HISTORY OF EDUCATION IN NORTHERN NIGERIA

BY JUDE EZE/DI/415

Being a Term Paper Submitted to the Philosophy Department of Dominican institute of Philosophy and Theology, Samonda Ibadan. (In affiliation to the university of Ibadan) In partial Fulfilment for the Award of Bachelor degree in Philosophy.

COURSE: TEE/301 HISTORY OF NIGERIA EDUCATION

LECTURER REV. FR. EMMANUEL OGU, OP (PhD)

21 JANUARY 2011.

CONTENT Introduction 1.0.What is education? 2.0.Systems of education in Northern Nigeria 2.1.Indigenous Education 2.2.Islamic Education 2.3.Quranic School a. Makarantar Allo b. Makarantar llmi 2.4.Reform in Islamic Education 3.0.Western Education 3.1.The role of British administration in Northern education History Conclusion.

Introduction Education is as old as man because man has being in the process of learning since antiquity to this present day. Education is a process of acquiring new ideas and this educational process develops through different phases. The Northern region of Nigeria is not left out in this process. The history of the educational system in the Northern part of Nigeria began with the indigenous or traditional education but has evolved in phases with great influence from the Arabs, and western education promoted by the British administration. However, The Jihad by Uthman Dan Fodio helped to revive, spread and consolidate Islamic studies and extend access to education also to women. Thus, before the arrival of the Western type education in the 19th Century, Islamic learning had been established. Islamic studies had also penetrated the Western parts of Nigeria before the arrival of the Jihadists; but the Jihad strengthened the religion where it was weak. This intellectual piece explores the history of educational development in the Northern part of Nigeria. Our goal in this essay will be achieved under the following headings; what is education? Systems of education in the north, this will be discuss under the following sub-headings; indigenous education, Islamic education cum Quranic systems of education and reform in Islamic education, western education, and the role of British administration in northern education. 4.0.What is education? Education as a concept has been subjected to multifarious definitions according to various scholars. According to Ebele, it refers to all the influences and learning that equip a person to

function effectively in his environment.1 This definition portends a holistic definition for education and education in this sense is a form of socialization which is continuous in process; and it starts from the cradle of human life to grave. It is in this sense that the concept of education will be understood and used in this presentation. 5.0.Systems of education in Northern Nigeria Education in Northern Nigeria evolved through two different movements, namely the Islamic movement which came in through Cairo to Northern regions at about 14th century by Islamic scholars and traders and the missionary movement of mid-19th century which came in through Badagry and Lagos.2 However, prior to the coming of these educational movements there was already an indigenous educational system in place. 5.1.Indigenous Education African society view education as a means to an end and not an end in itself. Education for them is an immediate induction in to the society and preparation for adulthood.3 Education for the northerners starts from childhood, the mother is the first teacher to the child who grows with a high sense of innocent curiosity as he observe patiently the actions of his mother and all those surrounding him. However, this learning process is not only theoretical but practical. In other words, the child learns by doing. This goes in a chain process as the child, if grown to adulthood joins his age grade. Though, this is similar among other ethnic groups in Nigeria.

Dawood O. Egbefo, in Education and Development in Northern Nigeria, (Niger State: IBB Uni., Falculty of Education and Art, 2008.)p.167 2 Cf. Ibid., p.229 3 A. B.Fafunwa; History of Education in Nigeria (Ibadan: NPS Educational Pub. 1974), p.2

This form of education is functional in nature coupled with physical, intellectual vocational training in things like Arts, crafts, fishing, agriculture, and plating of hair, et al. Development of character, community participation, pure intellectual training is also seen in the study of local history from the elders, legends, (local geography, botany and zoology) also included are poetry, riddles, poetry, story relays and promotion of cultural heritage.4 In a nutshell, indigenous education facilitates the transmission of ideas from one generation to another. 5.2.Islamic Education In the pre-colonial era, there were two important Muslim empires in the territory that became the Northern part of modern Nigeria. The two Muslim empires were the Sokoto Caliphate and Kanem-Borno.5 While the former had a long history that spanned almost over a thousand years the later noticed around 14th century. Arabic was the classical language that was in use during this period. This was because Arabic was the language of Islam and the Holy book of Quran was writing in Arabic. Consequently, the Islamization of northern Nigeria by the Arab merchants introduced the Quranic school system and both Arab and Islam were taught simultaneously. 5.3.Quranic School The Quraanic school aims at equipping the students with the basic of Arabic and Islamic knowledge in other for them to become staunch Islamic personality. There are two types of Quranic schools, namely Makarantar Allo or Tablet School and Makarantar llmi or the higher school.6

Cf. Ibid., pp.7-42 M.T. Usman; In Education and Development in Northern Nigeria, (Niger State: IBB Uni., Falculty of Education and Art, 2008.)p.192 6 Cf. Loc cit. p.49
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a. Makarantar Allo This period of schooling is meant for beginners and features the recitation of Arabic letters. The Mallam is in charge of this school. At the age of 3-5 the parents sends their wards to the school which is held some times within the mosque or the house of the Mallam. The school lasted between four to seven years with considerable discipline and discipleship. For instance, in the process of learning the Quran their teacher went out to perform some religious duties like conducting service in the mosques, naming, wedding and funaeral ceremonies as well as open air preaching. In this way, the student came to know how to pray, worship, live and behave like a
muslim and were taught the basic tenet of Islam.7 The teacher (Mallam) does not have a fixed salary

structure and so he depends mostly on the gifts and presence from the parent of his pupils (Almajiri) or to be precise Sadagah for his living, and that reduced the status of the teacher to that of a beggar.8 b. Makarantar llmi The higher school embraces all aspect of Islamic studies. The students were made to know and understand the meaning of the Quran, Arabic grammar, literature and poetry, the study of Hadith, Tafsir and Islamic Law. The teachers were known as ulama and there were highly schooled in the science of Quran, Hadith, Islamic Theology and Etymology.

