DEPARTMENT OF EDUCATION FOUNDATIONS

FACULTY OF EDUCATION
KADUNA STATE UNIVERSITY, NIGERIA

COURSE CODE/TITLE

EDUC 103: HISTORY OF EDUCATION

JANUARY, 2025

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Course Content
Unit one
 Meaning of history,
 Sources of history: Oral history primary sources, written history or secondary sources and
archeology
Unit two
 Concept of education
 Forms of education: Formal, informal and non-formal
 General aims of education
 Other Concepts Related to Education: Instruction, indoctrination, training, initiation,
drilling, and schooling
Unit three
 Concept of history of education
 Significance of history of education
Unit four
 Traditional or African indigenous Education
 Early Africans, literate or illetrate
 Concept of Traditional or African Education in Nigeria
 Contents of Traditional or African Indigenous Education
 Aims of Traditional African Indigenous Education
 Characteristics of Traditional or African Indigenous Education
 Content of Traditional African Indigenous Education
 Advantages and Disadvantages of Traditional or African Indigenous Education
Unit five
 Islamic Education System in Nigeria (Qur’anic Education)
 Aims of Islamic education in Nigeria

 Content of Islamic Education

 Method and Stages of Islamic Education:

 Advantages and Disadvantages of Islamic Education

 Islamic Education in Nigeria Today

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  Factors that led to the spread of Islamic Education in Nigeria/Africa
Unit six
 Christian missionary/Western education in Nigeria
 Characteristics of early schools
 Objectives of Christian missionary education
 Significance of Christian missionary education
 Merits and demerits of missionary education
 Christian missionary education and Colonial master’s administration
Unit seven
 National policy on education (N.P.E), contents/objectives of national policy on education.
Education under colonial government: 1887 education ordinance, Phelps-stokes report on
education.
 Development of education in Nigeria since independence
 Primary and secondary education (6-5-4 and 6-3-3-4 system).
 Development of higher education in 1930s- Elliot and Asquith commission.
 Development of teacher education in Nigeria after independence.

Meaning of History
History is an account of what happened in the past which has a link to what is happening at
present and can help in planning or projecting for the future. In other words, history is about
yesterday, today and tomorrow. We study important development in human existence in the past
for the development of today.

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Historical records or accounts are presented in sequential, coherent, consistent and systematic
order. Logical presentation is an important ingredient of history. Bias and prejudice are not
allowed or encouraged. The historian tries to present issues, incidents or events concerning
people and places in their unbiased form. He tries to dig into important areas of interest. The
historian goes beyond ‘they said’ and seeks to find out why and how it happened. A historian is
not usually in a hurry.
He takes time to evaluate the necessary information received. He compares and analyses the
information and its sources so as to come up with a balanced and acceptable account. History is
an account because it aims at balanced information of true places, people and events of the past.
It cannot be fabricated to suit the interest of the writer or historian but seeks to represent the true
past into present. History gives account of real names of people, places, time and incidents that
actually took place at the recorded time. History, therefore, is a recreation of the true picture of
important persons, places, events of the past for the present and future generation (Amaele
2003).
History relates to how to remember and interpret the long sequence of events that comprise the
collective human experience (Egbebi, 2019). History begins with writing. The time pre-historic
means period before recorded history. Much of what we know about the past comes from early
historians like Herodous of Halicarnassus (425 – 484 BCE) who was called the father of history
by Cicero (Bunch, 2018 in Egbebi, 2019).
Sources of History

There are so many sources of gathering information of the major characters, places or incidents
of the past. The three major sources are:

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 1.
Oral history or primary sources

2.
3.
Written history or secondary
sources Aarcheology

Oral History or Primary Sources

This refers to various information, about real names of people, places and events, gathered by
the historian from somebody or people who was or were eye-witness to the incident. If the
historian gathered the information himself at the time of happening, the account also is a
primary source. The primary source could be oral or written. It could also be through recorded
interview between a narrator and an interviewer, recorded video, internet or other scientific
procedures like the archeological findings with the goal of adding to the historical record. For
instance, an account of fire incident, accident, and protest and so on by a victim or passersby is
a primary source of history.
Written History or Secondary Sources
When a historian consults books written by somebody or persons who was or were not eye-
witness(es) to the incident he is referring to secondary sources of information or written or
recorded that describe the historical events that have been recorded or documented. E.g. Tran-
Sahara Trade, Trans-Atlantic Slave Trade, Usman Dan-Fodio Jihad, Nigerian Heros, and
HSeroines, Hausa Bakwoi and Banza Bakwoi and so on. Secondary sources also refer to oral
information given out by somebody or persons who was or were not privileged to have firsthand
information on the event. Hence, like primary sources, secondary sources could be in oral or
written. A report of the outcome of a football match played last week by somebody as given or

