Tuesday, 27 December 2016

ISLAMIC EDUCATIONAL DEVELOPPENT IN NORTHERN NIGERIA


ISLAMIC EDUCATIONAL DEVELOPPENT IN NORTHERN NIGERIA

MASJID PLOT 94 ODUDUWA CRESCENT, PHASE 2 SITE 2, KUBWA

BRIEF MASJID NASIHA –  BY BRO. MALLAM ABBA ABANA,

http://variousislamicdawadocuments.blogspot.com

abba.abana@gmail.com, gonidamgamiri@yahoo.com

https://web.facebook.com/abba.abana

TEL +2348186961697 (WHATSAPP)

SATURDAY MORNING, 19TH NOVEMBER 2016, 19TH SAFAR 1438

Preamble

Some of our brothers and sisters asked a question.

‘’Why preferences are given to western education instead of Islamic education in Nigeria?’’.

Acquiring Education is halal but usage/execution of the knowledge leads to being haram or halal or Makrouh (Disliked). Examples of western education studies in Nigerian University fall in Faculties of; Medical Sciences, Agriculture, Arts, Education, Engineering, Law, Management Sciences, Pharmacy, Sciences, Social Science, Veterinary etc.


Al-Ghazaali said in al-Ihya’ (1/22): Philosophy is not one branch of knowledge, it has: 

1 – Geometry and mathematics: these are permissible, and there is no reason why they should not be studied unless there is the fear that one may overstep the mark and indulge in forbidden branches of knowledge, because most of those who study them overstep the mark and go on to innovations, thus the weak should be protected from them. 

2 – Theology, which is discussion of the essence and attributes of Allaah, which also comes under the heading of ‘ilm al-kalaam. The philosophers did not have any other kind of knowledge that was unique to them, rather they had some views and ideas which were unique to them, some of which constitute Kufr and some Bid’ah (Innovation). 

3 – Natural sciences, some of which go against sharee’ah, Islam and truth, so it is ignorance, not knowledge that may be mentioned alongside the other branches of knowledge. Some of it involves the discussion of the attributes of different elements and how one can be changed to another. This is similar to the way in which Doctors Examine the human body in particular, from the point of view of what makes it sick and what makes it healthy. They look at all the elements to see how they change and move. But medicine has an edge over the physical body in that it is needed, but there is no need for the study of nature. End quote. 

Imam al-Shaafa’i said: The people did not become ignorant and begin to differ until they abandoned Arabic terminology and adopted the terminology of Aristotle. Even though philosophy existed in the ancient civilizations of Egypt, India and Persia, it became most famous in Greece and became synonymous with that land, the reason being that the Greek philosophers were interested in transmitting it from the legacy of idolatrous peoples and the remnants of the divinely-revealed religions, benefiting from the scriptures of Ibraaheem and Moosa (peace be upon them) after the Greek victory over the Hebrews after the captivity in Babylon, and benefiting from the religion of Luqmaan the Wise. So there was a mixture of views that confirmed the divinity and Lordship of the Creator that was contaminated with idolatry. Therefore the Greek philosophy was in some ways a revival more than an innovation. 

The majority of fuqaha’ have stated that it is haraam to study philosophy. Among their comments on that are the following: 

1 – Ibn Nujaym (Hanafi) said in al-Ashbaah wa’l-Nazaa’im: Acquiring knowledge may be an individual obligation, which is as much as one needs for religious commitment to be sound; or it may be a communal obligation, which is in addition to the previous and is done for the benefit of others; or it may be recommended, which is studying fiqh and ‘ilm al-qalb (purification of the heart) in depth; or it may be haraam, which is learning philosophy, magic (sleight of hand), astrology, geomancy, natural science and witchcraft. End quote from al-Ashbaah wa’l-Nazaa’ir ma’a Sharhiha: Ghamaz ‘Ayoon al-Basaa’ir by al-Hamawi (4/125). 

2 – Zakariya al-Ansaari (Shaafa’i) said in Asna al-Mataalib (4/182): As for learning philosophy, magic (sleight of hand), astrology, geomancy, natural science and witchcraft, it is haraam. End quote. 

 This is what is meant by the words of Shaykh Taqiy al-Deen. In his commentary he explains that even better. [Haraam knowledge also includes] philosophy, magic (sleight of hand), astrology and geomancy, as well as alchemy and natural sciences. End quote.  

If philosophy and western education is to be studied, then you must beware of believing in any of its falsehoods or admiring its people. You should strive hard to acquire Shar’i Knowledge, especially that which has to do with ‘Aqeedah (Belief), so that you will develop immunity and resistance to specious arguments. We treat under what are haraam types of jobs? How did the Sahaabah earn a living? What is the best way to earn a living?

