THE ADVENT AND GROWTH OF ISLAMIC EDUCATION IN ONDO AND EKITI STATES, NIGERIA, 1955-2020

Abstract

Islamic education, the training of the spirit and bodily senses of human beings, is a means to attaining total success in this world and salvation in the hereafter. Existing studies on Islamic education focused mainly on itsstructure andadministration, with little attention paid to itsorigin and growth. This study was, therefore, designed to examine the advent and growth of Islamic education in Ondo and Ekiti States (old Ondo State) from 1955, when the first Islamiyyah school was established, to 2020, when trained and qualified teachers were employed. This was with a view to analysing its curriculum, methods of learning andimpact. The historical approach was adopted, while the interpretive design wasused. Ondo and Ekiti States were selected based on the late arrival of Islamic education in the States. Primary and secondary sources were utilised. Primary sources included oral interviews conducted with 65key informants aged between 30 and 70years: 16 Islamic scholars, 17 parents, 15 graduands of Islamiyyah schoolsand 17 proprietors. Secondary sources included books, journal articles, dissertations, theses and internet materials. The data were subjected to historical analysis. Two curricula were identified:Islamic and non-religious subjects. Between 1955 and 1970, Islamic subjects–Qur’ān, hadīth, sīrah (Islamic history), khattu (Writing), imla’ (Dictation) andQirāh (Reading)–were introduced. These were meant to introduce the students to the elementary stage of Islamic education.From 1980 to 2000,Islamic subjects–sarf (Morphology),naḥw (Syntax), fiqh (Jurisprudence), tafsir (Exegesis), adab (Literature) and balaghah (Rhetoric)– were added. These were meant to improve the students’ moral and Islamic knowledge andto prepare them for tertiaryeducation. By 2020, non-religious subjects– English language, Mathematics, Yoruba language, Economics, Social Studies and Agricultural Sciences – were added to the curriculum in the States. This was meant to make the studentsmarketable in the labour market and boost their admission into tertiary institutions of learning.Three methods of teaching were deployed: memorisation, discussion and demostration.From 1955 to 1970, memorisation was introduced as a method of teachingin Ondo State, mostly in Akure, Ikare and Ondo. This took the form of group or individual memorisation of the Qur’ān, Hadīth and sirah.Between 1980 and 1990,discussion method was employed,along with memorisation,across the two States. This was in the form of student-teacher discussion. From 2000 to 2020, demostration was incorporated across the states,as more Islamic and non-religious subjects were introduced.Three impacts were identified: accesibility to tertiary education, provision of job for the graduands and educational development for members of Muslim community. The products of Islamic education had access to admision into tertiary institutionsof learningand job facilities across the nation. Educational development of members of the Muslim community was also recorded. This was as a result of the various educational activities introduced into the states. Islamic education in Ondo and Ekiti states witnessed tremendous development in curriculum and methodology andhad great impacton theIslamic educational advancement inboth states.