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Dauda, A. (2002). State education in northern Nigeria. Kano: Gidan Dabino Publishers.

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Article

Contemporary Islamic Education in Nigeria from the Rear View Mirror

1Department of Educational Foundations, Faculty of Education, University of Port Harcourt – Nigeria


American Journal of Educational Research. 2018, Vol. 6 No. 4, 329-343
DOI: 10.12691/education-6-4-6
Copyright © 2018 Science and Education Publishing

Cite this paper:
Abdulrahman Yusuf Maigida. Contemporary Islamic Education in Nigeria from the Rear View Mirror. American Journal of Educational Research. 2018; 6(4):329-343. doi: 10.12691/education-6-4-6.

Correspondence to: Abdulrahman  Yusuf Maigida, Department of Educational Foundations, Faculty of Education, University of Port Harcourt – Nigeria. Email: yusuf.abdulrahman@uniport.edu.ng

Abstract

The three known systems of education existing in Nigeria are the traditional/indigenous, Islamic and formal western education systems. The thrust of this paper therefore, is a retrospective examination of Islamic education system in Nigeria and its historical transformations. Reflecting on the past is like using a rear mirror to view what are the contemporary characteristics of Islamic education in Nigeria. Therefore, concepts associated with the subject matter were clarified, correcting the general misconceptions about the position of Islam on the Muslims’ quest for knowledge. This is a qualitative study, hence the use of historical research method which relied heavily on both primary and secondary sources of data. The sources were also subjected to historical evaluation that focuses on the internal and external criticisms to establish the genuineness and authenticity of the two sources. The study ultimately analysed the data historically, adopting a content analysis that produced critical and contemporary submission about the then, the contemporary and the future prospect of Islamic education in Nigeria and among the Muslims. The findings revealed that both the Qur’an and Hadith which are the two major scriptures in Islam provided justification and clear acceptance of modern education among the Nigerian Muslims. The study further portrayed the efforts of individuals and Islamic organisations in promoting modern education amongst Muslims and in many diverse ways; not limited to establishment of institutions at all levels. Attention was accorded girls’ participation in modern education and compensatory educational opportunity, through Non-Formal education programmes. Some suggestions were made, calling on the stakeholders to redouble their efforts and do everything to address the branding of Islam as being violent; by embracing peace which Islam is known for and using education as an instrument to reclaim the glory of Islam as people or architect of modern knowledge in the global history.

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