology, and heavy reliance on “you are

here” orientation. Significant research has been done on the human factors that

should be considered in the design of way finding maps, including how user

perceive and use them. Way finding maps are prepared in a wide variety of stules

and orientations – from highly realistic to simple and abstract, and from the

traditional true-north orientation to “head up” mapping style. Tactile maps are often

provided in locations used by the vision-impaired.

The most effective way finding maps are clear, simple and easy to understand. In

general, they should contain just the information required for orientation, and no

more. Other basic principle of good mapping design include consistent use of

terminology, colors, type, and symbols; “you are here” indicators; and appropriate

scale. MrSokori, (2020).

2.3 Application of Geographic information System (GIS) in Education

The geographic information system has various uses in the field of education. It can

be used efficiently in several levels of informal and formal education. Besides that,

GIS will connect learners to their communities. The use occurs in all levels

including primary, secondary grades and continues to university courses. In addition

to that, students can learn how to use GIS as girl or boy scouts and after school

programs. Here are the applications of GIS in education. Kafoubadoumbia, (2013).

13
 Most major community colleges and universities in the states officer GIS education.

Besides that, GIS has become dominant at other universities, and courses of GIS

theory are taught. The course is present in disciplines like geology, environmental

studies, engineering, business, and geography.

Regardless of several quality tutorials, textbooks, and courses, learning technology

and its application is a challenges to educators and students. A geographic

information system is a combination of technological tools, procedures, and

methods. Henceforth, it displays many concepts at once the students are supposed to

grasp. The instructor should master special concepts when teaching GIS then

present well to the proper audience, Norhafana Halim (2007).

2.4 Review of literature

Education, as we understand it here, is a process of inviting truth and possibility, of

encouraging and giving time to discovery. It is, as John Dewey (1916) put it, a

social process ‘a process of living and not a preparation for future living’. In this

view educators look to learning and being with others rather than acting upon them.

Their task is to educe (related to the Greek notion of educere), to bring out or

develop potential both in themselves and others.

Alison Gopnik (2016) has provided a helpful way of understanding this orientation.

It is that educators, pedagogues and practitioners need to be gardeners rather than

carpenters. A key theme emerging from her research over the last 30 years or so that

runs in parallel with Lieberman, is that children learn by actively engaging their

social and physical environments – not by passively absorbing information. They

14
learn from other people, not because they are being taught – but because people are

doing and talking about interesting things. The emphasis in a lot of the literature

about parenting (and teaching) presents the roles much like that of a carpenter.

Education is wrapped up with who we are as learners and facilitators of learning –

and how we are experienced by learners. In order to think about this, it is helpful to

look back at a basic distinction made by Erich Fromm (1979), amongst others,

between having and being. Fromm approaches these as fundamental modes of

existence. He saw them as two different ways of understanding ourselves and the

world in which we live.

The process of education flows from a basic orientation of respect – respect for

truth, others and themselves, and the world. It is an attitude or feeling which is

carried through into concrete action, into the way we treat people, for example.

Respect, as R. S. Dillon (2014) has reminded us, is derived from the Latin respicere,

meaning ‘to look back at’ or ‘to look again’ at something. In other words, when we

respect something we value it enough to make it our focus and to try to see it for

what it is, rather than what we might want it to be. It is so important that it calls for

our recognition and our regard – and we choose to respond.

15
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter deals with method of data collection analysis as well as reliability and

validity of instruments involved in data collection in other to find out how colleges

of education are spatially distributed in Nigeria. It also covers the detail explanation

of methods adopted in the search design, and sampling techniques that are used to

analyze the data collection.

3.2 Reconnaissance survey

Reconnaissance survey was carried out in other to get acquainted with the location

of all the colleges of education available in the study area.

3.3 TYPES OF DATA USED AND SOURSE

This includes; primary and secondary data in both graphical and non-graphical

format. Basically the data used in this project is secondary data.

3.3.1 Primary Data Source

This contains data gotten directly from its source, that is, field observation which

includes the streets names, college of education names, and other related and

important data. The Global Positioning System was used to obtain the coordinates

used to georeferenced the satellite imagery and the ground coordinate of the college

of education.

16
3.3.2 Secondary Data

This includes data gotten from readily available source, or from record of activities

that have been properly documented which are journals, articles, books, internet,

magazines or newspapers. The acquisition of data from the concerned authorities

can be in two ways , which are; the graphic and non-graphic data.

