CHANGES IN NIGERIAN BASIC SCHOOL SYSTEM AND THE EFFECT ON THE TEACHING OF ISLAMIC RELIGIOUS STUDIES (A CASE STUDY OF SELECTED PRIMARY SCHOOLS IN KANO STATE)

CHAPTER ONE

INTRODUCTION

1. 1. BACKGROUND OF THE STUDY

Education clearly denotes intrinsic worthwhile activities. It is a process of being initiated into knowledge and understanding which in turn regulate the recipients’ attitudes, emotions, wants and actions. Jaiyeoba (2007) perceived education as a priority sector in every well-meaning society, she referred to it as a major force in economic, intellectual, social and cultural empowerment. The value of education in bringing about character and attitudinal change ranks as important as its ability to change and reshape human potentials for desired development. Education, globally as well as in Nigeria is majorly divided into three levels- the primary, secondary and the tertiary education. The basic education serves as the foundational level of all other education by providing the children with a good preparatory ground for further education. According to Quadri (2001) the Section 4, page 12 of the National Policy on Education (2004) described basic education as the “education given in an institution for children aged normally between 6 years to 11 years plus.” The basic education level is the key to the success or failure of the whole educational edifice because the rest of the educational system is built upon it. Basic education according to the National Policy on Education (NPE, 2004) is likened to the key which opens to success or failure of the whole educational system. Akande (2010) reiterated Njoku (2000) regarded basic education as very vital and fundamental to all types of education any person can receive in life.

Justifying the importance of good basic education, the World Development Report (2000/2001) indicates that the biggest problem of poverty, besides the lack of food, is the lack of power directly related to alack of knowledge worldwide, almost 1 billion people lack a basic skill to acquire knowledge: they are illiterate. They are illiterate because they have had no basic education or because the quality of their basic education was too low (Peter, 2005). Really, any investment in basic education pays off. The basic knowledge and access to information made possible through functional basic education enables people to chose good government (or to oust bad ones).

However, an Islamic religious study is simply translated as ‘tarbiyyah al Islamiyyah’. It contained a concept of “ta alim” (instruction), tahadhib (rear or sustain) and other sub concepts like hikmah (wisdom), Adl (justice) Amanah (trust) and as the extreme is Khilafah (vicegerancy) and Ibadat (worship). The main sources in this type of education are the Quran and Hadith. Islamic religious studies connotes whole life approach and signifies complete integration into man’s life, it emanation can be trace to the existence of man on earth of the holy Quran. It is the true system that first takes man from the darkness of ignorance and illiteracy to the light of knowledge and education, it shapes so many relevance and advantages not only to Muslims but to entire humanity. Islam faces education as an act of worship and a life long process (Hashim, 2004). Therefore, its philosophy, method, content and general curriculum are towards human successful integrative life. Education is an art that allows humans to accumulate every leaving experience in their life and subsequently transmit to a new generation. In Islam, the actual education which are required are the content of Quran and Hadith, because these are the motivations which derives the Muslim community so as to place due importance on advancement of knowledge which is borne out from the Quran and Hadith. Islamic religious studies can also be defined as a process of nurturing and training of the mind, the physique and the spirit of human based on Islamic values which are sourced from the Quran and Sunnah. It is intended to bring forth humans who are God conscious and subservient only to Allah (Nor, 2012).

1. 1. STATEMENT OF THE PROBLEM

It has been observed by Jimoh (NATAIS 1999) that Islamic religious studies as a subject in basic schools in Nigeria faces severe problems in relation to its curriculum content and delivery by the Islamic religious studies teachers. However it is unfortunate to observe that Islamic religious studies has been neglected by the learners and its content delivery by teachers has been too slow. Similarly, it has been observed by Arikewuyo (NATAIS 1999) that teaching and learning of Islamic religious studies in basic schools was bedeviled with multi-dimensional problems which impede successful implementation of the curriculum. At the centre, the most clear teaching problems are the inadequate changes in the Nigerian basic school system as a result of policies that are not effective. This has regrettably affected the teaching and effective learning of Islamic religious studies at the basic school level.

1. 1. AIMS AND OBJECTIVES OF THE STUDY

The major aim of the study is to examine the changes in the Nigerian basic school system and its effect on the teaching of Islamic religious studies in Nigeria. other general objectives of the study include;

1. To examine the history of Islamic religious studies in Nigeria.
2. To examine the level of changes in the Nigerian basic school system.
3. To assess the level of effectiveness in the teaching of Islamic religious studies in Nigerian basic schools.
4. To study the importance of an effective teaching of Islamic religious studies at the basic school level.
5. To examine if changes in the Nigerian basic school system has a significant effect on the teaching of Islamic religious studies in Nigeria.
6. To recommend ways of improving the teaching of Islamic religious studies at the basic school level.
   1. RESEARCH QUESTIONS

1. What is the history of Islamic religious studies in Nigeria?
2. What is the level of changes in the Nigerian basic school system?
3. What is the level of effectiveness in the teaching of Islamic religious studies in Nigerian basic schools?
4. What is the importance of an effective teaching of Islamic religious studies at the basic school level?
5. Do changes in the Nigerian basic school system has a significant effect on the teaching of Islamic religious studies in Nigeria?
6. What are the ways of improving the teaching of Islamic religious [studies at the basic school level?
   1. RESEARCH HYPOTHESIS

HO: Changes in Nigerian basic school system do not have a significant effect on the teaching of Islamic religious studies

HA: Changes in Nigerian basic school system have a significant effect on the teaching of Islamic religious studies

1. 1. SIGNIFICANCE OF THE STUDY

This study would of benefit towards the development of the teaching and learning of Islamic religious studies in the Nigerian basic school level which is regarded as the critical level of education. the study would be of immense benefit to Islamic scholars, teachers and students likewise as findings from the study would reveal ways changes in the Nigerian basic school system has an effect on the teaching of Islamic religious studies. The study would also be useful to students, researchers and scholars as it would serve as an important resource in developing further studies on the subject matter.

1. 1. SCOPE AND LIMITATION OF THE STUDY

This study is on the changes in Nigerian basic school system and its effect on the teaching of Islamic religious studies using selected primary schools in Kano metropolis as the case study.

LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work