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narrated to him/her by his/her friend who watched the match life is a secondary source of
history.
Archeology
The word comes from the Greek archaic (ancient things) and logos (theory or science).
Archeology refers to the scientific study of the material remains of past human life and
activities. These include artifacts from the very earliest stone tools to the man-made objects that
are buried or thrown away in the present day; everything made by human beings from simple
tools to complex machines, from the earliest houses, temples, tombs to palaces, cathedrals, and
pyramids. Archeological Investigations are principal source of knowledge of prehistoric, ancient
and extinct culture. E.g. Egyptian pyramid (Alexander), Museum, Gidan Makama etc.
Concept of Education

The word ‘education’ is exclusively used for the development of human beings in the cognitive,
affective and psychomotor domains. There is a general agreement among educationists and
educators that education involves a desirable change in human behavior through the process of
teaching and learning. This means that a human being who exhibits undesirable behaviors from
the point of view of the acceptable societal norms cannot be judged an educated person, despite
the fact that he had passed through the four walls of a classroom. The society, generally, expect
a kind of change from an educated person. Education, as a process of initiating the child into
cherished norms and skills, is designed and implemented by the more matured or the adult
members of the society to effect the desirable changes in the younger ones, from one generation
to the other.
According to Egbebi and Adesokun (2010|), education is weapon to combat poverty; ignorance
and diseases; as a bridge between confusion and comprehension; as a dam for conserving man’s
store of civilization; and for generating the power to move to greater civilization; as a rocket for
transporting man from a state of intellectual subservience to a state of intellectual sovereignty.

Fafunwa (1974), defines education as what each generation gives to its younger ones, which
makes them to develop attitudes, abilities, skills and other behaviors which are of positive value
to the society in which they live. This position reflects the sociological perspective. Education is
a social service, provided world-wide with multiple objectives in mind. The objectives vary

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from the acquisition of basic skills required for a more rapid growth of the economy and the
basic knowledge for the individual to function effectively in the society.
Etymologically, education derived its meaning from two Latin words ‘educare’ and ‘educere’
respectively. The word ‘educare’ is interpreted to mean; to train or to form or to mold.
Education here seems to be sociologically biased. In other words, educare implies that the
society train, form or mold the individual to achieve the societal needs and aspirations. This
perspective of education has little to consider on the natural potentialities of the individual child.
On the contrary, the word ‘educere’ is interpreted to mean: “to build, to lead or to develop”.
This perspective of the concept is mostly favored by the humanists, who insist that the function
of education is to develop the natural potentialities in the child to enable him function in the
society according to his abilities, interest and needs. This perspective of the concept of
education is child-centered, whereas the former is society-centered or subject matter-centered.
Mandela expressed the importance of education in one of his assertions:
"Education is the great engine of personal development. It is through education that the daughter
of a peasant can become a doctor, that the son of a mine worker can become the head of the
mine, that a child of farm workers can become the president of a great nation. It is what we
make out of what we have, not what we are given, that separates one person from another.”
From the above discussion, therefore, education could be understood to mean the total
development of the individual child, through acceptable methods and techniques, according to
his abilities and interests, as well as the needs of the society, to take his rightful place and
contribute adequately to the advancement of his society (Amaele 2003).
Forms of Education

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 3.
1. 2.
Non-formal
Formal Education Informal Education
Education

Formal Education

This is the type of education which is received in the regular formal school setting, for instance,
the primary, secondary and tertiary institutions. Formal education has well determined setting
where well trained and equipped personnel (teachers) interact on regular basis, with the
learner(s) on planned educative processes. The curriculum, the learning environment,
instructional materials, testing and evaluation, human resources and others are planned ahead of
time to achieve specific objectives within the time frame. Everything is patterned from the entry
point to the exit point. The books, the classroom, the pupils, teachers, curriculum, etc. are
selected and formalised.
Informal Education

This process of education includes all other agencies of learning outside the formal learning
system agents of socialization. These agencies include the home (family), church or mosque,
peer-group, mass-media. Informal education can also be received in the market, farm, along the
road and so on. Though, not deliberately planned like the formal education, informal education
provides learning opportunities for the child to develop his natural potentialities within a given
limit. It enlarges the child’s scope of learning and helps to build up the comprehensive
experience of the formal education system.