Education Problems in Northern Nigeria

To help Islam; we decided to bring in to the knowledge of how Islamic schools suffered in the past (pre-colonial, colonial and post-colonial) and request Muslims to find out from those very close to Primary/Secondary teaching line to throw more light for our understanding of the ongoing Primary/Secondary curriculum whether is correcting the abnormalities or not. Secondly why some Islamic schools in the North charge very high school fees while others charge low? Are those charging very high school fees also produce best results in WAEC, NECO, JAMB etc?

The past Problems of Islamic Schools, the Ulama, and the State in the Educational Development of Northern Nigeria in order to bring some of our youth to this picture:

  1. Islamic schools in Nigeria had undergone transformations i.e. pre-colonial era, the colonial era and the post-colonial era.
  2. Subsequently struggle for survival as they encountered missionary and colonial incursions.
  3. From a position of monopolistic control over spiritual knowledge to one of competition

 

2.0 Brief Historical Background of Northern Nigerian Islamic schools:

The history of education in Northern Nigeria passed through periods, from pre-colonial era, the colonial era and the post-colonial era.

The pre-colonial era refers to the type of education available to all Nigerians before the colonialists. The major educational systems in operation then were the traditional and the Islamic.

The mission of this traditional education was to introduce children into the society, preparing them for adulthood and providing them with skills for his wellbeing and effective participation in the society.

The next pre-colonial education was Islamic education. It comes into Nigeria through the northern part of the country by the activities of itinerant Muslim scholars, as far back as 9th/10th century. Islam in itself is a total package of life and the vision of Islamic education is the same as that of an Islamic society.

The arrival of Islam into Nigeria brought about necessity for the skill of literacy not in the local language alone but even in foreign language i.e. Arabic.

The third which was pre-colonial education came with the arrival of the European Christian missionaries.

While Islamic education was widely spread in the Northern part, traditional and missionary educations held ground in the Southern part. The situation remained like this till the arrival of the colonialists who introduced Western/Christian education through the assistance of the missionaries and so the Western education was popularly called missionary education. This type of education came through the Southern Coast in the first half of the 19th Century. The aim of this missionary education was geared towards Evangelism and Christianization of the traditional people and Muslims alike.

Being as it was, the colonial government gave support to the missionaries and this gave them advantage over the Islamic education because both the Colonialist and Missionaries were of the same language. So they saw the missionaries as agents helping them in the training of manpower.

The education continued like this up till the early 1950s when self-government was granted and the regions started introducing Universal Primary Education that was directed to their own peculiar needs.
Before this era, British government on her part had inaugurated a number of commissions to usher in modern education in Nigeria on secular system:

1)      The first frame work for a national education came into being on the eve of independence known as Ashby Commission,

2)      Then followed later by a more comprehensive one known as National Policy of Education (NPE) of 1977 and revised in 1981.

These documents spelt out the objectives of Nigerian education which is secular in content and purpose, because all its objectives are earthly bound.

Nigeria is a country with a high population (167 Million) (2014 Nigerian National Population Commission.) has various ethnic groups. Religion often coincides with the ethnic group, but not always. Basically most Hausa-Fulanis in the north are Muslims, and most Ibos in the south-East are Christians. Yorubas in the south-west are both Muslims and Christians with Muslims in the majority and there is a fair amount of inter-marriage within themselves.

 

3.0 How did Islam come in to Nigeria?

Islam first entered West Africa through trans-Saharan Trade in the 9th/10th century. It spread among the rulers and the urban population and then gradually into the rural areas. Scholars established Qur’anic schools and for many centuries up to the colonial period, Islamic schooling was the formal educational system in Northern Nigeria. The north was solidly Muslim apart from pockets of African traditional religion in the remote or mountainous areas. With better transport and communications during the colonial period. Islam also spread faster in the south, particularly into Yoruba-land down to Lagos and the sea.

4.0 Christian missionaries in the South

The pattern of education in the south and the north has been different. Christian missionaries were allowed by the British colonial power to set up mission schools in the south from the early days, and Government schools also were generally Christian-oriented. Any Muslim student in these schools would be forced to study Bible Knowledge and in most cases attend church. Conversion was frequently a condition for admission. No teachers were provided for Islamic Studies. Muslim parents had a difficult choice – to allow their children to get a modern education at the risk of losing their faith, or to keep their faith and to lose the opportunity to rise high in Government or the modern administrative system. This gave rise to the establishment of private Islamic schools for Muslims in the southwest. However, their medium of instruction was usually Arabic, so their products were equally unable to join the mainstream of higher education unless they went to Arab countries for further studies i.e. University of Al-Qarawiyyin, Morocco; Al-Azhar University; Cairo; Al-Mustansiriya University; Baghdad; Islamic University of Madina; Madinah; Omdurman Islamic University Sudan; International Islamic University. Malaysia; International Islam University, Islamabad etc.

