This
paper
attempts an overview of Islamic educational
system in
Nigeria. It examines the two key concepts which are germane to the whole
discussion of the subject matter. These are educational system generally and
"Islamic educational system" specifically. the paper also attempts to
give an historical account of both Western and Islamic
educational system in Nigeria. There is a/so a discussion of
the structure of the two systems of education as well as their development. The
inhibitive factors affecting the development of Islamic education in Nigeria
are chronicled. Lastly suggestions are offered on how best to move Islamic
educational system forward in Nigeria.
THE OVERVIEW OF ISLAMIC EDUCATION SYSTEM IN NIGERIA
INTRODUCTION
There
are two approaches to looking at what the concept of educational system is. One
can look at it in terms of the rung or the ladder of an educational system. In
this case, there will be formal, informal and non-formal systems of education.
Formal educational system has a ladder or from primary to tertiary levels of
education. It is a structured education. In addition, it is pertained for specific
age, time and purpose. In Nigeria, the two types of educational system that
fall within the aforementioned are western and Islamic education. The second
approach is to look at the concept from the perspective of its application and
its tradition. In so doing, the traditional and culture of the vanguards of the
system would be borne in mind. In this wise, we shall be talking about the
western system of education, the eastern (Islamic) educational system and the
traditional system of education. Whereas western educational system promotes a
Euro-American cultural orientation, Islamic system of education promotes all
that is Islamic. The traditional educational system is predicated on the
tradition and culture of the society. This is why it is informal and it is as
old as man himself.
Concept
of Islamic Education
Many attempts
have been made to define Islamic education. According to Ashraf and Hussain
(1979), Islamic education entails giving instruction on purely theological
mailers, such that the trainee would be able to practice the five pillars of
Islam. Similarly, Mohammad (1980) opined that Islamic education is a process of
self-discipline, which ensures spiritual and intellectual growth of the
individual.
However,
neither of the above can stand the test of our time because, we have to realize
that Islamic education is not confined to ensuring the practice of the five
pillars of Islam. The pillars only constitute the
Ibadan aspect of the religion. Not only this, spiritual and
intellectual development are but two of the three important dimensions of
personality development, the definitions leave out the psychomotor domain.
We
may wish to consider Islamic education as a system of education, which entails
ideology concept expounding the very nature of life (here and after), and
prescribing the position of man and is role on earth. In arriving at this
definition, this writer is greatly influenced by the opinion of Qutub (1997)
from which we can infer that Islamic education includes the doctrine and
pragmatic set up which emanate from and premised on the ideological framework
The framework in question entails ethics and its sustaining power, politics and
its characteristics, social order and its values, economic precept and its
philosophy and internationalism in its ramification.
In
Nigeria today, there are sumo people who adopt a confused approach to defining
Islamic education. These people deliberately refer to Islamic education as
being synonymous with Islamic studies, which is just a subject in the Nigerian
western-oriented educational system. The basic discernible difference is that
Islamic studies is an academic subject offered in a formal school settings,
whereas, Islamic education refers to the total of the upbringing of an
individual within the content and context of Islam. It therefore transcends the
classroom setting. It can be received formally, non-formally and informally.
SYSTEM OF EDUCATION
IN NIGERIA
(a) Western Educational system
A
discussion of the western educational system in this paper is considered
necessary not only to make a comparison later, but also because of its
overbearing influence on our lifestyle in Nigeria. It is increasingly becoming
clearer that almost everything either depends n or draws inspiration from the
Euro-Christian system of education in the country. The reason for this
development may be the concomitant effect of the tragic and offensive colonization
of our country by the Europeans who were Christians. The western education
unlike the traditional system of education that emphasized the real acquisition
of Knowledge, skills and values emphasized the accumulation of certificate.
This trend has permeated all the levels of the formal system of education in
Nigeria.
A
look at the history of western education in Nigeria indicates that the system
has its origin traced to the arrival c; the Portuguese, the first European
people to set their feet on this part of Africa. According to Fafunwa (1974),
the Portuguese came to the Guinea Gulf towards the end of the 15th
century. The origin aim of the people who introduced Western education was both
economic and religious. They wanted customers who would be able to understand
them and served as interpreter. This they believe would boost their commercial
activities. In addition, they felt strongly that in order to be good customers,
the native must accept Christ. Hence it was their
goods on the right hand, and the Bible on the left.