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What the child learns from his/her mother, father, elderly ones, peer- group, associations etc.,
falls under the informal education. In this form of education, the child or the adult can learn
from one another or from the society, consciously or and unconsciously. Informal education is
still relevant today. It can also provide some raw data to the child, which could be refined in the
formal school system. But he should be guided so that what he/she learns through this form of
education is not negative.
Non-Formal

This form of education has some basic characteristics of formal education like planned
programmed of action, contact persons, programmed assignment or examination and others, but
it is not formal. It is not within the regular school system. Non-formal education is mainly
received through workshops, seminars, correspondences, radio, television and media. In the
case of workshops and seminars, non-formal education is used to equip the individual with
some basic skills, attitudes and intelligence required for human and societal growth at one
particular time or the other. In this case, it is occasional or adhoc, but in correspondence cases,
the learning process is spread over the years but lacks the regular person to person interaction.
However, it is a complementary form of education. It helps to up-date knowledge as in the case
of workshops and seminars and for care of the education of particular class as in the case of the
correspondence programmes. Each of these three forms of education is important to human and
societal growth and survival and should be encouraged. An average person must pass through
all of them consciously and/or unconsciously.
General Objectives of Education
1. Education aims to produce individuals whose behaviors are transformed, upholding values,
morals and right attitude towards life.
2. Education exposes individuals to good opportunities in the society where they can easily
compete with their counterparts politically and socially.
3. One of the objectives of education is to prepare individuals through teaching and learning to
think critically and rationally and be able to solve real life problems.
4. Through education, individuals can learn skills or knowledge acquire and vocational skills
that will help them get good jobs or create jobs in the society.
5. Another objective of education is to give opportunity to individuals to choose any discipline
of their interest and specialization.

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 Other Concepts Related to Education

2.
Indoctrination
1. Instruction 4. Initiation

3. Training
6. Schooling

5. Drilling

. 1. Instruction
Instruction: is a process of imparting knowledge, facts, and principles to others through various
means, with the instructor being the authority and the learners being passive. It is a one-way
communication process, which limits its value in education, although it is still a necessary aspect
of education.
2. Indoctrination
Indoctrination: is a form of teaching that aims to impart unquestioning commitment to certain
claims or beliefs, often using non-rational means and coercion. It can occur in various contexts,
including the teaching of moral values, religious beliefs, and political ideologies. A key
characteristic of indoctrination is the attempt to close someone's mind on an issue, rather than
encouraging critical thinking and open-mindedness.

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 3. Training
Training: is a planned process to impart specific skills for a task, aiming for efficiency. It's
narrow and limited, not requiring understanding of underlying principles. Training is not
education, but a part of it. Examples include physical training (exercising muscles) and mental
training (exercising the mind), such as rote learning, recitation, and physical education. Drilling
is also a form of training.
4. Initiation
Initiation: refers to introducing a new member to a society or group, teaching them practices,
rules, and regulations to develop their mind and body. Education involves initiation, and it's
practiced by various agencies like home, school, and cultural societies.
These concepts are all related to education, but they are not the same as education. They are
important tools or processes that can be used to achieve educational goals, but they have
different purposes and characteristics.
5. Drilling
Drilling: is a concept related to training and education, involving the repetition of simple
knowledge, facts, skills, or attitudes to achieve flawless performance. It's commonly used in
school subjects like language learning, and in military training. The goal of drilling is to enable
perfect and error-free repetition of a task. Drilling is a useful tool in education, it is not
education itself.
6. Schooling
Schooling: is the process of formal education, but it is not the same as education itself. The goal
of schooling is to develop a person's abilities and talents through a prescribed curriculum and
rules. Schooling teaches values, skills, and knowledge important for societal and individual
survival. While schooling is an essential part of education, it is not education in itself. The
school is a systematic institution that brings students together for educational purposes.

Concept of History of Education

History of education is concerned with the study of how societies have transmitted their culture
from one generation to another. It also explains how education became an instrument of
problem-solving activity in the society from one place to another. History of education,
therefore, could be seen as past efforts at solving man’s socio-economic problems in order to

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improve the present and the future. In other words, history of education is the study of major
educational developments in the society which took place in the past for the present and future
generation.
History of education, as an academic discipline could be viewed as the application of historical
methods or skills in studying and improving the education process of the society. It tries to study
the educational practices of the past, noting their strength and weaknesses, so as to build a better
system for the present and future generation. It gives a starting point to educational practices of
a people and tries to defend some misconceptions and misinterpretations placed on the
educational system by some foreign authors.
Significance of History of Education

1. The study of history of education helps us to appreciate the various aspects of our past
educational processes, so as to link them to the present. The continuity of educational
practice is guaranteed.
2. It gives a starting point to educational practices of a people and tries to defend some
misconceptions and misinterpretations placed on the educational system by some foreign
authors.
3. It gives us the opportunity of knowing our past mistakes in our educational
administration and practices with the view to making necessary amend. E.g. teaching
methodology, classroom management, pupils’ enrolment, teaching personnel function,
data generation, and school records will be known and likely solutions supplied to some
if not all.
4. History of education gives us the opportunity of studying other people’s educational ideas
and programmes, the type of education had in the past and the purpose it serves with the
aim of developing ours.
5. History of education guides us to proffer positive solution to our present-day educational
problems. For instance, unavailability or absence of accurate pupils’ data, learners and
instructional materials. ICT and computers could be used through Information
Management System (IMS) to gathering vital, timely, accurate date and number on
school population and so on.
6. It helps us to understand major trends and developments in our educational system. For
instance, the traditional, Islamic and Western education is mastered by the learners.