For these reasons the Christian missionaries and their students in the southwest went far ahead of the Muslims in western education, and tended to look down on the Muslims as backward.

The British came and few numbers of graduates produced in the North (i.e. two at independence). There was a documented policy of the British when they came that the Northerner should not be educated. It was British colonial policy. That if you educate the Northerner you will produce progressive Muslim intellectuals of the type we have in Egypt and India. So, do not educate them.

I was fortunate enough to be a President of MSS, Government Secondary School, Maiduguri and National Officer (National Social secretary) Muslim Students Society of Nigeria (MSS) in 1974 and at conferences; a lot of deliberations cropped in for our discussions i.e. in Ibadan.

5.0 Struggle of Christian missionaries in the North

In the north, the situation was different. The British here came face to face with the Northern Emirates – the legacy of the Sokoto Caliphate established by the great religious reformer Sheikh Uthman Dan Fodio, Shehu of Borno etc. in the late 18th/early 19th centuries. After subduing the northern region by military conquest the British established good relations with the Emirs and their people, and adopted Indirect Rule through the Emirs. Change in education came slowly with the gradual establishment of a few modern Government schools and Teachers Colleges for boys and later for girls. In order to make these schools acceptable to the people, Islamic Studies were taught with a fairly traditional syllabus. The teachers were almost always the product of the traditional Qur’anic schools and the syllabus emphasized memorization of the Qur’an and Hadith, Fiqh (Islamic Jurisprudence), the articles of faith and basic moral education.

For a long time Christian missionaries in the north confined their educational and evangelical activities in the remote, rural and predominantly pagan areas to avoid confrontation with the Emirs. The British even set up the Old Sharia Law School in Kano for the training of Shari’ah Court Judges and Islamic teachers as early as 1933. Some of its graduates were subsequently given scholarships to study Arabic, Islamic Studies and Islamic Law at the University of London in the 1950’s and 1960’s.

People like, Sheikh B. Aisha Lemu, (Islamic Educational Trust, Nigeria) was privileged to teach at the Law School in Kano in the 1960’s after Independence and later to be the Principal of Government Girls College in Sokoto for 8 years in the 1960’s and 1970’s – one of the earliest girls’ secondary schools in the North. Justice Bashir Sambo, also my principal Government Secondary School, Maiduguri (1968), all products of such struggle.

Missionaries had been free for some years to evangelize all over the north, but their converts were mainly among the pagan tribes on the plateau and other remote areas.

While the Government trained and provided Islamic Studies teachers, the missionaries used to send in their own teachers so that the classes divided for Islamic and Christian Religious Knowledge lessons. The school provided the books for both classes.

As far as Muslims were concerned, Islam was the religion. Christians were regarded to have deviated from the truth, but as “People of the Book” their right to learn and practice their religion was recognized and there were generally peaceful relations with them in spite of the political stresses following the murder of the Muslim Prime Minister and the Muslim Premier of the Northern Region by Ibo and other southern Christian officers in the 1966 coup. These northern Muslim leaders had been very tolerant towards Christian missionaries from the late 40’s and thereafter, and even encouraged them to open schools for which they were given Government grants in aid.

6.0 How was The Syllabi for Religious Education introduced?

Syllabi for Islamic and Christian Religious Knowledge were drawn up by State and Federal Ministries of Education since the 1950’s. These syllabi prepared students for the subject in the West African School Certificate Examinations (WAEC and GCE).

For the Islamic Religious Knowledge there were no textbooks in English until about 1968 – 1970. The teachers, who were mostly traditional Mallams (scholars) who passed through Arabic Teachers Colleges would use Arabic books, from which they would translate to the students.

With the production of books in English written to the syllabus, Islamic Religious Knowledge became much easier to teach. The Government-run post-secondary Advanced Teachers Colleges and Colleges of Education ran three year courses in Islamic Studies (as well as Christian Religious Knowledge) and the subject became widely available in the universities. Gradually the Arabic speaking Mallams were replaced at secondary level by English-speaking young teachers who were products of the mainstream educational system.

Around 1984 Nigeria changed to the 6-3-3-4 system (6 years primary, 3 years junior secondary, 3 years senior secondary and 4 + Years University) and at the same time all syllabi were reviewed by subject panels set up by the Nigerian Educational Research Council (NERC), affiliated with the Federal Ministry of Education.

The way of teaching Islam and Christianity in Nigeria is expected to be confessional, that is, students are taught how to practice their religion as well as being taught about their religion. Muslim students are therefore expected to memorize portions of the Qur’an and Hadith and their meanings, to know how to perform the duties of prayer, fasting, zakat and hajj, to evaluate the evidence for the authenticity of the Qur’an and so on, as well as learning essential historical information.