The secondary data source used for this project is gotten from the library of the

ministry of education and also jamb offices and other field titled authors such as

journals, textbooks, and internet and also the scanned map of colleges of education

in Nigeria was used as the base map for the update of existing situation in the area

Table 3.1: Data Types and Sources

S/NO Data Type Source

1. Geographic coordinate of Primary Data GPS device

colleges of education

2. Administration map Secondary Data Jamb office

.3.4 Hardware And Software Requirement

3.4.1 Software requirement

ArcGIS 10.3

Microsoft word 2010

Microsoft excel 2007

17
3.4.2 Hardware requirement

The hardware use in this project is;

HP laptop

HP laser jet 1320 printer

Hand drive.

3.5 DATA PROCESSING

3.5.1 Digital processing

3.5.2 Launching and Setting the Data Frame Of the ArcGIS

The following are the steps use in digital processing

 Click on ArcGIS icon to launch the software.

 Right clicked the Layers bar on the Table of Contents, and a dialogue box

appear.

 Coordinate System was clicked at the top bar on the dialogue box.

 Then was registered on the geographic Coordinate System using “WGS_1984”

datum.

 Then the General Bar was clicked and the units were set to read in Kilometers.

3.5.3 Map Importation

The following are the steps taken for the map to add in the ArcGIS working

environment;

 Click the Add Data Icon on the tool bar of the ArcGIS working environment.

 Then a dialogue box appeared and the “connect to folder” icon was clicked to

link the work with the folder earlier created.

18
  The scanned map was selected

 Click Ok then map appeared on the screen.

3.5.4 Georeferencing

The following are the steps taken

 Zoom the top right corner of the map

 Then, click on Add Control Point icon

 select where the Northings and the Eastings met at the corners of the map

 After clicking it, a small box will appear and the Coordinates of the point clicked

was inserted into the box.

 Repeat same steps were used for all the four points picked at the corners of the

scanned map.

 After inputting the coordinates of the last point, then click on Georeferencing

column and select Update Georeferencing.

3.5.5 Layer Creation (File-Geodatabase)

The following are the steps taken

Click Catalog icon located Your folder and right click.

 Scroll down to 'New'.

 Click file geo-database. (Shape file or file geo-database can be created. But, while

a shape file does not give the area of a polygon when digitizing a file geo-database

gives the area of a polygon when digitizing.)

 Right click file geo-database and not the folder.

19
  Click 'New' and click 'Create feature class'.

 On the new dialogue box, the name of the feature that is to be created will be

inserted and the type of feature it represents in the feature class data set is also

selected. i.e Point, Line, Polygon.

 Then the next button was clicked to register that particular feature to a specific

datum which is “WGS_1984as used earlier.

 Repeat SAME for all the features created in this GIS project.

3.5.6 Digitizing

The following are the steps taken

 Click on Editor, clicked on “Start Editing”

 Then, create feature dialogue box appeared at the right part of the screen. This

dialogue box carries the feature classes created earlier.

 Click on feature to be digitized

 Start the digitizing.

 Repeat steps for the rest of the features to be digitized.

3.5.7 Editing

After digitizing, editing was carried out in order to check for overlaps,

intersections, overshooting and undershooting in the digitized image. This was

carried out layer by layer.

20
3.5.8 Symbology

The following are the steps taken

 Right click on any of the features on the Table of Contents

 Locate and select “properties”

 A small Dialogue box will appear then select symbology on the menu

 Click on categories on the show column then select the name of field you wish to

symbolize from the “Attribute Table”

 Uncheck the all other values then click on “Add all values”. All the items will

appear.

 Then you can begin to symbolize them cartographically.

 These same steps will be used for the rest of the features created

3.5.9 Text Annotation

o Select the type of text either splined text, call out text etc.

o Align the labels by rotating them.

o Different fonts, font sizes, To label manually color can be used.

o To label automatically,

o Right click on layer properties.

o Click on label, then click on field.

o Click Apply, then click OK.

3.5.10 Layout creation (layout view)

The Layout view is the stage where all the marginal information was inserted.

21
 Steps for inserting the grids.

 Right click on the frame that encloses the map then locate and select properties

 A dialogue box will appear and then click on grids among the menu bars

 It will display some contents then select New grids

 It will show the various kinds of grids,

 Select the suitable one then click on next.

 It will display the appearance section, then select the suitable one, after that, select

the interval at which you want to grids to appear then click next

 Keep clicking on next till it generates.

Steps on inserting the North Arrow

 Click on Insert on the menu bar

 Locate and select North Arrow

 A dialogue box will appear where varieties of North Arrow will be displayed.

 Select the suitable one and click on next.

Steps on generating the scale bar

 Click on insert on the menu bar

 Locate and select the scale bar

 A dialogue box will appear where you can select the suitable scale for the work.

