The Development and Integration of Qur’anic Schools in Nigeria, with particular Reference to the (Training of) Human Knowledge (Qur’an and its Sciences)

Abstract

The development and integration of Qur’anic schools in Nigeria with particular reference to the (training of) human knowledge . This study aimed to identify the development of traditional Qur’anic schools in Nigeria and investigate the various efforts and initiatives in the attempt to integrate and mainstream them into Universal Basic Education Scheme, initiated by the Federal Ministry of Education of Nigeria, through the States Universal Basic Education Board (SUBEB), under the auspices of the Universal Basic Education Commission(UBEC). This research is guided by the specific Objectives which includes:- • To extend frontiers of human knowledge and its application through ages by integrating the same to ascribe the modern western education along with Arabic and Islamic education and the challenges therein. • To improve the organizations and methods of teaching in traditional Qur’anic schools in Nigeria. • To have a universal character in the whole Nation, for running the (new) programme of Qur’anic school system. • To suggest some ways for designing general objectives syllabi, scheme of work and the common phenomena of teaching in the integrated Qur’anic school contents in Nigeria. • This research adopted the method of an analytical process of physical interview with Questionnaires. Data was collected through physical interviews, observation, reference books, internet materials where applicable, magazines, journals, past-studies on the issues and periodicals. All these are analyzed by using both qualitative and quantitative techniques of data analysis. As a result, the study realized the relevant data that was analyzed and presented in respect of the research questions. Ideally there were existed various number of traditional Qur’anic schools in Nigeria right from the time of Shehu Usman Danfodiyo . These schools were founded in different locations and areas across the Northern and Western regions of Nigeria. And they were found to have taught Qur’anic recitation and other related subjects of Islamic studies. These schools are the backbone of the traditional Islamic Education System. The development and integration of these traditional Qur’anic Schools to suit the current system of basic education is therefore imperative. In view of this, the universal Basic education scheme was initiated by the Federal Ministry of Education to develop, integrate and mainstream the traditional Qur’anic school education into the current system, through the Universal Basic Education Commission (UBEC) and States Universal Basic Education Board. (SUBEB). Base on these development, various efforts were made by the above mentioned two bodies to reform the traditional system of Qur’anic education. These includes – Designing and presentation of National strategic plan of Action for the proper implementation of Almajiri education. The states universal Basic Education Board are furnished with activities to be undertaken for the proper implementation of integration. The operational guidelines for the implementation of the Almajiri Education programmed are also promulgated to serve for suitable intervention. These intervention guidelines involve the government of Nigeria at all levels, with the collaboration of other development of partners such as Non-governmental organizations (NGOs), Community Based Organization (CBOs), and School Based committee (SBCs). Other perspectives, observations and suggestions are also taken into cognizance in the reformation and intervention initiations. In view of all these efforts, the main research finding indicates the following: • This research has discovered that the scholars of Arabic and Islamic studies have made great contributions to the development of world civilization, norms and culture, for their compilation of great lexicons and development of phi logical learning. • It is also founded that the first Muslim school was established in the house o Arqam Bin Arqam in Makah with prophet himself as the Head teacher. • It is also founded that the intervention of government towards the development of Qur’anic School has taken place right from the time of Caliph Omar Bin Khattab. • This might have motivated the current inter- venation of the government of Nigeria in its efforts to integrate and develop the Quranic schools. • This research has brought forward the educational theory adopted by the renown scholar- Ibn Sahnun, who was one of the great scholars of Abbasid, who laid down some rules of conduct for the teachers and proprietors of Arabic and Qur’anic schools, where he said that- Teachers must treat their pupils equally and they must not inflict punishment while on temper . • This research is founded to have encouraged for some changes is the general system of Qur’anic education in Nigeria, • It is also discovered that the development of partners and private sectors have played vital roles in socio-economic development of many third world countries including Nigeria. • This research has encouraged and supported the efforts for harmonization and reformation in the traditional Qur’anic Schools Curriculum by the government which was proved to be narrow in its contents. • It is also founded that the socio-economic conditions for both teachers and students of traditional Qur’anic schools in Nigeria which motivated itinerancy and street-begging could be curtailed with proper implementation of the government initiatives for integrating such schools through Universal Basic Education Scheme (UBES). • The physical research of these findings indicated that many of the pupils, teachers and proprietors of the traditional Qur’anic school are well coming for the introduction of modern subjects in to the harmonized curriculum of integrated Qur’anic schools. This research has recommended a number of the following recommendations: 1- A baseline study should be conducted to determine the location size, staff strength , facilities and problems that might be involved in the integration project (Shehu 2010); 2- Public enlightenments is required, in order to sensitize and convince the general public as well as the proprietors and teachers of the Qur’anic schools on the importance of the introduction of modern disciplines in the Qur’anic schools; 3- The Qur’anic schools involved in the integration project should receive assistance from government inform of textbooks and other teaching facilities for the modern disciplines. 4- Proprietors and teachers of the integrated model Qur’anic school need to be trained on basic teaching methods, administrative skills, school management and child-management . 5- Routine inspection and monitoring as well as evaluation is required, to ensure the success of the integration project. 6- Vocational education that provides skills related to occupations like carpentry, welding, farming etc. should be introduced for adolescents and adults attending the Qur’anic schools . 7- Appropriate consultants should assist as technical experts , to accelerate the quality of the exercise through trainings ,evaluation of implementation, review of curriculum, etc (Baffa 2003). 8- A way should be devised to involve and empower the integration project along. In this regard the family, the community, the Islamic Non- governmental organization (NGOs) and voluntary association should be mobilized. 9- The integration project should devise a concrete remedial programme to enhance chances of integrated schools pupils in public examinations. 10- The government and private sectors should consider opening opportunities for graduates of integrated schools to benefit from employment and training schemes.