7.0 The syllabus covers 3 sections as follows:

1.            Hidayah (Guidance)

               Sectioni A:           The Qur’an

               Section B:            The Hadith

               Section C:            Moral Education

2.            Fiqh (Islamic Jurisprudence)

               Section A:            Tawhid (Belief)

               Section B:            Ibadah (Worship)

Section C:            Mu’amalat (Human Transactions) This includes Shariah, Marriage, Divorce, Custody of Children, Inheritance etc.

3.            Tarikh (Historical Development of Islam)

Section A:            Sirah (The Life of the Prophet Muhammad) plus the leadership of the four (4) Righteous Caliphs

               Section B:            The Spread of Islam to Western Africa

               Section C:            Contributions of Muslims to World Civilization

The syllabus also covers Islam and culture. It emphasizes respect and acceptance of the admirable aspects of pre-Islamic cultures (whether Arab, African, Asian, Western etc.) and rejection or reform of those aspects of pre-Islamic or modern culture which conflict with Islamic values.

However these limitations of the National Syllabus do not stop private schools from doing what they see fit to promote a broadening of religious understanding and peaceful co-existence.

It may also be mentioned that, generally speaking, Muslim students know more about Christianity than Christian students know about Islam. This is because Muslims are taught to respect and revere all the Prophets from Adam to Noah to Abraham to Moses to Jesus to Muhammad (peace be on them all). They are accepted as true messengers of Allah and role models. Muslim students are also aware of areas of difference between Christianity and Islam in respect of Christian beliefs in Trinity, divinity or divine son-ship of Jesus, original sin, vicarious atonement and on.

There are also numerous Christian programmes on television sponsored by the churches which are also seen by Muslims. This knowledge does not flow both ways however. For example in the South-Eastern part of the country where Muslims are very few, the Christians know very little about Islam, which is seen as a Hausa religion that has nothing in common with Christianity.

8.0 Statistics of schools

8.1 secondary schools in Nigeria (Please refer to http://en.wikipedia.org/wiki/List_of_schools_in_Nigeria.)

From the table below on the Nigerian list of secondary schools nationwide captured by wikipedia in August 2010; we deduce that the percentage of schools fully operating Islamic education all over the country could be very few or scanty; even though this is an incomplete list but it has given enough information for us a as guide.

S/No
States Of Federation/FCT
Schools Captured
1
Abuja Federal Capital Territory
104
2
Abia State
88
3
Adamawa State
31
4
Akwa Ibom State
52
5
Anambra State
320
6
Bauchi State
37
7
Bayelsa State
26
8
Benue State
52
9
Borno State
28
10
Cross River State
72
11
Delta State
165
12
Ebonyi State
23
13
Edo State
108
14
Ekiti State
64
15
Enugu State
99
16
Gombe State
49
17
Imo State
136
18
Jigawa State
59
19
Kaduna State
85
20
Kano State
118
21
Katsina State
43
22
Kebbi State
29
23
Kogi State
66
24
Kwara State
107
24
Kwara State
107
25
Lagos State
453
26
Nasarrawa State
5?
27
Niger State
40
28
Ogun State
138
29
Ondo State
88
30
Osun State
139
31
Oyo State
201
32
Plateau State
77
33
Rivers State
19+
34
Sokoto State
25
35
Taraba State
21
36
Yobe State
49
37
Zamfara State
4?
38
Total
3,327+

8.2 Universities in Nigeria (http://universitiesofnigeria.com/many-universities-nigeria/)


There are 121 Universities in Nigeria.

1)      38 State Universities consist of:

a)      32 State (Conventional) Universities and

b)      6 State Universities of Technology.

2)      47 Private Universities, spread over the nation

3)      36 Federal Universities in Nigeria consists of:

a)      27 Federal (Conventional) Universities,

b)      3 Federal Universities of Agriculture and

c)      6 Federal Universities of Technology.

Out of these universities inclusive of Private, how many do you think fully operate Islamic education that could be compared to international Islamic universities abroad? We are aware of full pledged Faculties/departments of Islamic studies in some universities!

9.0 NIGERIA OVER 167 MILLION POPULATION (http://www.population.gov.ng/index.php/84-news/latest/106-nigeria-over-167-million-population-implications-and-challenges):

Nigeria has a population of 167 million, of whom 45 per cent are below 15 years, and its growth rate is 3.2 per cent and the world is likely 7 billion persons. Nigeria is now the sixth most populated nation in the world after China, India, USA, Indonesia and Brazil which is according to UNFPA reports.

According to a 2001's report of The World Factbook by CIA (https://www.google.com.ng/webhp?sourceid=chrome-instant&rlz=1C1BLWB_enNG563NG563&ion=1&espv=2&ie=UTF-8#q=population+of+muslim+and+christian+in+nigeria), about 50% of Nigeria's population is Muslim, 40% are Christians and 10% adhere to local religions.

