INTRODUCTION
1.1 Background to the Study
According to National Population Commission (2012) it is
generally believed that Nigeria has a total population of 170 million people,
out of this number 67% live in the rural areas while the remaining 34% live in
the urban centres. Nigeria is a country in Africa continent located in West of
Africa close to the equator extending from latitude 4˚N to14˚ and from
longitude 3˚E to 15˚E. Except for the Atlantic ocean to the south, Nigeria is
surrounded by French-speaking countries; Niger, Cameroun and Benin Republic.
Nigeria is a third world country which means it is a developing country.
However, the fact that most of the population reside in the rural areas
indicate that rural areas need more of infrastructural development such as good
roads, electricity, good and well equipped schools for the growth and
betterment of the people living in the rural areas (Anyanwu, 2011).
However, in Nigeria, the reverse is the case. More attention
is given to the urban centre for the detriment of the rural areas, as a result
of the notion that urban centre are more populated; so they need more basic
infrastructure than the rural areas. This perception has caused imbalance
between the urban centre and the rural dwellers by creating a wide gap (Akintayo
& Oghenekohwo, 2004).
By this gap the urban centre are growing immensely living the
rural areas in a state of stagnation and depreciation which is growing at an
alarming rate. Therefore, education has a controlling influence over the
development of rural societies, communities, individual or group of individuals
and families which leads to the reduction of low income rate, poverty and
rural-urban migration (Akintayo & Oghenekohwo, 2004).
Although, education has made a significant impact on rural
areas in terms of marking personnel maintenance, system of supplying farm
production, health care and good governance, but failure of government to
tackle rural development and recognition of the importance of rural areas and
rural people to the economic development process still remains an issue (Shaffer,
2003).
The major aim of education is learning which is achieved
through the teaching and learning process. According to Plato (437-337 BC)
“Aesthetic education brings grace to the body and nobility to the mind. Until
man in his physical and sensuous mode of being has been accustomed to the laws
of beauty, he is not capable of spiritual liberty”. Therefore, education would
be incomplete without due consideration being given to rural areas (Biggs, 2006).
Education holds a significant place in this regard, so far as
it forms a very convenient and powerful medium for individuals to express
themselves in a variety of ways in any situation including his mental skill in
relation to overall academic performance. However, it is sad to note that some
schools in rural areas have no rooms allocated for teaching even some with
class rooms lack furniture; in some schools, teaching is carried on in
makeshift classrooms and this can be uninspiring and boring (Aspen Institute 2009).
Madeki , (2008), inadequate and half-baked teachers in some
secondary schools are also an issue of concern.
Madeki stressed further that education impacts social change, by
improving individual social position as well as standard of living. Education
also increases critical ability of rural people to diagnose their needs, assert
their right, taking greater control of decision affecting their lives.
Education has the potential to respond to the transformation of rural areas,
increase labour force and enhancing security.
As the pivot of the educational system, the National policy
on Education (FRN, 1981) noted that teachers in all educational institutions
including the universities, should be professionally trained because is
considered as a tool to be used for the integration of the individuals into the
society to achieve self-realization, develop national consciousness, promote
unity and strive for social-economic, political, scientific, cultural and
technological progress.
Durojaiye (2008) indicates three aspects that are of
immediate relevance to education: 1. The learner, his growth and
development, his needs and motivation, his individual characteristics and
achievement, his nutritional state and the child-rearing approached employed by
his parents. 2. The learning situation, the school and wider society, the
cultural context and effects on learning. 3. The learning process and the
teacher who makes them happen including his method, approaches and
personality.
Education has brought about phenomenal changes in every
aspect of human’s life. Mahmudul, (2009) opines that education is a process
which brings about changes in the behaviour of the society. It enables every
individual to efficiently and effectively participate in societal activities
and make a positive contribution to the progress of the society. Education
create awareness in the rural areas regarding their right to education as
stipulated in Article 26 of the United Nation Declaration of Human Right (1984)
which says that: 1. Everyone has the right to education. 2.
Education shall be free at least in elementary and fundamental
stages 3. Primary education shall be compulsory 4. Education
shall be made generally available and higher education shall be equally
accessible to all in the basis of merit.
The concentration of education in urban centres rather than
rural areas has done more harm than good; it accelerates rural-urban migration,
generating youth unemployment. This makes rural areas undergrowth or
underdeveloped. Education enhances the capacity of people, expanding the area
of competence and changes orientation and attitude which significantly improve
the life style of people both in rural areas and urban centers (Carnoy, 2005).
According to World Bank (2002) Education policy and programme
must be carefully designed at both national and local levels. Impact of
education in area of health is indisputable especially in area of mortality
rate. However, in other to lower Maternal Mortality Rate (MMR) Infant Mortality
Rate (IMR) and achieve the lowest possible Total Fertility Rate (TFR) in rural
areas, education has a crucial role to play in girls that dwell in the rural
areas, better education of a female child or pass through a process of learning
can drastically reduce maternal and infant mortality; it will also bring about
positive impact for family health, birth spacing, few children and fertility
related issues, better care of children, seeking right services and counsel at
the right point in time and the right places, and promote health and survival
and life expectancy along with economic productivity for a better standard of
living.
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