CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of study

"Education is the key to success" a school is an educational environment where

people, particularly young children go to learn about topics such as reading,

writing and mathematics from a teacher. Most of a student's time will be spent

in a classroom, a place where usually 10 to 30 people sit in to engage in

educational discussion. (Rampell & Catherine 2011).

Schools, according to (Dewey 1975), are not just places where we learn facts

and numbers, but also places where we learn how to live. In other words, the

point is not just to learn a certain set of skills (though that helps as well) but

rather to realize one's full potential, and use what you've learned for the greater

good.

Education in Nigeria is overseen by the Federal Ministry of Education. The

local authorities take responsibility for implementing state-controlled policy

regarding public education and state schools. The education system is divided

into kindergarten, Primary education, Secondary education and Tertiary

education. Nigeria's central government has been dominated by instability since

declaring independence from Britain, and as a result, unified set of education

policies is yet to be successfully implemented. Regional differences in quality,

curriculum, and funding characterize the education system in Nigeria. Currently,

Nigeria possesses the largest population of out-of-school learning youths in the

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world.

Education in Nigeria begins with primary education at around age 5 for the

majority of Nigerians. Students spend six years in primary school and graduate

with a school-leaving certificate. (Aderinoye, 2007). After primary school

students also spend six years in secondary school. The federal Government

policy on education is adhered to all secondary schools in Nigeria. Six years of

elementary school is followed by six years of secondary school. (Glavin, Chris

2017).

The most outstanding educational problems in Nigeria, as in other parts of the

developing world, is the inadequate number of schools in various country

especially in the northern part. The problem of inadequate schools is worsened

by locational inequalities in the location of few available schools. The spatial

disproportion in the distribution of school is most severe between urban and

rural areas, the majority of the population of Nigeria occupants is the rural

areas, yet in terms of these are the most neglected sector of the population. Even

in the urban areas, there is imbalance or differences in the location of schools

due to the number of factors ranging from political to environmental

accessibility i.e. within the urban areas, there are variations in the distribution of

schools among the different zones of the areas. (Ikporokpo, 1987).

1.2 Statement of research problem

One of the pressing social challenges facing most developing nations, including

Nigeria, is the rapidly increasing social demand for education in the face of

2
steadily decreasing resources for it. The education system in Nigeria has

witnessed various challenges because of inadequate planning particularly for the

distribution of facilities in schools. Some schools may be located where they are

not needed; some may be overstaffed while others are understaffed. Some need

more infrastructure than others; unfortunately, the available resources are

allocated where they are not needed thereby making things to be difficult for

educational planners and administrators. The local government of Gwagwalada

faces a myriad of problem as it were, there are cases of in appropriate location

showing primary schools and the road that lead to the schools in Gwagwalada

area council of Federal Capital Territory Abuja.

There is no recent map showing the spatial distribution of public schools that

exit in Gwagwalada area Council of FCT-Abuja. That is why this hence the

need to undergo the process of producing a map showing the spatial distribution

(location) of public schools in Gwagwalada area council, Federal Capital

Territory Abuja.

1.3 Research Question

I. Where are the location of public schools in Gwagwalada area council

ii. What are the categories of public schools in Gwagwalada

iii. How are the schools distributed

1.4 Aim of the project

The main aim of this project is to produce a map showing the location of public

schools in Gwagwalada area council of Federal Capital Territory Abuja.

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1.5 Objectives

The objectives of this project are as follows:

I. Identify the location of public schools in Gwagwalada.

ii. Categorize the public schools in Gwagwalada area council.

iii. Showing the distribution Pattern of public schools in Gwagwalada

1.6 Scope

This project focus on the mapping of public schools in Gwagwalada area

council of FCT-Abuja. This will include the production of map of Gwagwalada

area council indicating the various public schools on a map using appropriate

scale. This project does not extend to other area council of FCT-Abuja.

1.7 Study Area

Gwagwalada area council is one of the six area councils in federal capital of

Nigeria, it is located between 8° 56' 29" North and 7° 5' 31" East. It is bordered

in the south by Kwali Area Council in the East and AMAC in the North-East.