10.0 Northern Nigeria, where Islamic schools are prevalent, has endured a long list of developmental challenges including the following:

1)      A low level of educational attainment which places it at a competitive disadvantage in its relationship with Southern Nigeria.

2)      Both the state and a section of the Ulama realize that a reform of Islamic schools is vital to the development of Northern Nigeria, a long period of isolation and the weak position of Nigeria’s educational bureaucracy have made the finding of a common operational framework difficult.

3)      Nigeria has a large concentration of children who are not attending school despite a decade of investment in a programme of mass education, the Universal Basic Education (UBE), launched in September 1999.

4)      The Federal Ministry of Education (FME 2009) admits that 10.5 million children (or 30% of the primary school-age) do not have access to primary education, but this figure masks widespread disparities between the nation’s six geopolitical zones.

5)      In the North-East and North-West zones, commonly referred to as the ‘core north’, over 50% of the children do not attend school compared with less than 20% in the South-East and South-South (National Population Commission, NPC, & IFC Macro 2009).

6)      The core north has a predominantly Muslim population and its long history of contact with Islam shaped its socio-economic and political framework long before colonisation by the British.

7)      The introduction of Christianity, western education and colonial state structures by missionaries and colonialists threatened an established social order that derived legitimacy from its linkages with Islam.

8)      The public school system, erected by the colonial state and sustained by the post-colonial elite, had to contend with a persistent religious parallel in the form of Islamic schools.

9)      Three variants of Islamic schools (Islamiyya, Madrassa and Traditional Qur’anic Schools) evolved among Hausa people in the core north. The aim is to analyse the complex pattern of co-operation, competition and avoidance that characterises the relationship between the ulama and the state in the educational arena.

10)   In Nigeria, there are problems with the Muslims, which are fast becoming overtaking by the new self-awareness and the recent new dimensions introduced to Islam. Imagine where Muslim leaves Islam for Christianity, this is no longer happening except in Nigeria and other third world Countries.

There is a peculiarity and it’s a problem
The problem with Muslims is tantamount to the problems in Nigeria. It is like someone who lives in Ajegunle, Okokomaiko, Idi-araba, Ojuelegba of Lagos comes up to say Lagosians are suffering. He is pained and needs answers probably looking for people that will proffer solution. Unfortunately those that came to proffer solution say “no suffering in Lagos because in Lekki where I live, we have access to basic amenities." The guy living in Lekki is basically unconnected to the grassroots where poverty bites hard. His outlook and horizon is within the perimeter of Lekki, Ajah, Ikoyi and Victoria Island.

We are the same people that would complain about federal character later. Besides, the Muslim associations are quite active. They focus more on charity and helping the needy. You can’t compare us to countries that have conquered basic social amenities issues that we are still dealing with. So the perceived lack of education is a 'Nigerian' factor not an Islamic one?
 Perhaps you should watch more Friday television. Do you see the number of Islamic intellectuals, not the local alfas but well-travelled, well researched men and WOMEN that are featured on these shows especially during the Ramadan period?

11)    There is a real dearth in Islamic education amongst Muslim youth in Nigeria and many of these organizations are disconnected from them.

I find it difficult to get a Nigerian Muslim Dawah Organization with a website (There are a few )... That is like a basic requirement for any organization. How do you connect with the youth? The youths are disconnected from the old folks and disconnected from the essence of their Deen. The Organizations are not active and our women do not have the proper education. I agree that there are some knowledgeable people but not nearly enough. Many local alfas know very little about the Deen and you will be shocked about the things they say.
But if I am to respond on Islamic education, honestly we should face it. We need the Qura’an to be written in English, Yoruba, Igbo and more for deeper understanding of Allah’s Words. Most of us cram the Qura’an in sing-song, but had no idea what we were saying (we are guilty!). We are not Arabs. English would make the Qura’an more accessible. Of course there is a disconnect between the youths and organizations. Boils down to understanding the book and English.  The Alfas are ruled more by their African mentality towards women more than the teachings of the Qura’an. Then again, if people (women) had more access to the Qura’an in English, they would read things for themselves.

12)   Islam has a way of suppressing intelligence through religious bigotry especially in Nigeria. You wonder if Islam versions differ all over the world Egypt, Turkey, Saudi Arabia, even Morocco and Tunisia you see them contribute positively to world knowledge. The only thing being contributed in Nigeria is fundamentalism and every one carrying of long tesiba (rosary) on the road and show of scald head to show their commitment to the course of Allah.

13)   Parent's Duty: It is our duty as parents to teach our children about Islam and helping them to achieve a good understanding. In everyday life, when children are confronted by choices, they can clearly tell the difference between right and wrong. They should have a deep love and respect for our Deen so that it is the central part of their adult life.

