EDU103

History Of Nigérian Éducation And Northern Perpectives

Course Out Line

1 Traditional Education in Nigeria
2 islamic Education before colonial Rules
3 chiristian/Missionary Education in Nigeria in 19th 20th Sentuare
4 Colonial Education
5 Highlight The Education in Northern Nigeria
6 discrive the changes in the curriculum
7 Explain the changes the structure of Education
8 Define the Development Of Administration
9 Enumerate the Social Political and Economic Infact
10 Educational Development Since 1950 changes in Primary Education
11 Universal Basic Éducation (UBE) in the Easter’s and wasters religious
12 1976 UBE program
13 UBE Development
14 Changes in Administration
15 Changes in Secondry School
16 Gramma And middle School
17 3-3 System Of Education
18 Curriculum Changes
19 Growth of the University
20 Development Of Teacher Trainning
21 Technical Education
22 Islamic Education Under And After the

Traditional Education in Nigeria

Traditional Education in Nigeria refers to the indigenous system of learning that existed in Nigeria
*before the introduction of Western (formal) education* by missionaries and colonialists.

*Key Features of Traditional Education in Nigeria:*

1. *Community-Based:*
- Education was informal and took place within the family and community.
- Elders, parents, and religious leaders were the main teachers.
2. *Moral and Cultural Focus:*
- Emphasis was on *respect, honesty, hard work*, and obedience.
- Children were taught *values, norms, taboos, and customs*.

3. *Practical and Vocational:*

- Learning was through *observation, participation, and imitation*.
- Skills like farming, hunting, fishing, weaving, blacksmithing, pottery, and trading were taught.

4. *Age and Gender Roles:*

- Education was according to *age, sex, and role* in society.
- Boys were prepared for leadership and economic roles; girls were trained in homekeeping,
child care, and crafts.

5. *Oral Transmission:*
- Knowledge was passed through *stories, proverbs, songs, and folklore*.

6. *Religious Element:*
- Indigenous religious beliefs were taught, including respect for the gods, ancestors, and
spiritual practices.

*Objectives:*
Islamic Education Before Colonial Rules

*Islamic Education Before Colonial Rule in Africa (esp. in Nigeria):*

Before colonialism, Islamic education was well-established in many parts of Africa, particularly in
regions like present-day *Northern Nigeria*, where Islam spread as early as the 11th century.

*Key Features of Pre-Colonial Islamic Education:*

1. *Foundation on Qur’an and Sunnah:*

- Education was centered on learning the *Qur’an*, *Tajwīd*, and *Hadith*.
- Pupils started with memorization of the Qur’an (in *makaranta allo*) before advancing to
deeper Islamic sciences.

2. *Informal and Community-Based:*

 - Education occurred mostly in *mosques, palaces, scholars’ homes*, or under trees.
- It was *free or low-cost*, with community support for teachers (*malamai*).

3. *Curriculum:*
- Qur’an, Arabic language, Fiqh (Islamic Jurisprudence), Tauheed (Islamic theology), Tafsir
(Qur’anic exegesis), Hadith, and poetry.
- Classical texts like *Ajurumiyyah*, *Risalah of Ibn Abi Zayd*, and *al-Akhdari* were commonly
taught.

4. *Scholars and Centers:*

- Prominent scholars like *Sheikh Uthman dan Fodio* and *Abdullahi Fodio* were central to
Islamic learning.
- Major learning centers included *Kano, Katsina, Borno, and Timbuktu*.

5. *Moral and Spiritual Training:*

Chiristian/missionary Education in Nigeria in 19th 20th Sentuare

Here’s a concise overview of *Christian/Missionary Education in Nigeria during the 19th and 20th
centuries*:

*19th Century (1800s):*

*1. Introduction of Western Education:*

- Christian missionaries were the *first to introduce formal Western education* in Nigeria.
- The *Church Missionary Society (CMS)* started schools in *Badagry (1842)* and *Abeokuta
(1846)*.

*2. Purpose:*
- The primary aim was *evangelism*: to convert locals to Christianity.
- Schools were tools to teach reading (especially the Bible), writing, arithmetic, and religious
studies.

*3. Curriculum:*
- Focused on *religious instruction*, basic literacy in English, and simple vocational skills.

*4. Impact:*
- Produced the *first literate elite* in Nigeria (e.g., Bishop Samuel Ajayi Crowther).
- Helped spread *English language and literacy*.

