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Product Code: 00000522

No of Pages: 120

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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.



Title Page                                                                                                 i

Inside Cover Page                                                                                    ii

Certification                                                                                             iii

Dedication                                                                                               iv

Acknowledgement                                                                                   v

Abstract                                                                                                   vi Table Of Content                                                                                                    vii

List Of Table                                                                                            x




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



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



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



4.0       Data Analysis and Interpretation of Result                                           83

4.1       Introduction                                                                                           83

4.2       Discussion of Result                                                                                83



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




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.





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.


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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