The study area occupies a land area of about 1,043km. The topography of the

study area is ranged with numerous valleys view hills, with Zuba hill at the

north west of the territory. It is also drained by river usman. (Balogun, 2001).

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Figure 1.1 study Area.

Source: Google Earth Pro, 2018

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1.7.1 Historical Background

Before the creation of Federal Capital Territory, Gwagwalada was under the

Kwali district of the former Abuja emirate now Suleja emirate. Gwagwalada are

council was created on 15 October 1984. Its official population figure of

158,618 at the census. The relocation of the seat of government from Lagos to

Abuja in 1992 and the recent demolition of illegal structures within the federal

city center brought a massive influx of the people into the area council being

one of the fastest growing urban centers in the FCT. The population of the area

has grown to over 1,000,000 people. Gwagwalada area council is one of the five

local government area council of the federal capital territory of Nigeria, together

with Abaji, Kuje, Bwari, and Kwali, the FCT also includes the city of Abuja.

(Awowole, 2007).

1.7.2 Geographic location

The latitude of Gwagwalada, Nigeria is 8.950833, and the longitude is

7.076737. Gwagwalada is located at Nigeria country in the Towns place

category with the gps coordinates of 8° 57' 2.9988'' N and 7° 4' 36.2532'' E.

1.7.3 Climate

In Gwagwalada, the wet season is oppressive and overcast, the dry season is

humid and partly cloudy, and it is hot year round. Over the course of the year,

the temperature typically varies from 63°F to 95°F and is rarely below 57°F or

above 102°F.

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1.7.4 Population

Gwagwalada's 2021 population is now estimated at 442,591. In 1950, the

population of Gwagwalada was 3,488. Gwagwalada has grown by 32,675 since

2015, which represents a 7.97% annual change. These population estimates and

projections come from the latest revision of the UN World Urbanization

Prospects. These estimates represent the Urban agglomeration of Gwagwalada,

which typically includes Gwagwalada's population in addition to adjacent

suburban areas.

1.7.5 Temperature

The hot season lasts for 2.7 months, from January 25 to April 15, with an

average daily high temperature above 92°F. The hottest day of the year is March

1, with an average high of 95°F an low of 71°F.

The cool season lasts for 3.3 months, from June 25 to October 2, with an

average daily high temperature below 85°F. The coldest day of the year is

December 30, with an average low of 63°F and high of 91°F.

1.7.6 Economic Activities

Gwagwalada area council has a rich agriculture inheritance with plants such as

cassava, groundnut, yams, maize and rice grown in the area Gwagwalada is also

a center for the rearing and sales of variety of animals. Other important

economic activities engage by the people of Gwagwalada area council include

farming, fishing trading and huntin.

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 CHAPTER TWO

LITERATUR REVIEW

2.0 Introduction

This chapter will discuss on the review of literature concerning concepts of

school of school mapping.

2.1 RELATED LITERATURE RVIEW

According to Adelokun A. S., Akinola O. B. and Gambo O (2021) stated that

The investigation created data sets using administrative boundaries and road

networks in Ife Central Local Government area of Osun State, Nigeria. The

study also mapped spatial distribution of primary schools in the study area and

determined its primary school enrolments. The geo-database was also linked

while a spatial decision support system for educational planning purposes in Ife

Central LGA. These were with a view to ascertain the importance of GIS

technologies in school mapping. The study gathered through field work using

the Global Positional System (GPS) tool to collect the coordinate positions of

the primary schools while oral interviews were held with 10 head teachers

(N=31) or their proxies. The data so gathered were incorporated into the

Geographic Information System (GIS) environment for analysis of water body

in the study area while direct estimation of schools’ enrolments, number of

classrooms, number of teachers and their qualifications using survey approach.