---

*20th Century (1900s):*

*1. Expansion & Colonial Involvement:*

- Missionary schools expanded, and the *British colonial government* began supporting
education.
- More subjects were added beyond religious instruction: history, geography, science.

*2. Establishment of Denominational Schools:*

- Schools were often linked to specific churches: Catholic, Anglican, Methodist, etc.

*3. Teacher Training & Secondary Schools:*

Colonial Education

*Colonial Education* refers to the system of education introduced by colonial powers (like
Britain, France, or Portugal) in their colonies, especially in Africa, Asia, and Latin America, during
the period of colonization.

*Main Features of Colonial Education:*

1. *Language of Instruction:*
Often in the language of the colonizers (e.g., English, French), not the native languages.

2. *Curriculum Focus:*
- Emphasized Western values, history, and culture.
- Limited or excluded indigenous knowledge and traditions.

3. *Purpose:*
- To produce clerks, interpreters, teachers, and low-level administrators to serve the colonial
government.
- Not to encourage critical thinking or leadership among natives.

4. *Limited Access:*
 - Education was mainly for a small elite class.
- Girls and rural populations had very limited opportunities.

*Impacts of Colonial Education:*

- Created a class divide between the educated elite and the masses.
- Eroded traditional systems of learning.
- Introduced formal schooling systems still used today in many post-colonial countries.
- Laid foundations for nationalist movements (as educated elites began to demand
independence).

If you need examples or focus on a specific country (e.g., Nigeria), I can provide that too.

Education in Northern Nigeria

*Education in Northern Nigeria: An Overview*

Education in Northern Nigeria has a long and dynamic history shaped by religion, culture,
colonial influence, and modern reforms.

*1. Traditional Islamic Education:*

- *Before colonialism*, education in the North was largely Islamic.
- Children learned *Qur’an, Arabic, Fiqh, Hadith, and other Islamic sciences* in *"Makarantar
Allo"* (Qur'anic schools).
- *Mallams (teachers)* taught under trees, in homes, or small schools.
- Higher Islamic studies were pursued in centers like Kano, Sokoto, and Borno.

*2. Colonial Era and Western Education:*

- The British introduced *Western education* in early 20th century but faced *resistance* from
some Islamic scholars and communities who feared the erosion of Islamic values.
- Mission schools were less effective in the North compared to the South due to *religious
differences*.

*3. Post-Independence Developments:*

- Governments invested in *public schools*, *colleges*, and *universities*.
- Institutions like *Ahmadu Bello University* (est. 1962) became a major educational hub.
- Northern states also expanded *Islamiyya* and *Tsangaya* schools to integrate secular
subjects with Islamic education.
*4. Contemporary Challenges:*
- *Low enrollment*, especially among girls in rural areas.

The Changes in Curriculum

*Changes in the Curriculum* refer to the adjustments or improvements made to educational

content, methods, and objectives to meet the needs of learners and society. Here are the key
areas where changes often occur:

1. *Content Updates:*
- Old or outdated topics are replaced with modern and relevant knowledge (e.g., digital literacy,
climate change).
- Inclusion of global issues and diverse perspectives.

2. *Teaching Methods:*
- Shift from teacher-centered to *student-centered learning*.
- Use of technology (e.g., online resources, smart boards).
- Emphasis on *critical thinking* and *problem-solving*.

3. *Assessment Methods:*
- Moving from only written exams to *continuous assessment*, projects, and practicals.
- Focus on assessing *skills*, not just memorized content.

4. *Skills Integration:*
- Inclusion of *21st-century skills* like communication, collaboration, and digital skills.
- Emphasis on *entrepreneurship* and *vocational training*.

5. *Cultural and Moral Education:*

- More attention to national values, ethics, and civic responsibility.

6. *Inclusive Education:*
- Adapting curriculum to include learners with special needs and diverse backgrounds.

In summary, curriculum changes aim to make learning more *relevant, practical, inclusive, and
future-focused*.
Thé Changes the Structure of Education
*Changes in the Structure of Education* refer to the transformation in how education is
organized, delivered, and experienced over time. Here's a concise explanation of major structural
changes:

*1. Traditional to Modern Education:*

- *Traditional:* Focused on religious or cultural teachings, often oral and teacher-centered.
- *Modern:* Shifted to formal systems with standardized curricula, classrooms, and trained
teachers.

*2. From Rote Learning to Critical Thinking:*

- Older systems emphasized memorization.
- Modern approaches focus on understanding, analysis, creativity, and problem-solving.

*3. Expansion of Access:*

- Education once limited to elites or males.
- Now more *inclusive*: access for all genders, abilities, and socio-economic backgrounds.