 Click on the properties after selecting the suitable scale

 A dialogue box will appear

 Here, you can manipulate the scale bar.

 Click on apply and or OK after manipulation

22
  Click on next till it generates.

Steps for applying scale text

 Click on the Insert menu

 Locate and select scale text

 A box will appear having varieties of scale text

 Select the suitable one and click on properties for manipulation

 Click on Apply and or Okay after manipulation

 Click on Okay and or next till it generates.

Steps on applying or generating the Legend

 Click on the Insert menu

 Locate and select Legend

 A dialogue box will appear then where you select the type of features to appear and

the number of columns of features to appear on the legend

 Click on next to proceed

 Then select the type of font or writing and font size to be used on the legend and

click on next

 Select the type of Boarder lines you want to use on the legend, then keep clicking

next till it generates.

Steps on inserting the map title

 Click on the insert menu on the menu bar

 Locate and select “title”

23
  Then type the title of the map

 Then right click on it and select properties

 A box will appear for manipulation, i.e. type of font and the size

 Click on Apply and or Okay.

3.5.11 Presentation

The map was exported through PDF (Portable Document Format) format and then

sent for printing.

24
 Data Acquisition

Data Captures (Scanning)

Raster Image

Importing the Scanned

map to Arc GIS Georeferencing Shape file creation
Environment

Digitizing

Editing

Symbolization Annotation

Lavout Creation

Map Presentation

25
Fig. 3.1: Flow diagram for digital process
Source : Author Analysis, 2021

CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 Introduction

This chapter deals with the presentation and analysis of results obtained from the

study. The analysis and presentation of results were carried out under the following

sub-themes; identify the location of colleges of education in the study area,

determine the categories of colleges of education in the study area, analyse the

distribution patter of college of education in Nigeria. The result of the analysis was

discussed and appropriate illustration portraying the spatial distribution of colleges

of education in Nigeria. in this chapter the final result was obtained using the digital

procedure.

4.2 Result Representation

Map presentation is the process where by all marginal information such as

borderline, scale, north arrow, northing, legend, titles, text and annotations etc were

presented on a map in other to give meaningful information. The map element

mentioned above are arranged and presented on the map as it were on the ground

based.

26
 4.2.1 List of colleges of Education in Nigeria (Federal, State and Private)

Table 4.1 Showing colleges of Education in Nigeria – Federal

NAMES OF INSTITUTIONS LOCATION

Federal college of education (Technical), Asaba Asaba, Delta State
Federal College of Education, Kano Kano City, Kano State
Federal College of Education (Special), Oyo Oyo, Oyo State
Federal College of Education, Abeokuta Abeokuta, Ogun State
Federal College Education, Eha-Amufu Eha-Amufu Enugu State
Federal College of Education (Technical), Gombe Gombe, Gombe State
Federal College of Education, Kontangora Kontangora, Niger State
Federal College of Education, Okene Okene, Kogi State
Federal College of Education (Technical), Omoku Omoku, River State
Federal College of Education (Technical) Potiskum Potiskum, Yobe State
Alvan Ikoku Federal College of Education, Owerri Owerri, Imo State
Federal College of Education (Technical), Akoka Akoka, Lagos State
Federal College of Education (Technical), Bichi Bichi, Kano
Federal College of Education (Technical), Gusau Gusau, Zamfara State
Federal College of Education, Katsina Katsina, Katsina State
Federal College of Education, Obudu Obudu, Cross River State
Adeyemi College of Education, Ondo Ondo, Ondo State
Federal College of Education, Pankshin Pankshin, Jos, Plateau State
Federal College of Education, Yola Yola, Adamawa State
Federal College of Education, Zaria10 Zaria, Kaduna State
Federal College of Education (Technical), Umunze Umunze, Anambra State
Nigerian Army School of Education (NASE), Ilorin Ilorin, Kwara State
Source: Author field Work, 2021
4.2.2 List of State Colleges of Education
Table 4.2 Showing College of Education in Nigeria – State
NAMES OF INSITUTION LOCATION
College of Education, Gindiri Gindiri, Plateau State
Adamawa State College of Education, Hong Yola, Adamawa State
Tai Solarin College of Education, Ijebu-Ode Ijebu-Ode Ogun State
College Of Education, Ikere-Ekiti Ikere-Ekiti, Ekiti State
Ebonyi State College Of Education, Ikwo Ikwo, Ebonyi State

