The religion and its education came to Nigeria through the ancient Kanem- Borno Empire, covering the present Borno, Bauchi and part of Gongola States (Fafunwa, 1974; Abdulkareem, 1990). It was further argued that the Empire later extended to the Lake Chad and to as far north to Fezzan (Ifemesia, 1965).
Through trade and diplomatic ties Kanem had become a centre of Islamic education. By the end of 12th century AD, renowned Muslim scholars and teachers from Timbuktu in Mali were found in the empire advancing the education. From this point the education spread to Kano, and Katsina. The Jihad of Shaykh Usman Dan Fodio in 1804 did not only lead to the widespread of the religion and education in the northern, and to some extent; the south western part of Nigeria, it also revived the genuine Islamic practices there.
Exercise 5:
Presently, the National Policy on Education, which was first introduced in 1977, makes Islamic Studies a core subject in Junior secondary and an elective in Senior Secondary levels. While Arabic studies is made an elective subject at both junior and secondary school levels. Arabic language and literature as well as Islamic Studies are currently offered for study in some Colleges of Education, Polytechnics and Universities in Nigeria. Certificates, diplomas and degrees are awarded in these disciplines also.
But today, Quranic schools are restructured to meet some tenets of modernization in Nigeria. There are about four categories of Quranic schools.
The first category is called “Ile Kewu” model. This type of Quranic school still operates in the house of the teacher. There is no codified rules and no fixed standard, and no particular fixed period of learning. These things vary from teacher to teacher. Parents and pupils rather show appreciation to the teacher in kind or cash.
The second category of Quranic school is neither strictly formal nor completely informal. The schools are not run in the teachers’ homes as in the case of the first category. Classrooms and benches are provided for the learners, as in the formal school system, but it lacks uniform standard and rules. The school lays emphasis on Islamic studies with Arabic language as its medium of communication.
There is the third category of Quranic schools. These schools function like the formal schools with approved syllabuses, classrooms, timetables. They also (for consistency) prepare their pupils for the same external examinations such as the Senior School Certificate Examination (NECO and/or WASSCE). They offer all if not most of the secondary school subjects. Some of them learn through the medium of Arabic language. There is also another category of Quranic schools. They are run like other formal secondary schools. Unlike other categories mentioned earlier, this category of Quranic schools use English Language as the medium of instruction for all the subjects offered, including Islamic studies. This is the category of Quranic schools that produces most of the candidates for admission to various tertiary institutions (Jimoh, 2004).
Through trade and diplomatic ties Kanem had become a centre of Islamic education. By the end of 12th century AD, renowned Muslim scholars and teachers from Timbuktu in Mali were found in the empire advancing the education. From this point the education spread to Kano, and Katsina. The Jihad of Shaykh Usman Dan Fodio in 1804 did not only lead to the widespread of the religion and education in the northern, and to some extent; the south western part of Nigeria, it also revived the genuine Islamic practices there.
Exercise 5:
- When and how did Islamic education come to your community?
- Two major factors accounted for the rapid Islamization of Nigeria, name and discuss them; .
Islamic Education in Nigeria Today
Within the present formal (secular) school system in Nigeria, Arabic and Islamic Religious Knowledge have become relevant at all levels. Both subjects (Arabic and Islamic Religious knowledge) gained recognition into the school certification examination in Nigeria in the late 1950s (Balogun 1985). Balogun further argued that IRK (Islamic Religious Knowledge) and Arabic language syllabi designed by the West African Examination Council came into use in 1968 and 197 respectively for the subjects. In 1975 Islamic Studies syllabus was designed for the Higher School Certificate and general Certificate in Education (GCE) Advanced level. Subsequently, in 1976, the Arabic studies syllabus was introduced (Balogun, 1985 p. 74).Presently, the National Policy on Education, which was first introduced in 1977, makes Islamic Studies a core subject in Junior secondary and an elective in Senior Secondary levels. While Arabic studies is made an elective subject at both junior and secondary school levels. Arabic language and literature as well as Islamic Studies are currently offered for study in some Colleges of Education, Polytechnics and Universities in Nigeria. Certificates, diplomas and degrees are awarded in these disciplines also.
Quranic System of Education in Nigeria
Quranic schools originally started in the premises of mosques. The school later began to operate in the respective teacher’s house, preferably in the sitting room, verandah or courtyard. There was no standard regulation or quality, as everything depended on the availability of space and the quality and personality of the individual teacher.But today, Quranic schools are restructured to meet some tenets of modernization in Nigeria. There are about four categories of Quranic schools.
The first category is called “Ile Kewu” model. This type of Quranic school still operates in the house of the teacher. There is no codified rules and no fixed standard, and no particular fixed period of learning. These things vary from teacher to teacher. Parents and pupils rather show appreciation to the teacher in kind or cash.
The second category of Quranic school is neither strictly formal nor completely informal. The schools are not run in the teachers’ homes as in the case of the first category. Classrooms and benches are provided for the learners, as in the formal school system, but it lacks uniform standard and rules. The school lays emphasis on Islamic studies with Arabic language as its medium of communication.
There is the third category of Quranic schools. These schools function like the formal schools with approved syllabuses, classrooms, timetables. They also (for consistency) prepare their pupils for the same external examinations such as the Senior School Certificate Examination (NECO and/or WASSCE). They offer all if not most of the secondary school subjects. Some of them learn through the medium of Arabic language. There is also another category of Quranic schools. They are run like other formal secondary schools. Unlike other categories mentioned earlier, this category of Quranic schools use English Language as the medium of instruction for all the subjects offered, including Islamic studies. This is the category of Quranic schools that produces most of the candidates for admission to various tertiary institutions (Jimoh, 2004).
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