Results indicated the existence of 276 classrooms, 4677 pupils and 416 teachers

in the 31 public primary schools located in little ‘water body’ areas; and major

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roads concentrated towards the southern part of the LGA. Most of the primary

schools are located in the south (4.25 to 7.235 degrees) while the northern part

of the study area had only four primary schools (7.237-7.350 degrees). The

enrolment range of primary schools in the south was 259 to 600 pupils much

more than enrolment range in the northern part (30 to 144). Results also showed

the existence of a range of two classrooms (L.A. Middle School in Iremo Ward

1) to 22 classrooms at Baptist Elementary School in Ilare Ward 4 in the study

area. The teachers possessed both Nigeria Certificate in Education (NCE) which

is described as ‘highly qualified middle level manpower in the National Policy

of Education’ (Federal Republic of Nigeria, 2013) and Bachelor degrees. The

study recommended, among many other steps, a better spread of the schools

towards the northern part in order to reduce the distance of schools thus

complying with United Nations Children Fund two kilometres distance from

homes in the study area; the need to build more classrooms in the northern part

and thus divert some resources from the south to the northern part of the study

area particularly in the urban slums; and thus, disaggregating crowded

settlement in the south. The study concluded that the GIS technology was

capable of engendering inclusivity and efficiency in the management of schools’

establishment.

Many authors have expounded views on school mapping and its relevance to

educational development (Gould, 1994; Rangaraju, 2012; Sabir, 2013;

Adelokun & Adewole, 2017). The emphasis in all these works is on the location

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of schools in appropriate parts of a community in such a way that social

exclusion is avoided. School mapping involves the identification of locations

where schools are in terms of geographical and demographic elements within a

defined area. Mapping schools is necessary for the purpose of planning either

for the establishment of new schools or estimating cost elements of human and

material resources in the school system. Akpakwu (2012) in Ekpoh (2018)

stresses the objectives of school mapping to include increased access to

educational opportunities; ensuring equity in the distribution of educational

facilities; ensuring safety and convenience to and from school; achieving ‘cost

efficiency and effectiveness’ in the use of facilities; and preventing lopsidedness

in the location of schools. Similarly, while Psacharopoulos and Woodhall (2001)

emphasis the need to avoid underutilization, Sabir (2013) calls for the need to

ensure effective distribution of facilities through the appropriate mapping of

schools. Mendelsohn’s (2005) application of school mapping in Palestine

recommends, among others, the rationalization of the network of school

curriculum, planning new schools in densely populated areas to combat

overcrowding in schools and planning the ‘deployment of teachers’

appropriately. Hence, appropriate location of schools is captured in school

mapping when planning the establishment of schools. In this age of

technological advancement, one of the tools that can be used to achieve

appropriate mapping is the Global Positioning System (GRPS or GPS), through

Geographic Information System (GIS). GIS has become a relevant tool for the

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planning of the provision of educational infrastructures particularly in

developing countries where the response rate to the social demand for education

has become so topical.

2.2 Concept of school Mapping

The word school mapping is often misconstrued to mean marking on a map the

location of existing schools, using appropriate symbols to differentiate.

However, school mapping denotes more than this. The process of location

planning in education is called school mapping. It is a dynamic process of

planning for future investment in education.

The concept of school mapping has been variously defined by different authors.

Yusuf and Akinniranye (2011), for instance, define school mapping as the

process of estimating and diagnosing school requirement and identifying the

ideal communities and sites where new schools are to be located and where

additional educational resources are to be provided. Caillods (1993) on the other

hand, considers school mapping as a set of techniques and procedures used to

identify future needs in education at the local level and to plan for measures to

be taken to meet them. According to Akpakwu (2012), school mapping is a set

of techniques and procedures used in identifying future educational needs that

are to be located in a particular community or geographical area. Sabir (2013)

sees school mapping as a dynamic process of identifying logically and

systematically the communities and sites where educational facilities provided

in a plan are to be located. According to Nwagwu (2002), school mapping is a

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concept in educational planning and administration by which institutions are

planned, coordinated and established in response to geo-political and other

considerations to ensure maximum efficiency in resource utilization and best

benefits to the end users. Gbadamosi (2005) sees it as a dynamic process of

identifying logically and systematically, the communities and sites where

educational facilities to be erected under a new educational policy/plan are to be

located. It is a way of planning education at the local level. It is also a

process whereby, on the basis of detailed diagnosis of educational situation at

the base year, future enrolments and requirements for school places, teachers

and the like, are estimated and proposals made on how to meet this requirement.