*4. Digital Transformation:*

- Introduction of *ICT* (Information and Communication Technology).
- E-learning, virtual classrooms, digital resources, and AI integration.

*5. Curriculum Reforms:*

- Broader subjects now included: STEM, life skills, environmental studies, etc.
- Competency-based and learner-centered curricula are becoming common.

*6. Decentralization & Flexibility:*

- Education is no longer uniform; it adapts to local, national, or individual needs.

The Development Of Administration

*Development of Administration* refers to the gradual improvement and evolution of

administrative systems, structures, and practices to meet the changing needs of society,
organizations, or governments.

*Definition:*
*It is the process through which administrative practices become more efficient, effective,
responsive, and modernized, often involving institutional reform, capacity building, and
adaptation to social, political, economic, and technological changes.*

---

*Key Aspects of Administrative Development:*

1. *Structural Improvement* – Reforming bureaucratic systems for better service delivery.

2. *Capacity Building* – Training personnel, improving skills, and professionalizing the workforce.
3. *Policy Reform* – Updating laws and policies to support modern governance.
4. *Technology Integration* – Using digital tools to streamline processes and enhance
transparency.
5. *Accountability and Transparency* – Ensuring public institutions are responsible and open to
the public.
6. *People-Centered Approach* – Making administration more responsive to citizen needs.

The Social Political and Economic Infact

Here is a breakdown of the *social*, *political*, and *economic impacts* of the Prophet
Muhammad’s ‫ ﷺ‬statement: *"I was given victory by awe (r‫ )ﻋﺐ‬from the distance of a month’s
journey"*:

---

*1. Social Impact:*

- *Unity of Muslims*: It strengthened the confidence and morale of the Muslim community,
increasing social cohesion.
- *Respect and reputation*: Other tribes and nations feared and respected Muslims, which
improved their image and reduced attacks.
- *Spread of Islam*: The awe led many to accept Islam peacefully, avoiding conflict and
bloodshed.

---

*2. Political Impact:*

- *Consolidation of Power*: The Prophet ‫ ﷺ‬was able to establish authority across Arabia more
smoothly due to reduced resistance.
- *Strategic Advantage*: Fear in enemy hearts gave Muslims an upper hand even before battle.
- *Diplomatic leverage*: Opposing leaders were more willing to negotiate treaties or alliances out
of respect or fear.

---

*3. Economic Impact:*

- *Protection of Trade Routes*: Safer roads for Muslims led to improved trade and wealth
circulation.
- *Less spending on wars*: Since many enemies surrendered without fighting, economic
resources were preserved.

Educational Development since 1950 Changes in Primary Education

Here is a brief overview of *educational development since 1950*, focusing on *changes in

primary education*:

*1. Expansion of Access:*

- Since 1950, many countries—especially in Africa, Asia, and Latin America—have *expanded
access to primary education*, aiming for *universal primary education*.
- Establishment of *free and compulsory education laws*.

*2. Curriculum Reforms:*

- Shift from colonial or religious-focused content to *nationally relevant curricula*.
- Emphasis on *literacy, numeracy, life skills*, and more recently, *digital literacy*.

*3. Teacher Training and Qualification:*

- Improved *teacher education programs*.
- Introduction of *professional development* to raise teaching quality.

*4. Language of Instruction:*

- Many countries moved from colonial languages to *mother tongue instruction*, especially in
early grades, to improve learning outcomes.
*5. Gender Parity:*
- Massive global efforts (e.g., UNESCO, UNICEF programs) to *increase girls' enrollment* in
primary schools.
- Focus on *inclusive education* for all children.

*6. Infrastructure and Resources:*

- Governments and NGOs built *more schools*, especially in rural areas.
- Efforts to provide *learning materials*, textbooks, and now, *digital tools*.

*7. Use of Technology:*

Universal Basic Éducation (U,B,E) in the Easter’s and wasters religious

*Universal Basic Education (UBE) in the Context of Eastern and Western Religions*

*Universal Basic Education (UBE)* is a global and national initiative aimed at providing *free,
compulsory, and quality education* for all children, particularly at the *basic level (primary and
junior secondary school)*. Its acceptance and implementation can be viewed differently through
the lenses of *Eastern and Western religions*:

---

*1. In Eastern Religions (e.g. Hinduism, Buddhism, Confucianism):*

- *Value of Knowledge:*
Eastern religions emphasize *knowledge, discipline, and moral development*. Education is seen
as a means of spiritual and ethical growth.

