AN ANALYSIS OF POST-SCHOOL ACTIVITIES OF ILMIYYAH SCHOOL GRADUATES (A CASE STUDY OF APAPA IGANMU LOCAL COUNCIL DEVELOPMENT AREA)
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- Recommended for : Student Researchers
- NGN 3000
Background of the study
Qur c ānic education has been a fundamental duty upon every Muslim for over 1400years. Its system has grown from ancient to nomadic as well as modern methods, with varying factors and challenges of multifarious dimensions and magnitudes. The mountainous figure of the Qurc ānic knowledge contributed substantially and invaluably to the scientific world of today(Ayodele,2019). Indeed it was the Qurc ānic circles in Mosques that transformed to universities and higher citadels which berth the seeds of all educational fields1 . The development of science and sharp distinct philosophy that revived human quest of modern life was through the Qurc ānic education which began from the age of revelation, through the medieval era, and up until today2 . It is however important to mention that in classical language studies, Qurc ānic education is often referred to as Arabic studies. This is because the two are inseparable and they combine to form great spiritual value. Indeed the history of the development of Arabic language through-out history has been as a result of the spread of Islam as well as its Qurc ānic educational system (Adeyemi,2016). Hence, the discussion of the values of any tilts spontaneously towards the other.The ilmiyyah schools are not as many as these. It is necessary to start with the features of the modern Arabic schools, then see the modus operandi of the school vis-a-vis the administration, certification of administrator and teachers and features of the products of the schools In the post-Independence era of Lagos, ilmiyyah schools developed gradually and recorded a reasonable growth. There were four ilmiyyah schools in Lagos before independence. They are:
- Ansar-ul-Islam Arabic school, Ojogiwa, Lagos founded by Shaykh Kamaluddin al Adabiy in 1924.
- Shafahudeen Arabic school {now moribund} founded also in 1924 by Alhaji Imam H.A.A. Olorunkemi in Lagos Island
- Ansarullah Arabic school founded in 1951 at Ikorodu by Alhaj Mustapha Ajagbemokeferi
- Markaz-ut-Taiim-ul-'Arabiy, Agege founded at Abeokuta but relocated to Agege before Independence.
The founder was Shaykh Adam Abdullah alIlori(Adeyemi,2016). In the post independence, three (3) of them were founded between 1960 and 1969; eight (8) in the 1970s; twenty four (24) in the 1980s and additional fifteen (15) between) 1990 and 2000.4 Barring any oversight, as at the year 2000 Lagos could boast of 54 modern Arabic schools, all of which run the 'idadiyyah (primary) and thanawiyyah (secondary) programmes(Amanullah, 2004). This number of the ilmiyyah schools is a major development in educational advancement in Lagos especially in the area of Muslim contribution to private ownership of schools but it is apposite that we study what contribution these schools have made to the well being of Muslims who patronise it individually and collectively in the form of exposure to post school activities. Post-school activities can be refered to activities that a student will pursue after finishing high school. Some post-school activities are postsecondary education, continuing and adult education, technical training, employment, adult services, independent living, recreation and community participation. However, it is a sadden fact that most islamic students do not even have the opportunity and support to participate in any post school activities. Therefore, the study will examine the post-school activities of ilmiyyah school graduates (a case study of apapa iganmu local council development area).
Statement of the problem
Meeting-up with the challenges of the modern world: one of the notable problem that is been encountered by the ilmiyyah schools today is the problem of how to meet the challenges of providing the most suitable and relevant education to the modern Muslims’ children. Undoubtedly, the curriculum of madrasah in general, in Nigeria, needs to be overhauled because it had been designed before the colonial era. Although, it was suitable for the educational needs and challenges, however, it has became feeble and irrelevant after it was subdued by the introduction of Western secular curricular which substitutes the madrasah curriculum in Nigeria, especially, in the South-Western part of the country (Amanullah, 2004). Although, religious education is part of the Nigerian national educational policy however, the curriculum did not fulfill the needs of the Muslims. This was what later led to the establishment of Islamic schools by some Muslim individuals in the country(Adeyemi,2016). Lack of adequate qualified manpower: most of the teachers of the Islamic school are not qualified educators. They are mostly graduates of the same school where they work as teachers. In short, the majority of the teachers are althÉnawiyah certificate holders. It is a common knowledge that education is an institutionalized profession which requires certain qualification before it can yield the required result. Absence of modern educational facilities: the modern educational facilities such computers are not available in the school. The school management did not provide for such facilities. It is even worth mentioning that while school in the modern age are using electronic board or PowerPoint for their teaching and learning, what is still in use is the school is blackboard and white chalk. Furthermore most parents to islamic students cannot afford to sponsor an after-school activities for their kids to learn new skills, explore different areas of talent, deepen existing expertise and get support for areas they aren't as strong in. Due to the above listed challenges faced by the ilmiyyah school graduate, the researcher sought to examine the post-school activities of ilmiyyah school graduates (a case study of apapa iganmu local council development area).
Objective of the study
The broad objective of the study is the analysis of post-school activities of ilmiyyah school graduates (a case study of apapa iganmu local council development area). the specific objectives is as follows:
- To examine whether the islamic students are aware of the ilmiyyah school in Apapa Iganmu local council development area.
- To find out whether there are in school activity in the ilmiyyah school.
- To assess whether the post school activities of Ilmiyyah school graduate meets the standard of employer of labour.
- To investigate the post school activities of ilmiyyah school graduates.
1.4 Research Questions
The following questions have been prepared for the study
- Are the islamic students aware of the ilmiyyah school in Apapa Iganmu local council development area?
- Is there an in school activity in the ilmiyyah school?
- Does post school activities of Ilmiyyah school graduate meets the standard of employer of labour
- What are the post school activities of ilmiyyah school graduates?
1.5 Significance of the study
The study is significant to students and parents as after-school activities offer opportunities for kids to learn new skills, explore different areas of talent, deepen existing expertise, get support for areas they aren't as strong in, make friends, and form relationships with supportive adults.
The study is significant to the academic community as it contributes to the existing literature.
1.6 Scope of the study
The study looks into the analysis of post-school activities of ilmiyyah school graduate. Hence, the major objectives of the study is to examine whether the islamic students are aware of the ilmiyyah school in Apapa Iganmu local council development area. The study will also find out whether there are in school activity in the ilmiyyah school. In addition, the study will assess whether the post school activities of Ilmiyyah school graduate meets the standard of employer of labour. Finally, the study will investigate the post school activities of ilmiyyah school graduates. Hence, the study is delimited to Apapa Iganmu local council development area.
1.7 Limitations of the study
It is natural for humans to experience problems or difficulties in achieving specific goals. As a result, we encountered several challenges in completing this task. The issue may be traced back to a lack of funds to go to other firms for proper information gathering, which may have ringed the project. There are also issues with contacting some key individuals within the company who may offer the financial information required for the research. Another issue was that management was not permitted to reveal any further information.
1.8 Definition of terms
post-school activities: activities that a student will pursue after finishing high school
school : an institution for educating children
Graduate: a person who has successfully completed a course of study or training, especially a person who has been awarded an undergraduate or first academic degree
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