To Tochukwu in Ajayi (2007), school mapping is a diagnostic stock-taking of

educational system with a specific aim of determining what type and stock of

resources and facilities are needed in future, together with how best the existing

ones can be efficiently and effectively utilized. From these various definitions, it

can be deduced that school mapping is a vital planning tool that helps

organizations to arrive at rational decisions regarding location of educational

institutions, as well as, the distribution of educational facilities across different

geographical locations to ensure optimum utilization.

From these several definitions, it can be deduced that school mapping is a vital

planning too that helps organization to arrive at sensible decision regarding

location of educational institutions, as well as, distribution of educational

facilities across different geographic locations to ensure optimum exploitation.

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2.2.1 Situation needs of school mapping

There is various situation that arise which make school mapping a necessity.

Such educational situations include the followings:

1. Educational backward areas

School mapping is desirable in educational backward areas. These are areas

that have low enrolment and participation rate. The essence of school mapping

in such situation is to increase the rate of enrolment, as well as, identifying the

needed resources in order to make appropriate recommendation. According to

Ifebuzor, Nkemakolam and Akintoye (2015), the main purpose of school

mapping is to work out a programme which will enhance the expansion of

education facilities, taking into consideration the regional inequalities and

economic requirements, such as provision of vocational and technical

components of primary and secondary schools.

2. Sparsely populated areas

School mapping is necessary in areas that are sparsely populated in order to

determine school catchment area, improvement of participation rate and

adaptation of school programs to client needs.

3. Densely populated areas

School mapping is very essential in areas that are thickly populated so as to

improve the participation rate and expand the educational system in order to

cope with the needs of the catchment communities.

2.3 Public schools

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Public is defined according to Collins English Dictionary as relating to the

government or states, or things that are done for the people by the state. The

word school is defined by Merriam-website dictionary as an organization that

provide instruction. As an institution for the teaching of children. Therefore,

public schools are schools control by the government. The public schools are

managed or controlled either by federal government, local or state

governments. Some of this public schools are primary schools, secondary

schools. Public schools are also a learning institutions that are funded by local,

state and/or federal governments or a school own by the three tiers of

government not individual for the purpose of supplying institution where

people go to acquire knowledge. (Adukwa 2009).

2.4 EDUCATION IN NIGERIA

Education is a way of acquiring new skills and knowledge for the purpose of

productive affairs in the community (society). (Onyukwu 2020) observed that

education is the tool for the acquisition of skills, relevant knowledge and habits

for surviving in the difference world. The place of education in national

development cannot be overstressed. Its importance is stressed in the opening

statement of the national policy on Education (2004) where it is commended

that "education in Nigeria is an instrument par excellent for effecting national

development". In other words, education is not just a medium of skills and

knowledge acquisition rather is also a tool for nation building. Primary and

secondary education is the first level of education in Nigeria. Apart from home

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the first agent of socialization, primary is the first level that introduces formal

education or literacy to children (David 2008) primary education is also a

fundamental upon which all other levels of education are formed.

Education has been described by (Nweke & Salami, 2012) as the bottom of

every society and tool for nation development. It is the dynamic instrument for

economic and social movable at the personal level and an instrument for

transformation of society at the national level. Similarly, (Ahmed, 2011l)

posited that education in Nigeria is nationally conceptualized not simply as the

medium for culture transmission but the major vehicle for accelerating

individual, community and national growth. It is a way through which the

society generate the skills and knowledge required for its sustenance and

survival.

After independent in 1960, Nigeria government made efforts to reorganize the

education system in the range of the yearning of the time. (Abba, 2010) opined

that Nigeria’s government after independent favored a policy school system that

would promote a national identity over ethnic and religious differences. A

successive government used government education (public) to promote national

unity and build human resources for the research of the country 's natural

resources.

2.5 Benefits of Government (public) schools to the community

Since public schools admit all children in the community those that attend the

schools are more opportunities for social interaction than many homeschool

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students. Public schools are far from absolute, they still offer meaningful

benefits to the students that attend their classroom every blessing day.