I. Olu Osukoya; Education in Nigeria: History, Strategise, issues and Problems, (Ibadan: Laurel Educational Pub. 1987), p.13 8 Cf. A. Baba Fafunwa; p.50

However, like indigenous education, Islamic education was greatly suited to the society it served. Consequently, literacy was not only inaugurated but its benefits is evidence among the religious reformers who turned out rulers, judges and scholars who were custodians of the legal system established by the reformers within the northern region of Nigeria. The Islamic education was the live-wire of the Caliphate it was not static but changing in other to meet the demands of its era. Both indigenous education and Islamic education served the needs of the people before the coming of the Christian missionaries. 3. Reform in Islamic Education It is pertinent to note that there was a reform in Islamic education after the Christian churches turned their attention to education. Their schools had a structured curriculum that guided their study and at the end of study their student were offered certificate and offered job by the British Administration compared to their counterpart who graduated from the higher Quranic School. Consequently, after the return of Alhaji Abdullahi Bayero from Mecca in 1934 he introduced a new system of Administration following his influence from the Middle East and Arabia and so a new school was set up and was named the Northern Province Law School. English and Arithmetic was introduced among other course of studies. This is today known as Almadu Bello University after series of government intervention. 4. Western Education The western education came in to Nigeria through the influence of Christian missionaries. The western formal cum Christian education had first contact with Nigeria around 15th century.9 The

Cf. Loc cit. p.16

Portuguese merchants were the first to parade this educational trend during their adventure in Benin and Lagos. However, the Methodist missionaries led by Rev. Thomas Birch Freeman and assisted by William De-Draft were the first among others to set up a formal western education in Badagry in 1842 known as Nursery of the infant church.10 The missions that came in later included the church missionary Society (CMS), The Roman Catholic Mission (RCM), Church of Scotland and the Presbyterian Mission. Moreover, the establishment of school was only common in the South and the East. The North had her first taste of western education around 1902 when a small class for the instruction of the sons of Emirs was started at Sokoto under a Mallam who had been trained by the C.M.S in England11even at that their success was minimal. Contrary to the hopes of the missionaries, the north had little need for Christianity because Islam is already viewed as the official religion of the region and it offers the education, law, and ethics that govern the lives of the people. For instance an attempt by the C.M.S to establish her mission in Zaria and Kano was short lived by the order of the Emir.12 The reason for this negative reaction from the Emir was because the western education propagated by the Christian missionaries was used as a means of converting Muslim to the Christian faith and so many were not ready to send their wards to the mission school; although the C.M.S had already established schools at Gbele and Lokoja. 4.1.The role of British administration in Northern education History

Cf. Dawood O. Egbefo, in Education and Development in Northern Nigeria, (Niger State: IBB Uni., Falculty of Education and Art, 2008.)p.168 11 Cf. Ibid., p.169 12 Cf. A. B.Fafunwa; History of Education in Nigeria (Ibadan: NPS Educational Pub. 1974), p.107

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Sir Fredrick Lord Lugard led colonial administration did not favor the establishment of mission schools in Northern Nigeria unlike the South were it helped to influence and foster western education. This hinges on the fact that two different kinds of government were run in the two regions respectively. For instance, why the south was operated based on direct rule, the northern region operated on indirect rule. However, it is noted that Lugard made a promise to the Emir that there would be no interference with their religion and that he was faithful to in order to foster the success of the indirect rule.13 In 1909 Hans Vischer a C.M.S missionary working in the Northern Nigeria was appointed to organize a system of education for the north.14 He is credited to be the first colonial officer to define his objective of education in Nigeria. He was engaged in the training of teacher and consequently opens a Boarding school for the sons of chief and also in non-Muslim area of the north like Zaria and Bida. Progressively, the education system started expanding up to what we have in our present time. Conclusion. The foregoing, presents us with the traditional, political, religious and social trends in the educational history firmly established in the Northern Nigeria. The arrival of the Christian missionary education made it difficult for the North to accept the western education early enough. Efforts made by the various missionary organizations and the colonial administration failed to yield fruits in this regard. However, it is obvious that education history in the north is rich and interesting notwithstanding the under-developmental progress of the system and its consequence of high level of illiteracy bemoaning the northern region of Nigeria.
13 14

Cf. Ibid., p.170 Cf. A. Babs. Fafunwa, p.112

Bibliography A. B.Fafunwa; History of Education in Nigeria (Ibadan: NPS Educational Pub. 1974. Dawood O. Egbefo, in Education and Development in Northern Nigeria, (Niger State: IBB Uni., Falculty of Education and Art, 2008. M.T. Usman; In Education and Development in Northern Nigeria, (Niger State: IBB Uni., Falculty of Education and Art, 2008. Olu Osukoya; Education in Nigeria: History, Strategise, issues and Problems, (Ibadan: Laurel Educational Pub. 1987.

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