And know that you possessions and your offspring are only a trial; and that it is Allah with whom there is a tremendous reward Holy Qu'ran 8:28
Future Adults: Only by instilling a deep understanding of Islam can we hope to have well balanced adults in the future. These children will grow up and be the torch-bearers of Islam and their spirituality will be a testimony to their Islamic education. We need to take advantage of these classes now and inshallah promote these activities within our community.
Ultimate responsibility: It should always be remembered that although the Masjids and Islamic centers have a role to play in their Islamic education, the parents have a bigger role and responsibility for their children's education. Ultimately the responsibility of their children's education will fall on the parents and they will need to account for this on the Day of Judgment.

"No father can give his child anything better than good manners." Hadith: Tirmidhi

Historic Basis: Throughout history, we see that Muslims dedicated their lives to studying and practicing their Deen. In fact, at the time of the Prophet (peace be upon him) there were the Ashaab-i-Suffah, who spend their lives studying. They learned directly from the Prophet (PBUH) in his mosque in Madina (Masjid-al-Nabwi). They were adults who had a passion for their Deen and indeed through these people and their efforts, Islam was preserved, practiced and preached throughout the ages.
May Allah give us all the zeal to study and practice our Deen and let the reality of Islam enter our hearts.

11. Islamic Schools in the Western countries has Negative Effect on Students


No rational person doubts that in Western countries there are dangers to the religious commitment and morals of those who live in these countries, and the schools that the children attend pose a serious danger to the students, both male and female, who have no defense against those dangers in those schools; the rates of crime, disputes, sexual activity and assaults on females in the schools is something that we hear a great deal about. This has made people look for a way out of these dangers, and some of them look for schools that are free of those sins and problems, and they found what they were looking for in “Islamic schools”. The more these schools apply Islamic rulings, the morefree they are of those problems and sins. We only say that because we have come across schools that are Islamic in name only, but not in reality. 

What is well known is that the student who studies in a centre for memorisation of the Qur'aan or in an Islamic school where the administration is successful in running that school or centre will be of good character and will have a good education, and sound and broad knowledge. All of that is what Islam calls to and encourages, and what proves that is the fact that there are geniuses among Muslims in all fields of knowledge and science who are righteous and religiously committed. In Islam there has never been any separation between religion and science or religion and education. The first verses that Allah revealed to His Prophet Muhammad (blessings and peace of Allah be upon him) started with the word Iqra’ (Read) and also mention the pen. Allah says (interpretation of the meaning):

“Read! In the Name of your Lord Who has created (all that exists). He has created man from a clot (a piece of thick coagulated blood). Read! And your Lord is the Most Generous. Who has taught (the writing) by the pen. He has taught man that which he knew not”[al-‘Alaq 96:1-5]. 

Dr. ‘Abd al-Rahmaan al-Jumhoor -- may Allah guide him -- the head of the English language department of the Imam Muhammad ibn Sa‘ood Islamic University and a consultant of the American Curriculum Institute said: 

Islamic schools in the West are based on sublime foundations and goals, as follows: 

1.     Teaching Muslim children about their religion

2.     Instilling noble Islamic values and attitudes

3.     Protecting Muslim children from being assimilated into Western cultures

4.     Providing Muslim students with academic teaching of a high standard

5.     Representing the Muslims in Western societies 

Majallat al-Bayaan, issue no. 173. 

Our advice to every Muslim is that he should strive to escape from non-Muslim lands whenever he can manage to do that. For the one who has no choice but to remain in a non-Muslim society, he should fear Allah with regard to himself and his children and keep them away from bad places such as schools and centres; he should warn them against keeping company with evil and corrupt people and he should strive by all means possible to give them what is good by making good choices with regard to accommodation, friends, neighbours and schools. We reaffirm that it is very important to choose an Islamic school that teaches beneficial knowledge and gives a good education, and no attention should be paid to the words of those with ulterior motives who speak badly of these schools, for they have fallen into evil themselves and they want others to do as they are doing. If we assume that there is some weakness in the Islamic schools from the academic point of view, it is not true to say that they are weak in all aspects. It is sufficient for the people in charge to be paying attention to their children’s religious commitment and the language of the Qur’aan. This is a great gain for the one who venerates the religion of Allah and the one who is concerned about protecting his children. 

It should be noted that the Islamic school on its own is not sufficient to educate and raise Muslim children; rather the mosque also has an important role to play and the home has the chief role. With this integrated approach we can, with the help of Allah, raise a Muslim generation that is educated in its religion and adheres to Islamic attitudes – and modesty is one of the most sublime of Islamic attitudes – and this generation will grow up loving its religion and respecting the laws of its Lord, may He be exalted. 