(According to public school review 2019 Public schools or education has gotten

a bit of a bad rap in present decades, as many families are investigating other

education options like private school’s charter schools and homeschooling. The

benefit of public schools to the society is as follows:

2.5.1 Academic Opportunities

Public schools often have the resources to offer more academic opportunities

like advanced classes and courses in specialized subjects like technology and

the arts, according to Education Bug. Options might include gifted and talented

programs, International Baccalaureate and Advanced placement classes.

Students that want to excel will find various chances to do so, while those not

inclined to academic acceleration find choices at their ability level as well.

2.5.2 Extracurricular opportunities

In addition to the choices in the classroom, students in public school often have

more options in activities after the last bell rings for the day. From athletics to

music and theatre, most schools offer a variety of extracurricular activities to

keep students learning and excelling in the areas they are most interested in.

2.5.3 Accountability

Public schools are held accountable by the state for their academic performance.

while some have complained this has led to an overabundance of standardized

testing, the schools do at least have a higher authority they must answer to. This

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prevents abuse and leads to management of falling schools much more quickly

than if the school did not have such accountability.

2.6 Mapping of public schools

According to (Abbas 2020) define map as a graphical representation of the earth

surface either part or the entire surface drawn to a scale in a flat surface or

paper.

School mapping is the science and art of building geospatial databases with

relational databases of educational, demographic, economic and social

information for educational and schools directorates to support educational

planners and decision making (Karbhari & Sudhir 2016).

School mapping is a set of techniques and procedures used to estimate future

education requirements at local level and work out what needs to be done to

meet them. In that sense, school mapping is a micro-planning exercise, with the

specificity that it seeks a better match between the supply of, and demand for,

education. Do not confuse school mapping with a simple “atlas” merely

showing the location of schools. Showing where schools are located, though

very useful, is but the first stage of school mapping. Unlike an ordinary map

that by its very nature is static, school mapping gives a dynamic and prospective

vision of how the education service should look in the future, showing its

buildings, teachers, and facilities, to enable the implementation of education

policies (Sylla & Tournier, 2013).

Geology: Remote sensing is used as a tool to extract information about the

17
surface of the land structure, composition or subsurface, is often combined with

other data source providing complementary measurements.

2.7 The role of GIS and Remote sensing in mapping

GIS is a geographic information system (GIS) is a framework for gathering,

managing, and analyzing data. Rooted in the science of geography, GIS

integrates many types of data. It analyzes spatial location and organizes layers

of information into visualizations using maps. GIS allows you to link database’s

and maps to create dynamic displays. GIS manage location based information

and provides tools to display and analysis of various statistics, such as economic

development opportunities population characteristics and vegetation. It provides

tools to visualize, overlay and query those databases in some ways not possible

with traditional spreadsheets. These abilities differentiate GIS from other

information systems and make it valuable to a wide line of public and private

organization for explaining events, predicting results, and planning design

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction

Methodology is the systematic approach taken to accomplish the stated aim and

objectives of the research. It encompasses all the procedures undertaken in the

fulfilment of this project, both digital and analogue processes of producing a

map. It ranges from data acquisition, data processing, to information

presentation.

3.1 Data acquisition

The project started from getting the base map of the study area through Google

earth pro. 2018 base map. The base map was georeferenced and digitized to

map out the classes of features. A trip was made to the study area to identify and

gather geographical coordinates of each school and list of streets. Those

coordinates were obtain using hand GPS Receiver.

The data used for this project are categorized into two: primary and secondary

source, in graphic and non-graphic formats.

3.1.1 primary Data

This are data obtained from direct source, that is field trips which include data

obtain from global positioning system (GPS) For example Field observation

such as ground coordinates of each public schools and school names in

Gwagwalada area council

3.1.2 secondary Data

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This consist of data gotten from readily available sources. A 2018 Google Earth

pro. map of the study area was obtained and used as a base map for the project.

3.1.3 Graphic Data

This refers to the base map of the study area (Gwagwalada area council)

3.1.4 Non graphic Data

This non graphic data consist of all the ground coordinates and names of

schools gotten from field work in Gwagwalada

3.2 Data Sources

The table below shows the sources of the data used during the project.