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 7. Educational growth and developments from past to present dispensation are apprehended.
The Nigerian/African nationalists and patriots who had immensely contributed to the
system of education, and know their various contributions toward educational growth and
development. E.g. Sir. Ahmadu Bello (who established A.B.U. Zaria), Uthman Danfodio
(established Sokoto caliphate).

8. Careful study of history of education can help a country to minimize wastages in

education and leads a nation to projecting an effective education system aimed at building
a self-reliant country.
9. It widens the scope and knowledge of the teacher and makes him more comfortable and
competent in his class and in handling any political appointment on education, nationally
or internationally.
Traditional or African Indigenous Education
Early Africans Illetrate or Literate
Illiteracy refers to the opposite of literacy and it is the inability of an individual to read and write.
Whenever one is unable to read out or write out things that can be read, such a person is termed
as illetrate. But according to Brown (1995) in Egbebi (2019) is of the view that literacy or
illetracy should go beyond reading and writing should include hearing and understanding of a
thing written or read.
From the above definition it is acceptable fact that any African who can read and write is literate
and the opposite is termed as illetrate. Literacy or illetracy is not linked to one’s particular
language. One may be literate in Yoruba cosmology and illetrate in Hausa or Igbo cosmology, he
becomes illetrate in that area since he cannot speak, read or write Hausa or Igbo language.
Therefore, the question of literacy or illetracy can only be justified within a given world view or
Spectra of a given society.
In support of this view Fafunwa, 1991 in Egbebi, 2019 infers that people make a lot of mistakes
by measuring literacy or illetracy with English Language. What of other tribes that can neither
read nor write English Language. Are they not literate and useful in their own area? Fafunwa is
of the view that measurement of literacy or illetracy cannot only be done with the Lingua-franca-
English. But if one is useful in his area or can serve his area rightly, the person is said to be
literate. Early Africans know how to read and write before literacy was introduced through
Western or Islamic education.

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Nyerere made an assertion in 60’s
“Before the Europeans arrived, our communities had a well-established system of
education. When they met us, they discovered that we had our own unique methods and
traditions. We believed that every action had a corresponding rule or principles, and we
learned by doing, and our education was rooted in the idea that knowledge is acquired
through experimentation, observation and participation".
The question here were the early Africans literate or illetrate? The early Africans were not
illetrate, it should be on record that the writing materials then were the Nzu and Odoh the walls
and Earth were the chalk. They also made use of the leaf stick or broom as their pencil or pen
(Egbebi, 2019).
In African cosmology, if one is owned or indebted to someone, straight lines will be drawn on
the wall with local chalk or charcoal. Long line represents big debt while short represents small
debt. It was also part of the custom especially in Igbo land to remember market days such as;
Eke, Orie, Afor, Nkwo.
In Hausa land, particularly among women, a traditional savings practice is common.
Contributions are made daily, on market days, weekly, or monthly, with a fixed amount of money
collected each time. To keep track of contributions, a line is drawn on the wall with local chalk
or charcoal, or a stone is added to a safe container. As contributions continue, the number of lines
or stones grows. At the end of the cycle, the lines or stones are counted to determine the total
amount contributed, allowing the individual to collect their corresponding share.
In some parts of Nigerian, a traditional practice was used to count down to upcoming
ceremonies, such as weddings or festivals. A series of lines, representing weeks or months,
would be drawn on a wall. Each week or month, one line would be erased, serving as a visual
reminder of the approaching event. When only one line remained, it signaled that the ceremony
was imminent, taking place that very week or month.
In ancient Africa, various methods were employed for communication within communities.
These included:
- Flames: used for long-distance signaling
- Horns and trumpets: blown to convey messages or announce important events
- Gongs and drums: beaten to disseminate information or signal gatherings
- Guns: fired to alert communities of important announcements or impending events

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- Town criers: designated individuals who verbally announced news, upcoming events, and
important dates, such as festivals, ceremonies, and holidays like Sallah and Christmas.
These traditional communication methods played a vital role in sharing information and
promoting community engagement.
Every traditional community has signs and symbols that are peculiar to them. Signs as gestures,
facial expressions and body movements while symbols are object acts, relationships or language
formation that stand ambiguous for a multiplication of meaning. These signs and symbols are all
there in the traditional cosmology, pregnant with meanings that are easily decoded by an on
looker who knows them (Ameachi, 2000 in Egbebi 2019). E.g. ironical terms or statements were
used by elders to the younger ones but indirectly serve as warning or threat to them. Emphasis on
the wrong action made by elders unto the younger ones on correcting majors against subsequent
issues or events not to be repeated.
Children in every household eat in the same bowl, which educate and emphasis on the younger
ones the importance of unity and cooperation in the community.
Concept of Traditional Education in Nigeria

