INTRODUCTION

There is a growing awareness that research reports on educational development in Nigeria has traditionally focused on studies carried out in the cities. Statistics available on educational development are mainly on enrolment in schools in the urban centers. A substantial literature focuses on the nature of educational provisions in the urban towns in the country. It is easy to talk of the number of primary and secondary schools in towns like Yenegoa, Calabar, Benin city, Kaduna and Kano, to mention but a few. Such statistics are hardly available about educational development in the rural areas. In contrast to the traditional approach of using the provided educational statistics about schools located in the urban centers in Nigeria to generalize for the urban and rural areas, whose figures are never really available, there has arisen therefore the need for a broader conceptualization of educational development in Nigeria to incorporate the much neglected rural areas. This, too, has necessitated the prescription of multi-level analysis and micro approach as more comprehensive models of research that can integrate insights gleaned from macro approaches to the educational development in Nigeria (Bray and Thomas, 1995). Consequently, there is a growing awareness of the importance of having an understanding of the differences within territories, since only an analysis of these differences will allow for an understanding of the inequalities in educational development between the urban towns and the rural areas, which do not show up in national statistics and analysis.


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