/No Data Type Source

1. Base map Secondary data Google earth pro

2018
2. Coordinates of the Primary data Field work

schools (using GPS)

3. Names of the schools Primary data Field survey
Source: Field observation, 2021

3.3 Hardware and software requirements

3.3.1 Hardware/ Equipment

This consists of all materials, equipment’s and instruments used in the project.

E.g. personal computer(PC), Asus laptop, mouse, light table and printer.

3.3.1.1 Materials

The materials used during the project work include, ink, paper, drafting film

3.3.1.2 Instruments

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This involve the instrument used during the project: Rotring pen, Stencil, Set

square.

3.3.2 Software

The following software’s was used during the project, Google Earth pro. 2018,

ArcGIS 10.3, Microsoft word 2016 and Microsoft excel 2016.

3.4 Data Processing

This process refers to the steps involve in accomplishing this project. The two

main methods involve in processing the data is digital process and analogue

process.

3.4.1 Digital process

Digital mapping (also called digital cartography) is the process by which a

collection of data is compiled and formatted into virtual image. The primary

function of this technology is to produce maps that give accurate representations

of a particular area, detailing major road arteries and other points of interest.

The technology also allows the calculation of distances from one place to

another. (David, 2020).

3.4.1.1 Data acquisition

Data acquisition is the gathering or collection of raw facts which are collected

and analyzed to become information i.e. the relevant data needed to produce a

map. Data can be acquire through the following method e.g. Cartographic

(existing map), Photogrammetric (Ariel photographs), Surveying (survey field

data), Remote sensing and GIS (Satellite imagery) etc. Data acquisition is

21
classified into raster and vector. Raster data consist of matrix of cells(pixels)

organized into rows and columns (Grid) where each cell contains a value

representing information. The vector data are structures comprised of vertices

and paths represented with basically three symbol features: Points, Lines and

polygons(Areas). This project work was obtained through the method of

surveying (field work), remote sensing and GIS (google earth to get base map)

and the coordinates obtained from the global positioning system (GPS).

3.4.1.2 Data entry

Data entry is the process where the acquire data (GPS coordinate, school names,

and base map of the study area) is being insert (Add data) into the working

environment of the software (ArcGIS 10.4).

Steps in data entry are:

- Click on add data on ArcGIS interface

- select the folder in which your map is been saved

- Click on the map or data and click add.

3.4.1.3 Geo-referencing

Geo-referencing is the process of relating the satellite imagery/scanned map to

its true ground coordinates. The imputed base map of the study area is

georeferenced using the georeferenced icon or toolbar on the ArcGIS software.

Steps in geo-referencing are:

- Click on add control point

- Click on georeference point

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- Right click and input x and y (apply the same process in all the points)

- Click on georeferencing on ArcGIS interface

- Click on transformation - select from the option

- Click on georeferencing

- Click on updating to geo-referencing to save

3.4.1.4 Shapefile Creation

This is the process of creating layers that will be used during

digitizing(vectorization). i.e. the shapefiles created will be used to represent the

geographic features (point, polyline and polygon). Point symbols were created

for single dimensional features like schools, polyline symbols for 2-dimentional

features like roads, while polygon stood for 3-dimentioal like rivers of the study

areas.

The steps in shapefile creation

- Click on catalog box on ArcGIS interface

- Select a folder and right click

- scroll to new and click on file shapefile (under it you create your features
class)

- write the name of the feature and select the type of symbol (line, point and

polygon).

- Click next
- Choose the coordinate system you want to use and click OK.

3.4.1.5 Digitizing

This is simply the process of converting raster image/data to a vector

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(vectorization). The method used is on-screen digitizing. All features on the

acquired map of the study area were digitized.

The steps in digitizing.

- Click on editor and click on start editing

- And table of create layer will appear then click on the feature you want to

digitize.

- After digitizing, right click on the layer you have digitize on.

- Click on attribute table to open.

- Click on table option.

- click on add field and write your field name.

- Select text and click OK

3.4.1.6 Editing

This is the process of deleting or correcting errors during digitizing. The editing

is done to avoid presenting map with undershooting and overshooting

Steps in Editing

- Click on editing

- Click on start editing

- Click on the layer you want to edit

- And dialog box will appear containing all the features

- Click start editing

- Right click and scroll down to finish sketch and click

- To label your edit Feature click on attribute table of the layer you are editing.