- *Inclusiveness:*
UBE aligns with principles of *compassion, enlightenment, and self-improvement* found in
Buddhism and Confucianism, promoting equal access to learning.

- *Challenges:*
In some traditional Eastern societies, *caste systems or gender roles* might have limited
educational access in the past, but UBE aims to bridge these gaps.
---

*2. In Western Religions (Christianity and Judaism):*

- *Biblical Foundation:*
Christianity emphasizes *teaching, reading scriptures, and spreading knowledge*. UBE aligns
with the biblical command to "train up a child."

- *Church and Education:*

1976 UBE Program

*The 1976 Universal Primary Education (UPE) Program in Nigeria*

*Background:*
- Launched by the *military government of General Olusegun Obasanjo* in *September 1976*.
- Aimed to *provide free and compulsory primary education* to all Nigerian children.
- Came after earlier failed attempts (especially the 1955 Western Region UPE and 1973 national
plan).

*Objectives:*
1. *Ensure universal access* to primary education.
2. *Eradicate illiteracy* and promote national development.
3. *Provide equal educational opportunity* across regions and socio-economic groups.
4. Lay the foundation for further education and self-reliance.

*Features:*
- Free tuition, textbooks, and learning materials.
- Government funded massive *school building*, *teacher training*, and recruitment.
- Targeted millions of school-age children nationwide.

*Challenges Faced:*
- *Shortage of trained teachers.*
- *Inadequate classrooms and infrastructure.*
- *Funding constraints*—the government underestimated the cost.
- *Poor planning and over-enrollment.*
- Regional disparities in implementation.
*Impact:*
- Significantly increased *primary school enrollment* across Nigeria.
- Created *awareness* about the importance of education.

UBE Development

*Universal Basic Education (UBE) Development in Nigeria*

*Definition:*
Universal Basic Education (UBE) is a *Nigerian government programme* launched in *1999*,
aimed at providing *free, compulsory, and quality basic education* for every child of school age.

*Key Objectives:*
1. Ensure *universal access* to 9 years of formal basic education.
2. Reduce *illiteracy, dropout rates*, and educational inequality.
3. Improve *numeracy and literacy* at foundational levels.
4. Promote *equity* in access to education across gender and regions.

*Structure of UBE:*
- *Early Childhood Care Development Education (ECCDE):* Ages 0–5
- *Primary Education:* 6 years
- *Junior Secondary Education:* 3 years
Together, this forms the *9-year basic education cycle*.

*Developmental Milestones:*
1. *Establishment of UBEC (2004):*
- The *Universal Basic Education Commission* was created to coordinate UBE nationally.

2. *Teacher Training & Curriculum Reform:*

- Focused on competency-based curricula, continuous assessment, and teacher development.

3. *Infrastructure Expansion:*
- Construction and rehabilitation of classrooms, provision of learning materials.

4. *School Feeding Programme:*

- Introduced to boost enrollment and retention in some states.
Changes in Administration

*Changes in Administration in Northern Nigeria (Brief Overview):*

Over time, the system of administration in Northern Nigeria has evolved significantly. Key
changes include:

*1. Pre-Colonial Administration:*

- Dominated by *Islamic rule* under the *Sokoto Caliphate* and other emirates.
- Based on *Shari’ah law*, with Emirs, District Heads, and Village Heads governing under Islamic
and traditional principles.

*2. Colonial Administration (1903–1960):*

- British introduced *Indirect Rule*, retaining traditional rulers but subordinating them to colonial
officers.
- Created a dual system: *British authority + Native Authority system*.
- Introduced written records, taxation, and centralized bureaucracy.

*3. Post-Independence Reforms (1960–1976):*

- Nigeria gained independence in 1960; administration gradually shifted from traditional to
*modern civil service systems*.
- Native Authority system began to weaken.
- Creation of *new states and local governments* to improve governance.

*4. 1976 Local Government Reforms:*

- Standardized the *Local Government system* nationwide.
- Reduced powers of traditional rulers, who became ceremonial.
- Introduced *elected councils* and professional local administrators.

*5. Current Administrative Structure:*

Changes in Secondry School

Here are key *changes in secondary schools* over time, especially in countries like Nigeria and
others with similar education systems:
*1. Curriculum Development:*
- *Then:* Focused mainly on academics (Math, English, Science).
- *Now:* Includes *ICT, entrepreneurship, civic education, and life skills* to meet modern
demands.

*2. Teaching Methods:*

- *Then:* Teacher-centered, rote memorization.
- *Now:* *Learner-centered*, interactive, use of *technology and group work*.

