Abstract
The study investigated the role of formal education as a catalyst for socioeconomic and cultural transformation in underdeveloped communities of Sokoto State, using the defunct Silame Local Government Area, now comprising Silame, Binji, Tangaza, and Gudu LGAs, as a case study. A mixed-methods descriptive survey design was employed, integrating quantitative data from education records and household surveys with qualitative insights from key informant interviews. The sample comprised 380 respondents selected via a multistage sampling technique. Data analysis utilized descriptive statistics, Chi-square, at a 0.05 significance level. Findings reveal significant educational inequities across the LGAs. Tangaza outperformed others with a 49% girl-child enrolment rate, 74% qualified teachers, and 61% functional school sanitation coverage, while Gudu trailed with 28%, 53%, and 22% respectively. Chi-square results confirmed a significant relationship between tertiary education attainment and socioeconomic impact (χ² = 22.46, p = 0.001), with Tangaza recording higher participation in health (72%) and agricultural programmes (68%). Education was shown to positively transform socio-cultural practices: early marriage rates declined from 42% to 29% in Tangaza and exclusive Qur'anic enrolment reduced by 26%. Key obstacles include insecurity, weak infrastructure, political interference, and cultural resistance. Community perceptions critically influenced enrolment and development; while Binji and Gudu perceived education as culturally subversive, Tangaza and Silame demonstrated increasing acceptance linked to economic and social benefits. The study concludes that despite modest attainment, education remains pivotal in driving incremental social modernization and economic diversification in rural Sokoto State. The study has demonstrated, with context-specific evidence, that formal education in underdeveloped Sokoto State communities significantly influences socioeconomic and cultural change, though unevenly distributed. It has confirmed the multidimensional obstacles hampering educational delivery and highlighted perception management as a key strategy for improving educational outcomes. It recommends integrated security-education initiatives, girl-child scholarships, and culturally sensitive advocacy programmes to address persisting educational and developmental inequalities.