ABSTRACT
This study
examines problems facing Islamic education in Nigeria. Primary and secondary
methods of data collection are used. Surveys research design is adopted in this
study. Self-structure questionnaire is raised and used to acquire information
from the respondents relevant for testing hypothesis of the study simple percentage
techniques was adopted for data analysis and hypothesis testing which revealed
the findings of the study that Islamic education has been confront with the
challenges of acceptability, resources and enlightenment among nominal Muslims
and Christians. Islamic education has not promoted islamization of knowledge
aims at reshaping all the branches of human knowledge humanities, pure and
applied sciences in accordance with the Islamic view and reality. The study
recommended that there should be vigorous enlightenment campaign showing the
merits of this exercise and fruits of its success systematic campaign and
enlightenment programme should be given priority attention otherwise the idea
would be misconstrued and negatively presented to members of the public.
TABLE
OF CONTENT
PAGES
Title
Page i
Inside
Cover Page ii
Certification
iii
Dedication
iv
Acknowledgement
v
Abstract vi
Table Of Content vii
List
Of Table x
CHAPTER ONE: INTRODUCTION
1.1
Background to the Study 1
1.2 Statement of the Problem 3
1.3 Research Questions
9
1.4 Hypotheses
9
1.5 Purpose of the Study
10
1.6 Significance of the Study 11
1.7 Scope/Limitation of the
Study 11
CHAPTER
TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction
12
2.1 Brief History of Education in Nigeria 12
2.2 System of Education in Nigeria 16
2.3
Concept of Islamic Education 31
2.4Islamic Education System 33
2.5
Aims and Objectives of Islamic Education 68
2.6
Overview Of Empirical Studies In
Challenges In The Growth of Islamic School 73
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
77
3.2
Study Area 77
3.3
Study Population
77
3.4
Sample Size and Sampling Techniques
77
3.5
Research Instruments
78
3.7
Administration of Research Instrument 79
3.8
Data Collection and Constraints of the Study 80
3.9
Data Analysis
81
3.10
Validity of the Instrument
81
3.11
Delimitation and Limitation of the Study
81
CHAPTER FOUR: DATA ANALYSIS AND
INTERPRETATION OF RESUOLTS
4.0 Data Analysis and Interpretation of Result
83
4.1 Introduction 83
4.2 Discussion of Result 83
CHAPTER
FIVE: DISCUSSION OF FINDING SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1
Discussion of Findings
96
5.2
Summary
98
5.3
Role of Muslim Parent
99
5.4 Islamic Schools Teacher Exposure to Modern
Trends in Pedagogy. 99
5.5 Prevalence
of Co-Curricula Activities Such as Club and Society Meetin 100
5.6
Conclusion 100
5.7
Recommendations
101
References
104
Appendices 111
LIST
OF TABLES
Table 4.1 Showing Percentage Distribution of
Respondents By Socio- Economic Background
Table 4.2 Showing Percentage Distribution of
Respondent By If Ever Searched For Work in Other Places
Table 4.3 Showing Percentage Distribution of Muslim
Parents Involvement In The Growth and development Of Islamic School
Table4.4 Showing Percentage distribution of attitude
of mass media towards Islamic schools
Table 4.5 Showing Percentage of distribution of
attitude of society towards Islamic schools
Table 4.6 Showing Percentage Distribution of Muslim
Proprietors towards the growth of Islamic Schools
Table 4.7 Showing Percentage Distribution of Islamic
Schools involvement in Curricula Activities
Table 4.8 Showing Percentage distribution of
respondents knowledge of Arabic language
Table4.9 Showing Percentage Distribution of Number
of times governments officials visit to Islamic school
Table 4.10 Showing Percentage Distribution of unity among
the Proprietors of Islamic Schools
Table 4.11 Showing Percentage Distribution of Level
Interaction amongst the Proprietors
Table 4.12 Showing Percentage distribution of respondents
by government grant to the school
Table 4.13 Showing Respondents by if Islamic school
integrates western system of Education
Table 4.14 Showing Respondents by whether Islamic schools
teaches are well trained
Table 4.15 Showing Percentage distribution of numbers of
schools compared to Western Education
Table 4.16 Showing Percentage Distribution of Islamic
School on the Population of Pupils in the school.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is an important instrument of
human development. The changing rate of education as an agent of conservation
and transmission of culture from one generation to the other cannot be
overemphasized. Apart from this, it is an indisputable fact that education is
crucial to the overall human development since it is the foundation of the
whole social and political system, (Ekaete 1999) Education and nation building.
The role of education in achieving
national development in any development in any nation, particularly in Nigeria
cannot be overemphasized. Many writers on the role of Education in nation
building strongly believe that no any meaningful development can be attained
without giving education the proper and leading role to play. (Ajayi 1999)
opined that “Education is important to the development of individual, society
or a nation be it underdeveloped, developing or developed nations of the world.
Farrant (1988) asserted that education is now recognized as a dynamic, evolving
process that is an essential element of national development. In a similar
trend. Makama (2007) sees education according to Islam as giving instruction on
purely theological matters such that the trainee would be able to practice the
five pillars of Islam.