It is not possible for any of the students of the Islamic school to be isolated if the school is based on communal actions with regard to study and prayer and its program includes communal sports and communal laboratory work. Some of them also teach students public speaking so that they may become teachers or Khateebs (Orators) Or Daa‘Iyahs (Islamic Callers). Where is the isolation in an environment where hundreds of students gather? Where is the isolation in a class in which there are dozens of students? 

When the Muslim mixes with the non-Muslim environment that surrounds him, that is not something good, such that you would be keen for your children to be in such an environment; rather it is pure evil or mostly evil. We do not mean that Muslims should withdraw completely and isolate themselves. Rather we are calling for protecting Muslims at the age of adolescence from improper mixing. And we are calling for taking care of those who are younger than them so that they will not grow up with bad habits. And we are calling for those who have passed the age of adolescence to avoid places of temptation in the workplace and in the home. What matters is that in all of these ways he will be a Muslim who adheres to obedience to his Lord, who mixes a great deal with righteous company and wisely avoids bad company. Where he has no choice but to mix with others, it should be only to the extent that is necessary. 

We ask Allah to help you to achieve that which is best for your religious and worldly interests, and to help you to do that which will please your Lord, and to help you to raise your children and take care of them. 

12.0 Way-forward for Islamic institutions:

We are expected to assist in developing the Islamic education sector within our own sources as they are mainly in private sector driven. However as Islam in itself is a total package of life and the vision of Islamic education is the same as that of an Islamic society; our effort should be strengthened and action packed for the young children to grow with that behavior. We need to use our resources either to help existing schools or building new ones in line with the Sunnah. The Nigerian Islamic organizations, listed below should at least give a solid position of how our Islamic educations in all parts of the federation are to be standardized to meet the international Islamic universities. We all know that the affairs of Nigeria’s over 80 million Muslims (> 50%) are in one way or the other in the hands of these institutions:-

a)      The Nigerian National Supreme Council for Islamic Affairs (NSCIA); shouldering the affairs of Nigeria’s 84.5 million Muslims, accounting for roughly 50 per cent of the nation’s population.

b)      Muslim Rights Concern (MURIC)

c)      Nigerian Muslim Network (NMN)

d)      Jama’atu Nasril Islam (JNI)

e)      The Federation of Muslim Women Associations of Nigeria (FOMWAN)

f)       Muslim Ummah of South Western Nigeria (MUSWEN)

g)      The Supreme Council for Shari’ah  and the Council of Ulama

h)      Muslim Corpers' Association of Nigeria (MCAN)

i)       The Association of Muslim Professionals (AMP)

j)       Ansar-ud-Deen Society of Nigeria 

k)      Muslim Students' Society of Nigeria, Nigeria etc.

Despite the problems enumerated, we have many Sheikhs in Nigeria preaching widely today and Professors in Islamic fields.

Imagine the number of Secondary schools and Universities and profile of percentage of Muslims in the nation (i.e. 50% of 167 Million approx. 84.5Million); what are the well to do Muslims doing to help Islam?

Hope is not lost and there is no problem without solution; it only requires the will and determination of the Muslims. The Islamization of Education is a long-term plan and commitment while all hands must be on the button.

13.0 Long-Term Plan for Islamization Of Education

1.  Support from Well-Wishers
The Muslims, the businessmen and other Islamic organizations both at home and abroad should spare no effort in assisting Islamic schools which is a 21st century jihad. Do you as a Muslim; sponsor games and other worldly jamborees in lieu of your Religion?

2. Scholarship Award
Scholarship award to prospective candidates without any discrimination by well to do individuals, corporate bodies, Government etc. without any quota system or National character.

3. Commitment to Teaching Profession
Muslims who are professionally qualified to teach should not only prefer administrative jobs to help Islam but contribute their quota through any means possible. We should not expect non-Muslims to promote our religion.

4. Human and Material Resources
Islamic Schools should be established specifically for this purpose because without manpower is doomed to fail. Take a look at Institutions like International Islamic University in Malaysia, Pakistan etc. and should be advised to join the crusade. So Muslim scholars should be encouraged to write books relevant to current demands and provide such to Islamic schools.

5.  Standardization of our Mainstream Islamic Education
Qur’anic schools should be extra mile standardized and reinvigorated so as to meet the current demand like ones established. The Muslim nursery, primary schools secondary levels be based on Islamic curriculum to follow International Islamic University in Malaysia, Cairo, Medina etc. of their curriculum pre-arranged before entrance to higher institutions.

6. Enlightenment Campaign
Islamic education cannot achieve a huge success without the cooperation of all Muslims in education, administration, mass communication and economic sectors of our national life. Systematic campaign and enlightenment should be given priority attention; otherwise the idea would be misconstrued and negatively presented to members of the public.