African Traditional Education is seen to be as old as the creation of the world itself. History of
education is incomplete without making reference to the abundance knowledge of African
indigenous education system with the features preparation on pre-illetrate societies like Africa
before the advent of Islam and Western Education. African society regarded education as a
means to an end not an end itself. Education was generally for an immediate induction into
society and preparation for adulthood. In particular, African traditional education emphasized
social responsibility, Job creation, political participation, spiritual and moral values, children
learn by doing, both children and adolescents were engaged in participatory ceremonies, rituals,
imitation, recitation and demonstration. Character training is also emphasized. Each family has
her peculiar character traits which she inculcates in her members.
Contents of Traditional Education

Traditional education provides for occupational and professional training. For instance, fishing
is emphasized in the riverine areas while farming is emphasized in the forest areas. The
curriculum of traditional education is categorized as follows:
i. Activities on character building, since conformity was necessary;

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 ii. Physical training through physical contests, wrestling, racing, relays perseverance
activities etc.
iii. Arts and crafts, carving, writing, painting, modeling, artistic and creative pursuits,
songs and dances, masquerades etc.;
iv. Intellectual training, including singing and counting, games, arithmetic

etc.

v. Study of facts about natural environments: a father moves about with his son,
introducing him to the names of different objects, plants, animals, etc.
vi. Historical knowledge including stories about the gods, traditions of various societies
which were preserved in folklore, proverbs, poetry reasoning and ridddle and jokes
are regarded as a legend which is passed from one generation to another.
Aims of Africans or Indigenous Education

The aims of traditional education include:

 To preserve the cultural heritage of the extended family, clan and the tribe;
 To explain to them that their own future depends on the understanding and perpetuation
of the institutions, laws, language and values inherited from the past.
 To prepare and equip children with the required knowledge, skills, mode of behavior,
beliefs for playing their roles in adult life, inculcate a sense of belonging, discipline the
child to mold his character and to inculcate in him, desirable moral qualities such as
sociability, solidarity, courage, humility as well as obedience(Ocitta, 1974).

Fafunwa (1974) also enlarge the aims of traditional education into the following cardinal points:
 To develop the child’s character, latent and intellectual skills, and to inculcate respect for
elders and those in authority.
 To acquire specific vocational training and to develop a healthy attitude towards honest
labour.
 To develop a sense of belonging and participate actively in family and community affairs.
 To understand appreciate and promote the cultural heritage of the community at large.
From above aims mentioned by these authors, the affective domain (character-training)
occupies the most important position in the traditional education set-up.

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 Characteristics of African Indigenous Education

Some of the basic characteristics of traditional education in Nigeria are:

 Traditional education is a collective and social activity and can take place at any time and
place. In other words, almost everybody is involved in the training of the child.
 It is multi-dimensional in character in terms of its goals and the means employed to
achieve the goals (methodology).
 It is planned in gradual and progressive steps in order to achieve conformity with the
successive stages of physical, emotional and mental development of the child.
 Traditional education relies more on informal instruction (oral tradition) and has limited
specialized training.
 Traditional education is practical and general towards specific situations.
 Religion, ethnics and education are inextricably related. They are interwoven and
inseparable;
 It is a life-long process, basically conservative, and opposed to change and secretive.
Stages of Education Development in Tradition Education

Some scholars of traditional education believe that education starts at conception. Hence, the
expectant mother is expected to ensure a desirable future for the child. But others such as
Fafunwa (1974), uphold that the education of the child starts at birth. This author is more
inclined to uphold the former view because in the traditional setting, the pregnant woman is
made to observe some taboos aimed at building the required type of child. For instance, she
abstains from eating certain food, fruits and even animals that are adjudged to have negative
character or behaviour. In Etche land in River state, for instance, an expectant mother is
forbidden from eating tortoise so that the child would not develop crafty character.
Also, the series of myrrh which the expectant mother robs on her abdomen and the concoctions
she drinks are meant to shape the child to a desirable size and health. It is, therefore, believed
that the health of the mother will influence that of the child.
Similarly, in Hausa culture, pregnant women are traditionally prohibited from fetching water at
sunset or midnight to prevent evil spirit from harming the unborn child. So also, after birth, a
baby is never left alone in a room unless a knife is placed beside the bed, believed to protect the
baby from evil spirits. The child development and upbringing are divided into five stages:

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Infancy

This covers the first five years of the child. The mother and father as well as the immediate
members of the family are the first group of teachers at this level. Later, the peer group
influence follows. The education at this stage centres on the personal needs of the child such as
food, body care, evacuation, sleep etc. This is usually done by petting, rocking, singing and
reassuring appellation to soothe and communicate pleasure. Naming ceremonies are done on the
seventh, eighth or even ninth day after birth, as the case may be. It is aimed at welcoming the
child by the family and relations. As the child grows, he learns to sit, crawl, walk and talk. He is
also reprimanded for any anti-social act performed and rewarded for good ones. As soon as the
child is able to eat solid food, he is weaned.