27
Fct College Of Education, Zuba Zuba, Garki, FCT Abuja
Osisatech College Of Education, Enugu Enugu State
Nassarawa State College Of Education, Akwanga Akwanga Nassarawa state
Isa Kaita College Of Education, Dutsin-Ma Dutsin-ma, katsina State
College Of Education Ekiadolor, Benin Ekiadolor, Benin, Edo State
College Of Education Gashua, Damaturu Gashua, Yobe State
Kaduna State College Of Education, Gidan-Waya Katfanchan Katfanchan, Kaduna State
Osun State College Of Education, Ilesa Ilesa, Osun State
Kwara State College Of Education, Illorin Illorin, Kwara State
Kwara State College Of Education Oro, Kwara State
College Of Education, Katsina-Ala Katsina-ala Benue State
Sa’adatu Rimi College Of Education, Kunbotso, Kano Kunbotso, Kano State
College Of Education (Technical), Lafiagi Lafiagi, Kwara State
Nwafor Orizu College Of Education, Nsugbe Nsugbe, Anambra State
Adeniran Ogunsanya College Of Education, Otto/Ijanikin Otto/Ijanikin Lagos State
Alvan Ikoku College Of Education, Owerri Owerri, Imo State
Emmanuel Alayande College Of Education (EACOED), Oyo Oyo, Oyo State
College Of Education, Waka BIU Waka BIU, Borno State
St. Augustine College Of Education (Project Time), Lagos Yaba, Lagos State
Delta State College Of Education, Agbor Agbor, Delta State
Akwa-Ibom State College Of Education, Afahansit Afahansit, Akwa-ibom State
Kogi State College Of Education, Ankpa Ankpa, Kogi State
Adamu Augie College Of Education, Argungu Argungu, Kebbi State
College Of Education, Azare Azare, Bauchi State
Umar Ibn Ibrahim El-Kanemi College Of Education, Science Bama, Borno State
And Technology, Bama
College Of Education, Jalingo Jalingo, Taraba State
Zamfara State College Of Education, Maru Maru, Zamfara State
Jigawa State College Of Education, Gumei Gumei, Jigawa State
Niger State College Of Education, Minna Minna, Niger State
Rivers College Of Education, Rumuolumeni Port-Harcourt, River State
Shehu Shagari College Of Education, Sokoto Sokoto, Sokoto State
Jama’Atu College Of Education (JACE), Kaduna Kaduna, Kaduna State
College Of Education, Arochukwu, Abia Arochukwu, Abia State
College Of Education, Ila-Orangun, Osun State Ila-Orangun, Osun State
Micheal Otedola Coll. Of Prim. Education, Lagos Noforija-Epe Lagos
Kashim Ibrahim College Of Education, Maiduguri Maiduguri, Borno State
Delta State College Of Physical Education, Mosogar Mosogar, Sapele, Delta State
Enugu State College Of Education (Technical) Enugu Abakaliki Road, Enugu State
Cross-River State College Of Education, Akampa Akampa, Calabar, Cross, Rivers
Edo State College Of Education, Igueben Igueben, Edo State
Isaac Jasper Boro College Of Education , Sagbama Sagbama, Yenogoa, Bayelsa State
Kogi State College Of Education, Kabba Kabba, Kogi State
Source: Author field Work, 2021

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 4.2.3 List of Private College of Education
Table 4.3 Showing College of Education in Nigeria – Private

NAME OF INSTITUTION LOCATION

Institution of Ecumenical Education, (thinkers corner), Enugu Enugu, Enugu State

Delar College of Education Agodi Gate, Ibadan, Oyo State

City College of Education, Mararaba, Gurku Mararaba, Gurku, Nassarawa State

Ansar-Ud-Deen College of Education, Isolo Oshodi, Isolo, Lagos State

Yewa Central College of Education, Ayetoro Ayetor, Ogun State

OSISA Tech, College of Education, Enugu Enugu, Enugu State

St. Augustine College of Education, Lagos Akoka, Lagos

African Thinkers Community of Enquiry, Enugu Enugu, Enugu State

Muftau Olanihun College of Education, Ibadan Ibadan

Havard Wilson College of Education, Aba Aba, Abia State

Muhyideen College of Education, Ilorin Ilorin

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College of Education, Offa Offa, Kwara State

Bauchi Institute of Arabic and Islmaic Studies, Bauchi Bauchi

Corner Stone College of Education, Lagos Unilag, Lagos

Peaceland College of Education, Enugu Enugu

The College of Education, Nsukka Enugu State

Source: Author field Work, 2021

4.2.4 Identify the Location Colleges of Education in the Study Area

This is the process of updating various location where new colleges are been built in the area.