Expectedly,
neither the attractive goods nor the strange religion could persuade the
indigenous chiefs who revolted against what was regarded as unwanted intrusion
into their land. The resistance of the indigenes forced the Portuguese
missionaries to seek for the support of the European authorities. The
assistance was readily given in the form of arms. It could therefore be said
that western education became enriched in Nigeria by the use of Christian
evangelism and imperialist force. The structure of early western education was
built on the philosophy of the white missionaries that is production of people
with limited literacy but strong Christian faith and this was why the early
school were situated In the church premises (Fafunwa,1974),in furtherance of
the objective, the curriculum then was nothing than the bible teachings. the
level of education then was also nothing higher than elementary or what could
go for a nursery school level of today. The first formal school in Nigeria was
established in 1843.
The
major development witnessed by western education was when the government began
to intervene. The intervention came through the ordinance of 1883.since then,
the government of Nigeria, foreign or indigenous has been funding western
education in the country. what first started as mere grant aiding later became
full recognition. As a result of the impeders from the government, western
education has not only waxed stronger by the day, it became a way of life in
Nigeria. Today, through informally, the structure of western education is no
longer from primary to the tertiary level, there is also the nursery and
pre-nursery level and even, of late, the day care dimension.
The
little has been said so far about the western system of education system of
education has multi dimensional implication for the Islamic educational system.
If we critically examine the evolutionary trend of western education in
Nigeria. It can be inferred that the system is characterized by economic
consideration and subjugate tendencies. The system does not frankly acknowledge
the ingenuity of the Muslim who propounded, initiated and pioneered most of the
scientific and mathematical breakthrough in the contemporary world .it is also
incontrovertible that the protagonists of the western system of education were
non-Muslim and they were here to foist their Christianity on the Muslim and
traditional believers. Up till today, there is no much difference. However to
further deceive the informed Muslims the tone has changed from Christianity to
secularism, a concept that is even worse and
more
offensive than the formal to the Muslims. On the second characteristic, i.e.
subjugate tendencies, the Christian missionaries who brought Western education
were from societies that were from societies
that were irredeemably capitalistic. This was symbolized by
colonization of our territory and peoples and this entrenched cheating and deceit. However, an average
"enlightened" Nigerian Muslim today does not realize that there is nothing positive or
progressive which western education has brought which did not originate or had not earlier on been
propounded or projected by Muslims
(b) Islamic
Educational System
The
history of Islamic education in Nigeria is the same as the history of the religion
of Islam itself .This is because Islam goes to any place or community along
with its own form of education (Balogun
1982; Ajidagba, 1986 and 1991). Islam, 'which predates Christianity in Nigeria,
is said to have come to the country in the 11th century. It is on record that
when Kanem Ummi Jilmi of the old
borno accepted Islam, he established the first Quranic School in his palace. It
is not a matter of coincidence or
accident that Islam and Islamic education go together. The fact is that, without the Baiter the former cannot be said to have
been firmly entrenched and understood. The Holy prophet
was reported to have said that, if Allah wants to do good to a person, he makes
him to understand the religion (Bukhari, 3:11). Therefore, there is no pretence
or cover up, about the objective Islamic education. It thrives on the Islamic
concept of life, here and hereafter, prescribing the individual's position and
role on earth (Qutub, 1977). The structure of the early Islamic education was
built o the hierarchical structure of the Islamic faith. The first and the only reference and rallying point is
Allah, the Creator and the , the starting point is to learn how to recite
AI-Qur'an, the words of built. The early Islamic recitation, a student would
then begin to study further under an erudite
Mallam (teacher) who may not necessarily be the only teacher to
handle the student till he himself becomes highly knowledgeable in the field.