Childhood

This covers the age six to twelve. At this age, the child moves out for the discovery of the world
around him beyond his mother and immediate family. He has also mastered his mother tongue
for effective communication. Learning at this stage is mainly through play, imitation,
observation and participation.
During play, the child imitates the type of job, character or what he sees his parents do. While
acting during play, any passer-by owes it a duty to correct him if, and when he gets into
difficulties or is doing the wrong thing. At this stage the boys imitate and take to the roles of
fathers, the girls take to those of their mothers. It is also a period of learning about things around
their environment: names of trees, animals, fish, objects, insects and so on. As the child grows,
parent siblings and other members of the community participate in the education of the child,
they send him/her on an errand tell him stories, teach him obedience and respect for elders, code
of behavior, and history of the family or ethnic group. The child is taught by example, proverbs,
myths, folktales, song and instruction about the virtue of the society.

Adolescence

Adolescent stage of learning starts at the age of twelve. It is a period of renewed vigour in play
and learning. Learning at this stage is done through folklores, riddles, proverbs, myths, legends,
imitation, participation, initiation ceremonies, dos and don’ts, and so on. The aim of the girl-
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child education at this period is to prepare her as a future house wife and mother. The boy on his
part works under close supervision of his father or older brothers or relations, to become a
future husband and father. The unfortunate scenario in Nigeria today is a situation where more
girls than boys are educated in South East region while more boys than girls are educated in
Northern and Southern Nigeria (Maisamari, 2006).

Adulthood

Education in the traditional society is a continuous and endless one. Accordingly, the adult
receives his education from the parents and or parent-in-laws or any elder in the community. He
also learns from the happenings within and outside his environment.

Advantages of African Indigenous Education

1. It promotes transfer of culture, customs, traditions, norms and values from one generation
to another.
2. It inculcates respect to the Supreme Being, parents and elders in the society.
3. It lays more emphasis on moral education (what acceptable and not acceptable) in the
society.
4. It serves as background knowledge to Western education.
5. Learning takes place anywhere and anytime.
6. It comprises of all ages, sex race and group.
7. Learners move at their own pace
8. It teaches children how to establish relationship with other people and how to overcome
and control emotions.
Disadvantages of African Indigenous Education
1. The system is static in nature; change is not entertained. The same knowledge and
experience are passed from one generation to another.
2. Content of traditional education is confidential.
3. A lot of threats surrounds the system and instill fear in children and dangerous
repercussion to whoever violates any tradition or custom in the society.
4. Absence of curriculum and standard of evaluation.

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 5. No timeframe for training, it takes longer period of time to learn a particular skill or
profession. Therefore, the system is boring.
6. No room for criticism from younger ones even when the elder went wrong.
7. I t does not give room for initiative and creativity.
Islamic Education System in Nigeria (Qur’anic Education)
Qur’anic Education is an integral part of Islam. Wherever there are Muslims, schools are found
for the teaching of Islamic Education. Islam is a process whereby values are spelt out through
the Holy Qur’an and the traditions of the Prophet Muhammad (S.A.W.) are handed down from
generation to generation to enable Muslims to acquire knowledge and make use of the
knowledge to worship their creator.
In Nigeria, the history of Islamic education is dated back to 11 th century when Sayfawa court of
the Kanem Empire was converted, to Islam. By early 16 th century, Qur’anic Education has taken
a new dimension with the establishment of centers of learning in Borno, Zaria, Sokoto, Kano
and Katsina. The teachers were mostly Arabs scholars and traders. While the syllabus was
mainly reading, writing and memorization of the Qur’an of certain selected texts in Arabic.
Language and Literature, Logic and Islamic Jurisprudence. The expansion of the Qur’anic
education across the northern region in the 19th century gave wider popularity especially for its
spread in Nigeria. The system of that education was not given any recognition until 1896.
In June 1896, as a result of demand by Muslims for formalization of the system in schools, the
first government school began in Lagos. A Muslim Idris Animashaun consented to be a
headmaster for one year without pay. Similar schools were operated in Epe and Badagry. The
schools were later phased out in 1925 when government hands off funding of schools.
Aims of Islamic education in Nigeria

The major aims of Islamic education are as follow:

i) To build up the individual who will act as Allah’s Ambassador (representatives on
earth) or at least put on the part that leads to such an end.
ii) It urges Muslims to imbibe the values of kindness, generosity, patience, steadfastness,
honesty and so on. The Holy Quran emphasizes on high moral standard, obedience,
good behavior and others among adherents.
iii) To learn Qur’anic text, to teach it and should be a duty for which one should expect
no reward on earth.