*3. Assessment Techniques:*

- Shift from only *exams* to *continuous assessment*, including projects and class participation.

*4. Infrastructure and Resources:*

- *Improved classrooms, laboratories, libraries*, and *e-learning facilities* in some areas.
- Use of *smart boards, tablets, and online learning platforms* in urban schools.

*5. Discipline and Guidance:*

- Growing focus on *guidance and counseling* to handle students' emotional, social, and
academic needs.

*6. Gender Inclusion:*

- More emphasis on *girls’ education*, with efforts to close the gender gap.

*7. School Management:*

- Involvement of *PTAs, school boards*, and *community partnerships* in school governance.

*8. Language Policy:*

- Use of *local languages in junior classes* for better understanding (in some regions).

Gramma and Middle School

*Grammar and Middle School: Explanation*

*1. Grammar School:*

- Originally a *British-style secondary school* focused on *academic subjects* (like English,
Latin, science, math).
- In Nigeria (especially during colonial and post-colonial era), *grammar schools* were elite
*secondary schools* that prepared students for university education.
- Example: Government College Ibadan, King’s College Lagos.

*2. Middle School:*

- Common in *American education systems*.
- Serves students roughly between *ages 11–14* (grades 6–8).
- Acts as a *transition between primary (elementary) and high school*.
- Not widely used in Nigeria, but similar to *Junior Secondary School (JSS 1–3)* under the
6-3-3-4 system.

*Comparison in Nigeria:*
- Nigeria generally uses:
- *Primary school* (Basic 1–6)
- *Junior Secondary* (JSS 1–3) ≈ *Middle school*
- *Senior Secondary* (SSS 1–3)
- Grammar schools in Nigeria now refer to *older prestigious secondary schools*.

3-3 System of Education

The *3-3 system of education* is part of Nigeria’s *9-3-4 educational structure*, which was
introduced under the *Universal Basic Education (UBE)* programme in 1999.

*Structure Explained:*
- *9 years of Basic Education:*
- *6 years* in *Primary School*
- *3 years* in *Junior Secondary School (JSS)*

- *3 years of Senior Secondary School (SSS)* — *This is the “3-3” part*:

- *3 years in JSS*
- *3 years in SSS*

- *4 years in Tertiary Education* (e.g., universities, polytechnics)

*Purpose of the 3-3 System:*

- To ensure a smooth *transition* from basic to secondary education.
- To offer students at JSS level exposure to *vocational, technical, and entrepreneurial skills*.
- To allow for *career choice and specialization* at the SSS level — e.g., science, arts, technical,
or commercial tracks.

*Advantages:*
- Builds a *stronger foundation* for lifelong learning.
- Prepares students for *higher education or employment*.
- Promotes *national uniformity* in education.

Curriculum Changes

*Curriculum Changes in Nigeria: Overview*

Curriculum in Nigeria has evolved to meet the nation’s *socio-economic*, *cultural*, and
*technological* needs. Here’s a summary of major changes:

*1. Colonial Curriculum (Before 1960):*

- Focused on *literacy*, *numeracy*, and training for *clerical jobs*.
- Lacked Nigerian history, culture, or vocational content.
- Curriculum was *Eurocentric* and exam-driven.

*2. Post-Independence Reform (1960s–1970s):*

- Push for *relevance to Nigerian needs*.
- Introduction of *civic education*, *agriculture*, and *local history*.
- *1977 National Policy on Education* introduced *6-3-3-4 system* (6 years primary, 3 junior
secondary, 3 senior secondary, 4 tertiary).

*3. Universal Primary Education (UPE) – 1976:*

- Curriculum expanded to include *moral instruction*, *science*, and *practical skills*.
- Aim: functional literacy and national unity.

*4. Universal Basic Education (UBE) – 1999:*

- 9-year basic education (6 primary + 3 junior secondary).
- Curriculum introduced *Basic Science*, *Computer Studies*, *Home Economics*, *Civic and
Security Education*.
- Emphasis on *ICT*, *entrepreneurship*, and *gender equality*.

*5. Recent Developments (2010s–Present):*

Growth of the University

*Growth of the University: A Brief Overview*

The *growth of the university system* globally—and in Nigeria specifically—reflects the evolving
needs of societies for knowledge, innovation, and national development.

*1. Historical Background:*

- The concept of a university began in *medieval Europe* (e.g., University of Bologna - 1088, Al-
Azhar in Egypt - 970 AD).
- In *Nigeria*, the first university was *University of Ibadan*, established in *1948* as a college of
the University of London.