In
Nigeria, the Ansarul-lslam Society of Nigeria, a foremost Islamic society and the
first Islamic organization in the North, which was established in 1942, is
credited for being the vanguard of the formal Islamic system of education in
Nigeria. Until the society introduced the formal school system, whereby
students sit on benches in a typical classroom manner, Islamic education was
handled non-formally in the residence of the
Mallam. It should be pointed out here that there had not been
either any form of government assistance or foreign aid to Islamic education
continued location as at that time. In spite of this segregate attitude of the
government, however, Islamic education continued to grow along with the
increasing population of Muslims in the country. The scenario today is that of
a complete transformation of the system, a wholesome improvement on the
pioneering effort of the Ansarul-lslam society of Nigeria. Islamic educational
system now competes with its western counterpart in structure and
infrastructure.
We
now have the Ibtidai
up to Jamiah
levels (Primary to University). Similarly, there are many Islamic educational
institutions that have all the paraphernalia of the modern school system such
school operate programmes and activities on terminal basis, go on short and
long vacation and have incorporated co-curricular activities into their
programmes. Yet, the government of Nigeria especially at the federal level has
not deemed it lit to accord Islamic education in the rightful recognition.
Factor
inhibiting the Development of Islamic Education in Nigeria
'The
factors militating against the development of Islamic education are
multifarious but, they are all artificial and not, therefore, insurmountable.
They could be grouped as relating to government, the proprietors, parents, the
society and the media. Government
A
paper of this nature cannot adequately do justice to the inhibitive roles
successive governments have played on Islamic education in Nigeria. On funding,
the government not only fund
Western education., it has also taken over its full control. So, what started
as mere grant-in aid soon graduated into full take-over. This alone has a
negative consequence on the be said, at this juncture, that no right- thinking person would literally condemn the content of
western education because, after all, it the English version of all that had
already been known to the Muslims years back. The point, however is that its
incursion into this country with strong connection with Christianity has led to
dislocation of the older Islamic order in traditional Muslim society.
it
has been repeatedly said that Muslims constitute a large percentage of
Nigerians. In order to be fair and just to this large Muslim population,
Islamic education should be accorded a more dignified attention than it is
presently being given. Even, if only for spiritual and moral development, which
the National Policy on Education (1981) advocates for, government should be
more interested in Islamic education.
(b)
Muslim Proprietors
The
problems being created by the proprietors of
Islamiyyah schools for Islamic educational system can be likened
to a proverbial kola nut the problem of which is the parasitic insect in it.
The problem is multi-dimensional. Dishonest proprietors go to some Arab
countries' governments or philanthropists, cap-in-hand, to seek financial
assistance only to come back home to divert such assistance 10 personal use.
Some also go to the ridiculous level of selling the valuable Islamic textbooks
given them for the propagation of Islam and the development of Islamic
education. The worst category is the absentee-proprietors who do not have 1/10
of the students and facilities they claim to have and would do one launching
after the other in the name of development of their institutions. More
worrisome is lack of unity among the proprietors even Within the same locality
This made it impossible for them to have a forum to articulate their views on
how to move the system forward.
(C)
Muslim Parents
Muslim
parents of students in
Islamiyyah schools have their own share of the problem. The
disdainful manner in which students attending Islamic schools are treated does
more harm than any other. An average Nigerian Muslim parent does spend heavily
on Western education for their children. Some take Islamic education as
secondary; while some send to Islamic schools, the children who, in their
opinion and conclusion, cannot mentally cope with Western education or who have
one form of disability or the other.
(d) The Society
What
is happening in the society is a reflection of what happens in the family. The Nigerian
society does not see any thing beneficial in the Islamic system of education
other than the religious knowledge. There is an impression that anybody
undertaking Islamic education can only function either as a full time Ma/lam (a teacher)
with teaching being a profession that is already looked down upon. Not only
this, in some religiously hostile communities, Islamic education is derisively
regarded as education for the
Al-majiris (corrupt form of
AI-Muhajirin), which originally means the immigrants but
misconstrued to be beggars. No thanks to some Muslims who have upgraded begging
to an art and a profession. Unfortunately too, Numerous uninformed Muslims have
been persuaded by this anti- Islamic posture. In Yoruba land there is what
people derogatorily called elo
lntel'Afa - meaning, it is an indolent that follows a Maljum. And as if
to lend credence to the saying, it is a common thing to see pupils that are put
under the care of some
Mallows for Islamic upbringing, going about begging. It is high
time we turned things around for Islamic education. It is our collective
responsibility to enlighten the populace that Islamic education is a
utilitarian education (Ajidagba, 1991).