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 iv) To teach Muslims Islamic literature, and rudiments of Qur’an so as to be able to read
and comprehend the steps in Islamic Education.
v) To make people embrace Islamic religion which connotes submission of oneself to
the oneness and unity of God as the supreme-being worthy of worship.
vi) To establish and spread the teaching of Qur’an, Islamic jurisprudence, Arabic
language and Arabic numerical to the people of Nigeria
. Content of Islamic Education

Quran is a Holy document for all Muslims. It is the reference point from where the totality of
Islamic education is drawn. Abduttawwab (1980) illustrate this point as follows:
i) Arabic syntax and morphology evolve to protect the Quran from ungrammatical
utterances by foreign speakers.
ii) Translation, which stands for commentary on, and interpretation of the Quran, evolved
to facilitate its comprehension.
iii) Phonetics, the art of reading the Quran aloud, according to established rules of
pronunciation and intonation, was introduced to facilitate recitation.
iv) Arabic lexicography developed so as to define and clarify specific vocabulary and
expressive of the Quran.
These show that the content of Islamic education emphasizes the preservation and strict
adherence to the teachings of the Holy Quran and the principles of Islam.
Another book of relevance which further guides the content of Islamic education is the Hadith.
It contains the sayings of Prophet Mohammed, which gives some clearer information on some
verses of the Quran, among others.
Islamic education also covers other areas of study in economics, social sciences, medicine, pure
science, arts and so on.
Methods of Islamic Education

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1. Repetition 2. Memorization 3. Illustrations

4. Questionng 5. Demonstration 6. Field trip

7. 9.
8.
Metaphorical Puishments and
expressions Story telling rewards

Stages of Learning in Qur’anic\Islamic Education

1. Nursery or Early Stage

(makarantan allo)

2. Elementary Stage

3. Adult Education Stage

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1. Nursery or Early Childhood stage

This stage consists of children of tender age of three to five who normally follow their brothers
and sisters to school. These are grouped together in one corner of the circle and instructed orally
to recite and commit to memory shorter chapters (Surah’s) of the Qur’an will be written on a
slate. “The only pleasure they (children) derive from the system at this stage lies in the oral
recitations which follows after a sing-song pattern. The pupils seem to enjoy reciting these
verses to themselves in their homes and at play. (Fafunwa, 1974). The instructional technique at
this stage is such that the teacher recites the shorter chapters to the pupils and the pupils in turn
repeat after him. This routine is repeated several times until the teacher is fully convinced that
his pupils have mastered the correct pronunciation.
The pupils are then allowed to retire and continue reciting these ayats (verses) on their own until
they have been thoroughly memorized before proceeding to the next set of ayats. This way, the
pupils progress in their studies before entering the next stage of learning.
2. The Elementary Stage

This consists of pupils of about five (5) to fourteen years old. At this stage, the pupils are
introduced to Arabic Alphabets just as children in the formal type of education are introduced to
A, B, C, and D. They first learn the consonants without vowels, and after learning all the
consonants, which are twenty -eight in number, they then learn each of the consonants with
vowels. The vowels in Arabic are five (5) and they are used for forming words. Learning of these
in Qur’anic education are indispensable. It is very necessary in ensuring fluency in the proper
pronunciation of Arabic letters from their roots and proficiency in word articulation pertinent in
realising and appreciating the correct interpretation of the Qur’an, its melody and unique
features. This stage is often regarded as the most primary to the educational progress of pupils
later in life. That is why Muslim parents make sure that their children are well grounded.

The pupils progress in this stage, and are gradually introduced to the art of writing, which
develops their writing skills. In this, the teacher or other senior students in the school
continually guide them. After writing, they now go to the mallam or his representative to read
the written portion in a process called “recitation”. The teacher reads while the pupils repeat
after him until he is satisfied that the pupils are reading correctly as is expected. The pupils will
be allowed to wash the slate and write another verse/chapter. This continue until the art of