In order to achieve this development and
pave way for nation building the federal government of Nigeria set up the
national goal and objectives through the National policy on education which is
the government’s way of achieving the part of its national objectives using
education as a tool. The document contains a statement of major objectives and
values in education at all levels (primary secondary and tertiary levels) some
means of its implementation. In Nigeria there are basically three major systems
of Education they are (a) traditional education (b) Islamic education (c)
western education. All various forms of education mentioned above aim at
improving the lots of Nigeria as a policy. The importance of education to the
development of Nigeria cannot be overemphasized because it is through the
education that Nigerians are able to better their lot and develop the country
to its present state. As a result the country becomes a force to reckon with in
the country of nations, and Nigerians are respected in all fields of human
endeavours. Education is an important
factor in the development of any society. The level of development of any
nation is usually determined by its level of education. At same time the nature
of education available to any community, will depict how that affected
community would look like. It is this conduction that makes it paramount on
Muslims to look inwardly into the situation we find ourselves today.
Politically, socially, economically and spiritually without mincing words every
body will testify that the nature of education bequeathed to us by our colonial
masters is alien to our culture and has failed woefully to meant our
aspirations when one considered the evils that have plagued our society. He
will not hesitate to conclude that our educational system needs a reform
because it is earthly bound and gives less regard to the spiritual aspect of
man. But in a country like ours it deserves caution and commitment on the part
of all Muslims. 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 ad non
formal systems of education. Formal and non formal systems of education. Formal
educational system has a ladder or from primary to tertiary levels of
education. It is structured education. In addition it is pertained for specific
age, times and purpose. In Nigeria, the two types of educational system that
fall within the afore mentioned are western and Islamic education. The second
approach is to look at the concept from the perspective of its tradition. In so
doing, the traditional and culture of the vanguards of the system would be
borne in mind. In this wise, 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 predicted on the tradition and culture of the society.
This is why it is informal and it is as old as man himself.
The advent of Islamic
type of education in Nigeria did not altogether condemn the hither to existing
education of the people, rather it has sought to consolidate those aspects of
the beliefs and practice of the people that emphasized such virtues as valour,
tolerance, respect for others dignity of labour and unity of purpose. NTI (Manual).
Today, adult literacy has been
estimated to be over 78 percent for men and 64 percent for women. These
statistics were made based on estimate literacy in English. That exclude the literacy in Arabic among northern Muslims. Aminu (1993)
It
is therefore not erroneous to call Nigeria a nation dominated with educated
persons.
However, today governors in most state are
addressing problems confronting education in Nigeria. The damage to the
educational system has been done. Most graduates lack the necessary survival
and socials that should have been learnt in schools. These have led to many
disastrous situations in the nation. The center of the nation’s growth “the educational
system” no longer holds value hence the entire nation is falling apart products
of the Nigeria educational system are not employable, causing massive
unemployment and under development in the country no survival skills leading to
increased poverty rate in the country. Government does not frankly acknowledge
the ingenuity of the Muslim who propounded, initiated and pioneered most of the
scientific and mathematical break through in the contemporary world. Abu Umar
Al- faruq, lamented the ineptitude of muslins in high places. Among lawyers,
Medical doctors, skilled engineers, academics and big media practitioners, the
muslims constititue a tiny proportion . By the
reverse, names like “Abdur-Rasaq”
, Yekun” Habbeeb” e.tc Populate the garages
gambling centre, brothels,
club houses and the ranks
of messages . Some of the consequences are that male still take both delivery
of Muslims women, Muslims kids attend Catholic schools, Many Muslims girls have to
choose between schooling and their hijab and some Muslims
professionals are denied
basic right like keeping
the beards, wearing the
hijab and taking
a short time off work to pray the obligatory Salat. Also, the application of the sharriah has
been restricted to Islamic personal law issues like marriage, divorce and
inheritance. The Nigeria Muslim
community lacks many basic needs. Muslim hospitals, adequate
standard Muslim Schools
and availability of Quran
and books of a hadith in local
Nigerian languages In a public
and private schools from he primary level to the tertiary institutions , there is a progressive decline
the number of Muslims students . In the North thereare some 10 million al Majiris wandering
the streets for alms. Muslim
Parent of Student in Islamiyyah School have their own share of problem. The
disdainful manner in which student attending Islamic school 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 school , the children who in
their opinion and conclusion, cannot mentally cope with western education or
who have one form of disability or the other.
The appalling situation whereby teacher in
our Madalis (schools and Macahid (learning centers) are not exposed to modern
trends in pedagogy should be redressed, Some of these teacher just pick up the chalk ,in most cases, after graduating
from the same school where they are teaching.