*2. Expansion in Nigeria:*

- From *1 university in 1948*, Nigeria now has over *170 universities* including:
- *Federal Universities*
- *State Universities*
- *Private Universities*

*3. Drivers of Growth:*

- *Population increase* and growing demand for higher education.
- *Government policies* supporting access to education.
- Establishment of *private universities* to reduce pressure on public ones.
- Rise in *distance learning and ICT-based education*.

*4. Key Developments:*

- Establishment of *National Universities Commission (NUC)* to regulate standards.
- Introduction of *postgraduate programmes* and specialized fields.
- Collaboration with *international institutions* and research bodies.

*5. Challenges:*
- Inadequate funding and infrastructure

Development of Teacher Trainning

*Development of Teacher Training in Nigeria*

Teacher training in Nigeria has evolved through several historical phases, shaped by colonial
influence, national reforms, and global educational standards.

*1. Pre-Colonial and Colonial Era:*

- *Informal teacher training* occurred through Islamic education in the North and mission
schools in the South.
- Early Western-style teacher training began with *missionary institutions*, such as *St. Andrew’s
College, Oyo (1896)*.

*2. Post-Independence Expansion (1960s–1970s):*

- Nigeria established *Grade II Teachers’ Colleges* to train primary school teachers.
- *Advanced Teacher Colleges* and *Colleges of Education (COEs)* were founded to produce
*NCE (Nigeria Certificate in Education)* holders.
- *University education* for teachers was expanded through *faculties of education*.

*3. National Policy on Education (1977):*

- Mandated *NCE as the minimum qualification* for teaching in primary and junior secondary
schools.
- Emphasized *professionalization of teaching*.

*4. Universal Basic Education (UBE) and Recent Reforms:*

- UBE increased demand for qualified teachers.
- Government and UBEC supported *in-service training*, *capacity building*, and *retraining of
unqualified teachers*.

Technical Education

*Technical Education in Nigeria*

*Definition:*
Technical education refers to the *teaching of practical skills* and applied sciences related to
*specific trades or occupations*, such as engineering, agriculture, building, mechanics, and ICT.

*Objectives:*
1. Equip students with *technical and vocational skills* for employment or self-reliance.
2. Support *industrial and economic development*.
3. Bridge the gap between *education and the labor market*.
*Types of Institutions Offering Technical Education:*
- *Technical Colleges* (Post-Junior Secondary level)
- *Polytechnics & Monotechnics*
- *Vocational Training Centres*
- *National Board for Technical Education (NBTE)* regulates these institutions.

*Benefits of Technical Education:*

- Reduces *unemployment* by creating skilled workers.
- Encourages *entrepreneurship*.
- Promotes *innovation and productivity* in key sectors.
- Provides *alternative paths* to university education.

*Challenges:*
- *Inadequate funding and facilities*.
- Shortage of *qualified instructors*.
- Low societal perception (viewed as inferior to academic education).
- Outdated curriculum and lack of *industry linkage*.

*Recent Developments:*
- Reforms by *NBTE* to improve standards.

Islamic Education under and After The Colonial Rules

*Islamic Education Under and After Colonial Rule in Nigeria*

*1. Before Colonial Rule:*

- Islamic education was widespread in Northern Nigeria.
- Learned in *"Makarantar Allo"* (elementary) and *"Makarantar Ilmi"* (advanced).
- Taught *Qur’an, Arabic grammar, Fiqh, Hadith, and poetry*.
- The Sokoto Caliphate (1804–1903) boosted Islamic scholarship and literacy.

---

*2. During Colonial Rule (1903–1960):*

*a. British Policy:*
- The British *recognized but restricted* Islamic education.
- They feared that full support for Islamic education would *strengthen resistance*.
- Western education was promoted, especially in the South.

*b. Dual System Emerged:*

- Islamic schools remained but were *not funded* or modernized by colonialists.
- Mission schools in the South were supported, causing *educational imbalance*.

*c. Negative Effects:*

- *Stigmatization* of Islamic learning as “non-modern”.
- Lack of integration with secular subjects (e.g. math, science).
- Some Muslims saw Western education as *anti-Islam*, leading to low enrollment.

---

*3. After Colonial Rule (Post-1960):*

*a. Integration Efforts:*

- Nigeria introduced *Islamiyya and Islamo-Western schools*.
- Qur’anic schools began to adopt *English, math, and civic education*.

*b. Government Involvement:*