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writing is perfected, after which the pupils are now allowed by the mallam to be reading from
pages of the Qur’an directly. He reads and observes some of the rules of reciting the text that is,
the science of the recitation of the Holy Qur’an unconsciously until he completes learning the
whole Qur’an. After completion the whole chapters of the Holy Qur’an, members of the family
and friends will celebrate and rejoice with the learner. Ram will be slaughter and distribute to
people so also cooked food. All the students would complete this stage of learning. Some would
withdraw and take on some trade to earn a living, and others, especially girls will be withdrawn
by their parents for marriage.
This stage concludes what may be called the elementary education. Whatever the child may
learn after this stage is considered within the scope of Adult Education in which specialization
features most. In addition to these, further instructions on Islamic rituals are given, and in most
cases, the teacher demonstrates how to perform ablution, dry ablution, prayer and other
rituals are issued at this stage, although much of it are to be later learnt at the next stage. Under
this stage, learners are prepared for outside engagements like assisting mallam in sermon,
translation and amplification. Learners often followed their mallams in performing religious
duties within the community and beyond; like naming, marriage, funeral ceremonies and
different kinds of prayers.
3. Adult Education Stage

Fafunwa (1974), states that pupils in this stage are mostly adolescents who in most cases have
completed the reading of Al-Qur’an at least once and also know some basic principles of Islam.
The curriculum of this stage is diversified and structured or reflect areas students wish to
specialized. He first starts learning what may be called general studies. The meaning of what he
learnt and committed to memory before is now taught to him in the process called recitation and
translation. He is equally introduced to the tradition of the prophet (S.A.W.) called Hadith being
the most comprehensive details of the content of the Qur’an, which he learnt during his
elementary level of studies.
Other courses include Arabic grammar and its components i.e. grammatical inflexion, syntax,
Logic), rhetoric and poetry. Islam Jurisprudence, theology), rules and principles of the
interpretation of laws, algebra, were equally taught.
Normally as is the case, the student spends much of his time learning these subjects from
different teachers, as no one teacher specialises in all these areas. Alternatively, different

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teachers teach the different subjects where they are available. Having learnt these different
subjects, the student now chooses a subject for specialization. In the past days, he proceeds to a
university of international of repute to continue with his studies there. E.g. Universities of
Al’Azhar, Timbuktu, sankore and Jenne used to and still serve as international centres in getting
access to these institutions. Nowadays, renowned Islamic scholars, competent enough to teach
these areas do the jobs. E.g. late Sheikh Gumi, Sheikh Ja’afar, Albany and presently Sheikh
Ahmad Gumi and so on.
Islamic Education in Nigeria Today

Within the present formal (secular) school system in Nigeria, Arabic and Islamic Religious
Knowledge have become relevant at all levels. Both subjects (Arabic and Islamic Religious
knowledge) gained recognition into the school certification examination in Nigeria in the late
1950s (Balogun 1985). Balogun further argues that IRK (Islamic Religious Knowledge) and
Arabic language syllabi designed by the West African Examination Council came into use in
1968 and 1972 respectively for the subjects. In 1975 Islamic Studies syllabus was designed for
the Higher School Certificate and General Certificate in Education (GCE) Advanced level.
Subsequently, in 1976, the Arabic studies syllabus was introduced (Balogun, 1985).

Presently, the National Policy on Education, which was first introduced in 1977, makes Islamic
Studies a core subject in Junior secondary and an elective in Senior Secondary levels. While
Arabic studies is made an elective subject at both junior and secondary school levels. Arabic
language and literature as well as Islamic Studies are currently offered for study in some
Colleges of Education, Polytechnics and Universities in Nigeria. Certificates, diplomas and
degrees etc. are awarded in these disciplines also.
Factors that Led to the Spread of Islamic Education in Nigeria/Africa
i) Trans-Sahara trade: People from North Africa, majority of who are Muslims, traded with
West Africa people. The trading activities were conducted across the Sahara Desert. As
they traded, they stopped in towns, villages and other settlement to establish Mosque and
Qur’anic school.
ii) Islamic Jihad: “Jihad” according to Islam does not only mean “holy war”, it means
obedience to commandment of Allah by sacrificing their time to encouraging,

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 preaching and teaching others to be of good behaviors. As a result of these Islam
continue to expand.
iii) Activities of Muslim scholars: These scholars who were located at different part of the
country, engaged in impacting Islamic education to adult and youth free of charge.
iv) Those who studied Arabic language become literate. They were appointed as secretaries,
teachers, preachers and judges. This opportunity encourages people to acquire Islamic
education.
Merits of Islamic Education
i) Islamic education makes people move closer to their Creator.
ii) It caters for individual differences, people move at their own pace
iii) It makes people live in peaceful co-existence, brotherhood, unity and co-operation.
iv) It’s a continued process from birth to death, one will benefit here and here after.
v) It lays emphasis on moral education.
vi) Islamic education takes place anytime, anywhere and for all ages and sexes.
Demerits or Shortcomings of Islamic Education
i) Training period of Islamic education has no fixed time.
ii) No salary for teachers. They depend solely on charity given by parents every
Wednesdays.
iii) Islamic education is teachers or instructor’s centered.
iv) Pupils of this school find it difficult to be employed even after graduation compared to
those that received western type of education.
v) Neither time table nor supervisory body for Islamic education.

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