30
Figure 4.1 Identified the location of Colleges of Education
Source: Author field Work, 2021

31
4.2.5 Determine the Categories of College of Education in the Study Area

Is the process of categorizing schools, Colleges of Education such as Federal, State and Private,
however the map was digitized and we were able to categorize the colleges?

Figure 4.2: Categories of Colleges Education

Source: Author field Work, 2021

32
4.2.6 To Produce an Updated Map

This process involves how a map is been produced i.e. a map with various colleges of Education
Federal, State, and Private with other prominent features.

Figure 4.3 Updated Map of Colleges of Education in Nigeria

Source: Author field Work, 2021

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4.3 RESEARCH QUESTION AND TESTING

i. Where are the Location of College of Education within the Study Area?
ii. What are the different Categories of Colleges of Education in the Study
Area?
iii. How are the Colleges of Education distributed in the Study Area?

TABLE 4.4 Showing Number of College of Education Updated

S/N Colleges Number of Colleges Updated

1. Federal Colleges Education 22

2. State Colleges of Education 47

3. Private Colleges of Education 16

Total 85

Source: Author field Work, 2021

4.4 DISCUSSION OF FINDING

At the end of the analysis data was organized in a meaningful way or categorised
in other to satisfy the objectives, based on the statistical data showing how the
various colleges are being classified, their names etc, for this project title spatial
distribution of colleges of education in Nigeria (2021). The data obtained revealed
the location where different colleges (Federal, State, and Private) are been located
in the Study area.

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The Federal has the number of 22 colleges; the State has about 47 colleges while
the private has 16 colleges. It was also found out that some states has no colleges
of education in the area, and also some state have more than one college, e.g.
Enugu State, Lagos State.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1. INTRODUCTION

This chapter contains the summary of the whole project, conclusion and
recommendation, problems encountered and the references. It will also show the colleges
of education in Nigeria in which information were obtained carried out according to the
principles guiding map production.

5.2 SUMMARY AND CONCLUSION

The map is showing colleges of education in all the 36 state of Nigeria that has been
produced through the principle of cartography process. The main aim of the project is to
produce a map of colleges of education in Nigeria. The source location of colleges of
education in Nigeria i.e. the mapping process including data collection, data processing,
data analysing and data presented in other to produce an updated map. The cartographic
method used for this project is digital method for map production and design and the map
needed to be fair drawn i.e the stage of transferring details on the compilation to another
stable base material. This project is aimed at producing the map of colleges of education
in Nigeria for the purpose of planning and development of an area. The use of GIS tools
in the production of this map played an effective and essential function, I am sure that the
data collection from the base map will be useful in developing cities, towns, businessmen
and women, student, tourists, investors, and strangers. Conclusively , location of various
colleges of educations are very essential tools for easier location of particular colleges or

35
 schools on the earth surface, with that, analyst and research students should be
encouraged to be engaged in such research identifying, updating, and producing standard
map of colleges of education in Nigeria.

A lot of problems were encountered during the cause of this project work, some of which
are financial problems, data collection, etc.

5.3 RECOMMMENDATIONS

Base on the findings of the study, certain recommendation can be made to enhance updated
map showing the spatial distribution of colleges of education in Nigeria. The
recommendations are as follows.

1. There is need for educationalist to work with cartographer and GIS experts to have routine
map update of the colleges of education in Nigeria strategically so as to come up with the
current map showing the distribution pattern of the colleges and their exact location for easier
accessibility and for future use.
2. Encouragement and empowerment student interested in this type of study will overcome this
type of problem of locational accessibility.
3. Better funding of the researcher by the government and general understand are also necessary
to determine the behavioural pattern of colleges such as lecturers, student relationship and
even facilities used.

36
 References

Assmann (2002), History and Cultural Memory, on Amozon.com.

Creatng a Database, (2019), Retrieved September 2, 2019, from

Wiki:https://en.wikibooks.org/wiki/the_computer_Revolution/Database/creating_a_
Database.

Education. (2016). Retrieved September 7, 2019, from wiki.gis.com

Ikeokwu A.C. (2018). Spatial Distribution Of Colleges Of Education In Nigeria. Kaduna

Polytechnic ; Unpublished Nd Project.

Kafoubadoumbia (2000) Educational For National Development

Lawal (2010) Tertiary Institution In North West Goe-Political Zone Kaduna Polytechnic ;

Unpublished Hnd Project.

Ottong, U. (1986). Definition of Population. Retrieved from www.esl.com

Robinson. et al, (1995). Defination of Cartography for Map Reading, Department of

Cartography, University of Wisconsin Madison, Wisconsin, 53706.

Ujorha, Tadaferuea (2002). “When I Remember Nigeria, I Remember Democracy”.

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