(e) Mass Media
The
most dean Active and vociferous attack on Islamic education or anything Islamic
is always championed by the mass media in Nigeria, A keen watcher of events may
not be too astonished about this situation because, the Nigerian press can
aptly be described as a Christian press, for the simple reason that Christians
own or control over 90% of the media outfits (print or electronics) in the
country. The comparative edge the Western educational system has over its
Islamic counterpart can be credited to the ceaseless propaganda of the press.
Even when muslims have been the President or Heads of Stale, there has been
overt and covert government backing of the press. Whereas, the mass media is a
strong agent of education and mobilization, as far as Islamic education is
concerned, it is a combative agent of mis-education and Demobilisation. To
arrest the trend, the gifted
Muslims
should brace up to the challenge by willing vocational articles, while the rich
Muslims should be encouraged to establish media outfits that could assist in
this direction.
If
it is agreed that the Western system of education has come to stay in Nigeria
and has even, to say the least, westernized our ways of life, there is the urgent
need to find ways of moving Islamic education forward in order to guarantee its
future. One area that must be explored, and very urgently too, is integrating
Western education with that of the Islamic system. 1110 integration, which
should be in the area of learning experiences, must be done with a view to
producing "double-baked" citizens. That is, students who would be
versatile in both Islamic and Western education without any jeopardy to the
former. Giving the present scenario in the country, this, to my mind, remains
the only viable approach to re-launch Islamic education back to prominence.
Some subject should be introduced into the Islamic schools and taught in
English language (such as Mathematics, economics, Integrated scienc3, Geography
and English Ianguage itself). In the light of the foregoing, it is strongly
suggested that a curriculum conference be summoned to assemble the
representatives of all stakeholders in Islamic education. The conference would
fashion out curricular for the different levels of
Islamiyyah schools. To have a rewarding conference, mass
enlightenment should be mounted to educate, especially the proprietors of Islamiyyah schools,
on the benefits of such a gathering.
Another
area that needs attention is staff training and retraining. The appalling
situation whereby teachers in our
Madaiis (school) and
Macahid (learning centers) are not exposed to modern trends in
pedagogy should be redressed. Some of these teachers just pick up the chalk, in
most cases, after graduating from the same school where they are teaching.
There should be a way of giving teachers in our
Islamiyyah schools basic education courses. In the interim,
induction/refresher courses, workshop and seminar, could be organised to take
care of this important aspect of the system
Government
should be involved in certification. This will put to an end derogatory
valuation of certificates from
Islamiyyah schools. It is saddening that, in some slates, holders
of certificates from
Islamiyyah institutions are placed one derisive salary grade
levels as low as 02 or 03. Our ministries of creation should take over the
certification as a follow-up to the harmonization of the curricula.
Co-curricula
activities such as Club and society meetings should be encouraged in the islamiyyah
schools. There should be football learn as well au other spoiling activities.
these activities help in no small measure to develop a child cognitively,
affectively and in psychomotor. Besides they also give him the Islamic
alternatives to what he is exposed to outside the school environment.
This
paper discussed two perspectives from which one can look at systems of
education. These are from the ladder or level of the system and the vanguards and
culture a system permeates. While western education, as a system which has four
levels of primary, junior secondary, senior secondary and tertiary, permeates
the Euro-Christian orientation, Islamic educational system which also has four
levels of Ibtidai,
Idadi, Thanawi, and
Jamiah, permeates Islamic tradition. Western education has been
enjoying government patronage, which has had great negative impact on Islamic
education, which is still begging for recognition. The inhibitive roles being
played by all the agents of education on Islamic education should be a source
of serious worry to all stakeholders in the system. However, with unity of
purpose among the
Proprietor
uniform curricula, government recognition that would culminate in certification
there is still hope for a flourishing Islamic educational system in Nigeria.
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