24
- Then input the name

3.4.1.7 Symbolization

Symbolization is the process of creating signs and marks that can be used on the

map to representing various geographic features digitized.

Stepes in symbology

- Right click a layer, select properties

- Click on symbology, under symbology

- Click on categories first and select unique Value.

3.4.1.8 Text Annotation

This is the process where names and numbers(Alphanumeric) are being entered

on the map. Names of street and schools were inserted using this procedure.

Stepes in text annotation (labeling)

- Click on layer select properties,

- Click label,

- Click label all features on the layer.

- Click label field to choose the name of the field you want to use.

- Apply and click ok.

3.4.1.9 Layout creation

This is the process where all the marginal information like tittle, Legend, North

arrow, Scale, Border and neat line, etc. are placed in their various positions so as

to give meaning to the map. All mentioned above where done in the project.

25
 Steps in layout creation

- Select on view

- Click on layout

* lnserting of grid

- Right click on layer, scroll down to properties and click

- Click on grid

- Select new grid and choose grid of your choice

- Click next, click next again, then click finish, click apply and click OK.

* Inserting of scale text, scale bar, legend and map tittle

- Click on insert

- Click on any of either legend, scale and map tittle

- Select the best of your choice, then click apply and OK

3.4.2.1 Presentation

This is the process of printing or displaying the hardcopy or softcopy map using

the monitor or printer.

Steps in map exportation or printing

- Click on file

- Click on print preview to view the map

- Click on print

- Click on setup to choose paper size

- Click OK.

3.4.2 Manual process

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3.4.2.1 Specification

Specification is the management that has to be followed in order to encounter

with the standard requirement. A document which sets out the standards to be

observe in the production of a map which defined or represents the sheet layout,

marginal information and symbols to be adopted is described as a specification.

Table 3.3: Symbol specification

Symbol Size of the pen used(mm)

Border line (outer) 0.5
Border line (inner) 0.2
Major roads 0.2
Minor roads 0.2
Dual carriage 0.2
Footpath 0.2
Other road 0.2
Stream 0.3
River 0.2
Buildings 0.2
Source: Authors work, (2020)

Table 3.4: Text specification

Text Pen(mm) Stencil(mm)

Map tittle 0.5 0.5

Sheet name 0.2 0.2

District name 0.3 0.3

River name 0.5 0.5

Publisher name 0.2 0.2

Name in the legend 0.2 0.2
Source: Authors work, (2020)

3.4.2.2 Generalization

27
Generalization is the process of reducing, selecting, eliminating, removing and

representation of details approximately to a scale that suit the map or without

destroying their physical shapes.

3.4.2.3 Compilation

This is the assembling and fitting together of the geographic data that are

entered in the map, so as to achieve a designation. This should be done in a

stable material (drafting film) in order to ensure stability and proper fitting.

3.4.2.4 Symbolization

This are diagrams, letters, marks, abbreviations used on a maps and other

graphics which by conventionally usage represent specific phenomenon.

3.4.2.5 Fair Drawing

This is the process of depositing ink on a translucent material (drafting film) to

form a affirmative image. This can refer to as drafting.

3.4.2.6 Printing

Printing is the process of printing the fair drawn map on an appropriate size

paper, fair drawn map is a potion out of digital map.

3.5 Method of data analysis

The coordinate of schools in the study area were type into excel spreadsheet and

further imported into the base map using ArcGIS 10.3. Different symbols and

colors were to differentiate the categories of schools. Names obtained from field

work were used to identify the schools. GIS techniques were employed to

discover the number of schools that exist in the study area, the number of

28
schools that exist in the area according to the categories and the percentage

coverage of the various categories.

29
 3.6 Flow Diagram

This indicate the sequence of operations for production of the project map,

starting from compilation to printing stage.

Data Acquisition

Data Captures (Scanning)

Raster Image

mporting the scanned map to Arc GIS Environment Geo-referencing Shape file creation Creation

Digitizing

Editing

Symbolization Annotation

Layout Creation

Map presentation

Figure: 3.1 Flow Diagram

Source: Field work.