14.0 The Nigeria School Curriculum Review 2009: Alienating Arabic and Muslim Students

Educational system in Nigeria has come under series of attacks from various angles either from academics and non-academics as well. These criticisms give ways to different reforms right from Pre- independence to Post-Colonial era, notably, Universal Primary Education (U.P.E) to 6.3.3.4 under both the military rulers of Obasanjo and Babangida respectively.  Most reforms in the history of Nigeria were either partly implemented or not implemented at all.

With the failure of president Obasanjo to reform education sector, the Federal Government of Nigeria launched a new curriculum known as New Basic Education Curriculum for primary and junior secondary schools in 2007. The executive secretary of Nigerian Education Research and Development Council (NERDC), Professor Godswill Obioma said “the new curriculum seeks to correct the abnormalities of the former one which was lacking in the areas of   human capacity development, eradication of poverty, and the country’s quest for total emancipation as an independent entity”.

The new curriculum is effective from 2009/2010 academic session. The born of contention is the way and manner the new curriculum will alienate Muslim students completely from the scheme of things and rendered Arabic teachers less important from our schools?

In the old curriculum before 2007, you either choose French as elective subject or Arabic for which both are languages. With the new system in place, French for whom historically we have no any cultural ties whatsoever in any form or shape is now elevated to the same status as English and mathematics in our education system. Now Arabic cannot enjoy the same status as its French, where does it stand since there is no language partner?

The big question is, who is at the receiving end? Certainly from the look of things Muslim students and poor Arabic teachers are. Reasons are, Muslim students choose Arabic more than any religious groups in the country. In the history of Nigeria that’s Arabic and rendering Arabic teachers and anything associated with Arabic less important thereby facing lay-off.  Muslim students and Arabic teachers are in dilemma; tactically used to frustrate Islam.

Remember Nigeria Defence Academy (NDA) where Arabic department is now history, Arabic inscription in our naira notes; and now our Islamic educational sector is about to suffer the same fate?

2014 Nigeria revises basic education curriculum

The Nigerian Education Research and Development Council, NERDC, revised nine-year Basic Education Curriculum, BEC. The Executive Secretary, NERDC, Godswill Obioma, said that the school curriculum was revised to improve the quality of education in Nigeria.

He disclosed that the implementation of the revised BEC had been approved by the Nigeria Examination Council, NEC, to commence in September 2014, beginning from Primary 1 and JSS 1, which will gradually phase out the old BEC. Thus, Primary 1-3 would offer a minimum of six and a maximum of seven subjects with Arabic, (optional) but compulsory for those taking Islamic Studies from Primary 1-6 and JSS 1-3. Now where are we?

And Allah knows best.

References/ Sources

1)      Islamic Education in Northern Nigeria | Abdalla Adamu - ...

www.academia.edu/4237393/Islamic_Education_in_Northern_Nigeria

Islamic Education in African Countries—The Evolution of Non-Formal AlMuhajirun Education in Northern Nigeria Prof. Dr. Abdalla Uba Adamu Department of Science …

2)      Islam in Nigeria - Wikipedia, the free encyclopedia

en.wikipedia.org/wiki/Islam_in_Nigeria ... against the Hausa Kingdoms of Northern Nigeria. ... or simply used their religious education to gain increased "blessedness" for their efforts. ...

3)      Islamic Schools, the Ulama, and the State in the ...apad.revues.org/4092

The Ink of the Scholar: Islamic Tradition of Education in Nigeria, Lagos, Macmillan. ... State and Islamic Education in Northern Nigeria: an Historical Survey, ...

4)      Education and Islamic Trends in Northern Nigeria : 1970s ...

https://www.scribd.com/doc/21710490/Education-and-Islamic-Trends...

Educational backgrounds correlate with Islamic trends in Nigeria, which changed in significant ways during the 1980s and. 1990s. Analysis of Islamic movements must ...

5)      School in northern Nigeria combines Western and Islamic ...

www.bbc.co.uk/news/world-africa-17831813· Newly opened Almajiri Muslim schools provides education, housing and food for the Nigeria's deprived children.

6)      Education and Islamic trends in Northern Nigeria: 1970s-1990s

beststudiesofislam.blogspot.com/2011/04/education-and-islamic... Recognizably different Islamic trends in contemporary Northern Nigeria can be described in terms of traditionalism, modernism, and fundamentalism, and …

7)      Religious Education in Nigeria – A Case Study - folk.uio.no

folk.uio.no/leirvik/OsloCoalition/AishaLemu.htm. Emphasis is on Islamic Education. Historical Background: ... Islamic schooling was the formal educational system in Northern Nigeria.

10. https://islamqa.info/en/138104

11. https://islamqa.info/en/38284,

12. https://islamqa.info/en/4237 

13. https://islamqa.info/en/88184
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