What is happening in the society is
reflection of what happens in the family. The Nigeria society does not see
anything 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 full time Malam (A teacher) with teaching being a
profession that is already looked down upon. Not only is this, in some
religiously hostile communities’ Islamic education derisively regarded as
education for the Al-Majiris (corrupt form of Al–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 ole n’ tele 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 Mallams for Islamic upbringing going about begging.It is high
time we turned things around for Islamic education
It is impotant responsibility to enlighten
the populace that Islamic education is a Utilitarian education (Ajldagba,1991).
Brief
History of Ota Town, Ogun State
Ota (alternatively spelled Otta) is a town
in Ogun State, Nigeria and it has an estimated 163,783 residents living in or
around it. Ruhollah (1999). Ota is the
capital of the Ado-Odo/Ota Local Government Area. The traditional leader of Ota
is the Olota of Ota, Oba Alani Oyede. Historically, Ota is the capital of the
Awori, Yoruba ethnic group. Ota has the
third largest concentration of industries in Nigeria. It also possesses a large
market and an important road junction, found just north of the toll gate on the
Lagos-Abeokuta Expressway. Ota is also well known as the home of former Nigeria
president Olusegun Obasanjo’s farm, the Canaanland Compound of the Mega church
Winner chapel, and the Africa leadership forum
Traditionally Awori Yoruba Folklore tells
that Olofin children Osolo and Eleide Atalabi founded Ota after migrating south
from Isheri. As the town developed, it eventually came to be locally ruled by a
crown Oba, called Olota, whose ruling privilege came from the Yoruba
traditional home of Ile-Ife.
Education
Traditionally, Ota only had a few schools,
and all were sponsored by various Christian religious organizations. The Muslim
community responded by forming a school operated by the Ansar-Ud-Deen Society.
State schools established in 1970s, and there are now several private schools
in the area. Iganmode Grammar School is the oldest notable area schools include
Bells Comprehensive School and Faith Academy Secondary School.
There are also two universities in Ota,
Covenant University and Bells University of Technology.
1.2 Statement Of The Problem
This study is concerned with the
challenges in the growth and development of Islamic School in Ota in Ado-Odo
Local Government Area, Ogun State. However the specific problems are:
Western educational system has gained so
much recognition in Nigeria also its over bearing influence on our life and
style.
It is increasingly becoming clearer that
almost everything either depends on or draws inspirations from the Euro
Christian system of Education in the country.
Islamic system of education is not as
popular as western system of education. The society does not see anything beneficial
in the Islamic system of education other than the religious knowledge. There is
an impression that any undertaking, Islamic education can only function either
as a full time Mallam (a teacher) with teaching being a profession that is
already looked down on upon.
Islamic system of education is not widely
accepted like t he western system of education.
Some Muslims professionals are denied
basic rights like taking a short time off to observe the obligatory salat
prayer
Many Muslims are discriminated upon by depriving
them of the right to get access to white collar jobs. Muslim parents of Islamic
schools do not spend heavily on their education of their children.
Nigerians do not know the importance of
learning Arabic language to the nation building .
1.3 Research Questions
1. Does Muslim parent
of Islamic school spend heavily on the growth and development of Islamic
school.
2. Does successive
government played active part in the growth and development of Islamic school
in Nigeria.
3. Does the society see anything beneficial
in Islamic system of education.
4. Does Arabian language
have effect on the growth of Islamic school in Nigeria?
1.4 Hypotheses
The following Hypothesis were constructed for this study
1 Muslim parents of
Islamic schools students do not spend heavily on their children’s education.
2 Teachers in Islamic schools are not
exposed to modern trends in pedagogy.
3 The society does not see any thing
beneficial in Islamic system of education other than the religious knowledge.
4 Co-curricular activities are not
encouraged in Islamic schools
1.5 Purpose Of The
Study
The general
purpose of the study are to find out the challenges in the growth and
development of Islamic schools in Ota and find out the number of Muslim schools
compared with other schools. The research relied on data drawn from Ota Ogun
State as a case study.
The specific purposes of the study are to:
1. Determine reasons why Islamic school are not popular like other
schools in Nigeria
2. Determine aim and objectives of Islamic school
3. Establish coping of strategies by proprietors of Muslim school.
4. Establish reasons why successive have played in inhibited roles
towards Islamic education in Nigeria.
5. Make recommendation for mitigating adverse consequences of these
challenges on Islamic schools.
1.6
Significance of the Study
This research
will assist government agencies, non governmental agencies on ways of solving
the problems affecting Islamic schools. The proprietors, proprietress, will
also benefit from this project, likewise Muslim parents of Islamic school will
also know that they can equally contribute to the growth and development of
Islamic schools in Nigeria general.
The Nigeria society in general will also know the benefit of
Islamic system of education in the development of right functional skills and
values in members of the society other than the religious knowledge.
It will help policy makes in coming up with suitable and better
policies that will help develop Islamic school in general it will also add to
the existing literate and finding in the field of education.
1.7
Scope/Limitation Of The Study
This study
examined the challenges in the growth and development of Islamic school in Ota,
Ogun State. It covered a sample of five schools in the area ([public and
private school inclusive).
The study was
limited to Ota in Ado Odo Ota local government area of Ogun State because of
time and financial constrains.
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