30
 CHAPTER FOUR

RESULTS AND DISCUSSION OF FINDINGS

4.1 INTRODUCTION

This chapter discuss the results gotten from the findings of this research.

The chapter is further broken down into introduction, for introducing the

chapter then results, which presents the result based on the objectives as

stated in the previous chapter, and finally the discussion of findings

which stated some facts about the research. It also deals with the data

presentation and display of the digital maps produced in this research.

4.2 RESULTS

The anticipated result of this work is to successfully produce a map

showing the spatial location of schools in Gwagwalada Local

Government Area of the Federal Republic of Nigeria (FCT). The result of

this work is achieved by carefully carrying out objectives of this work as

stated in the previous chapter.

4.2.1 Identification of the location of public schools in Gwagwalada LGA,

Abuja using geometrical symbols

All the public schools in Gwagwalada Area Council of FCT-Abuja was

identified and represented using point geometrical symbols i.e. from the

layer created in the digital map. The database for the public schools was

then created based on the existing geometrical symbols. The diagram

31
 below shows how the public schools were represented.

Figure 4.1: Identification of the public schools in Gwagwalada Area

council Abuja, using geometrical symbols
Source: Author’s Work, 2021

4.2.2 Categorizing the schools identified based on Primary and Secondary

Through the database created (i.e. attribute table), the schools were

categorized based either primary or secondary. The field or column for

shape, subtype, category, names, then x and y coordinates were created

accordingly and filled according to the attributes of the school. The data

32
 on the attribute table were well arranged to enable manipulation,

checking, and updating record operations. The diagram below shows the

categories of the public schools identified based on primary and

secondary schools.

Figure 4.2: Categorizing the schools identified based on Primary and

Secondary
Source: Author’s Work, 2021

33
 Note: The schools identified in green are the primary schools while the
ones identified with red colours are the secondary schools

4.2.3 Producing a map showing the spatial location of schools in

Gwagwalada Area council, Abuja.

Final objective is to produce a map of Gwagwalada Area Council

showing the spatial location of public schools. Which at the end, the map

was finally produced at the scale of 1: 150,000.

Figure 4.3: Map showing the spatial location of public schools in

Gwagwalada Area Council, Abuja.
Source: Author’s Work, 2021

34
4.3 DISCUSSION OF FINDINGS

At the end of this work, the researcher was able to produce the map of

Gwagwalada Area Council of Abuja showing the spatial distribution of

public schools. In the process of producing the map, the researcher finds

out that there is total number of one hundred and fifty-five (125) schools

in the study area, furthermore, seventy-three (73) out of one hundred and

twenty-five (125) were found out to be primary schools while the

remaining fifty – two (52) are secondary schools. The primary and

secondary schools were differentiated using different colour so as to show

the hierarchy among the schools. Black colour was used for the secondary

schools while green colour was used for the primary schools.

35
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATION

5.1 INTRODUCTION

This Chapter concludes the whole research work, it summarizes the

whole project and then stated things like the problems encountered and

also provides the recommendations for other fellow students to follow.

5.2 PROBLEMS ENCOUNTERED

The major problem encountered during this project is the money for

acquiring the instrument and the system of data collection. This research

work was done during the global economic crisis and the data was from

another state, far away from the school of study.

5.3 SUMMARY AND CONCLUSION

This work was conducted so as to produce a map of Gwagwalada area

council in Abuja showing the spatial location of public schools. It

comprises of five chapters which chapter one includes the background of

studies and other details of the study area including aims and objectives.

Chapter two includes reviewing of past literatures and other related work

on the same topic, then chapter three stated the methodology used while

conducting this research, chapter also entails the data presentation based

in the objectives and finally chapter five concludes the whole work.

36
5.5 RECOMENDATION

I want to recommend the authorities of Kaduna Polytechnic to provide

more computers, and cartographic software’s in studying Cartography

and GIS, also to further develop a strong hold association and register all

the students.

It will be highly important if the department can be equipped with lots

using computers and software’s to makes things easier for student

especially those studying Cartography and Geographic Information

System.

37
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