- Department of Curriculum Studies and Educational Technology, Usmanu Danfodiyo University, Sokoto, Nigeria
- Educational Inequalities (class; race; gender etc), Curriculum Theory, Islamic Education & Islamic Schooling, Basic Education, Koranic Schools, Women and Gender Issues in Islam, and 22 moreIslam, Nigeria, Ulama, Northern Nigeria, Quranic Schools, Almajirai, Malam, Islamiyya, Education, Curriculum Studies, Gender Studies, Cultural History, Islamic Education, EFA and CFA), Madrassa, Problems of Almajiri System of education in Northern Nigeria, Quranic Education, Educational Research, Postcolonial Studies, Colonialism, Orientalism, and Postcolonial Theory/Subaltern Studiesedit
- Nasir M. Baba is presently a Senior Lecturer, Dept. of Curriculum Studies & Educational Technology, Usmanu Danfodiyo ... moreNasir M. Baba is presently a Senior Lecturer, Dept. of Curriculum Studies & Educational Technology, Usmanu Danfodiyo University, Sokoto, Nigeria. Dr Baba completed a PhD degree programme in Curriculum Studies from the University of Jos in 2013. He also graduated from the University of Nigeria with a Masters Degree in Curriculum Studies in 1998, and Usmanu Danfodiyo University, Sokoto with a Bachelor's Degree in Education in 1988. In addition to his work with the university, Dr Baba offers consultancy services to international development projects and organisations. From 2015 - 2018, he served as Almajirai & Male Youth Specialist with DFID-MAFITA, a skill development and employment creation programme targeting marginalised youth in Northern Nigeria. He is presently Consultant for USAID-NEI+ and the British Council, Nigeria.edit
This paper examines the issue of dualism or diarchy in the educational structure of Northern Nigeria and how various Nigerian governments have grappled with the problem of forging a workable synthesis between Qur'anic school system and... more
This paper examines the issue of dualism or diarchy in the educational structure of Northern Nigeria and how various Nigerian governments have grappled with the problem of forging a workable synthesis between Qur'anic school system and Western education without much success. The paper asserts that in recent times, the deplorable conditions of these schools, cases of child abuse/neglect associated with them and the need to expand access to education for all have forced a second look at the future of Our'anic schools. It examines the attempts to integrate Qur'anic school into the Universal Basic Education (UBE) programme and raises some conceptual questions on the feasibility and likely consequences of this arrangement.
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Contents in climate change and disaster risk reduction education are to feature as revolving themes across subjects such as English Studies, Basic Science and Technology, and Religious and Values Education in a new structure of Basic... more
Contents in climate change and disaster risk reduction education are to feature as revolving themes across subjects such as English Studies, Basic Science and Technology, and Religious and Values Education in a new structure of Basic Education (BE) released by Nigerian Educational Research and Development Council (NERDC) in 2012. This paper analyses how basic education curricular can be used to promote global social issues such as enlightening the populace about climate change. The aim is to explore challenges that are involved in doing so. This task is undertaken against the background that implementing the agenda of global dimensions into curriculum realities often has to cope with local resistance and scepticism. One source of resistance, for instance, is how global agenda are generally conveyed in a language and style that makes it difficult for local actors to comprehend how these issues are relevant to their situations. By engaging with major themes of the debate over climate change, the paper analyses the implications of these themes in developing content and resources for the teaching of climate change education at the basic education level. A number of options are also proposed for identifying culturally-responsive pedagogies/resources for teaching climate change at the basic education level in Nigeria.
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This paper examines the role of teacher education in achieving the Sustainable Development Goals (SDGs). The paper first analysed the concept of development from its beginning as a market-oriented model concerned only with economic growth... more
This paper examines the role of teacher education in achieving the Sustainable Development Goals (SDGs). The paper first analysed the concept of development from its beginning as a market-oriented model concerned only with economic growth to its gradual shift to basic human needs enabled by criticisms it received from scholars like Amartya Sen who operate from the human development perspective. Similarly, the paper examined the transformative role of education from its earlier deployment to the service of environmental concerns only (as environmental education) to its broadening to take on themes of development and sustainability. However, education's most practical application to sustainability and development was within the context of the United Nations Decade on Education for Sustainable Development (2004-2015). Therefore, the paper reviewed previous evaluations of the implementation of the DESD and extracted lessons from it that are relevant for the implementation of the provisions of the National Teacher Education Policy as revised. This effort fits into the overall argument of this paper that developing countries like Nigeria are better served if they are critical of international development and selectively implement those of its aspects that develop local capacities, institutions and processes. Doing this would enable Nigeria's teacher education system to approach international development from a position of strength.
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The large number of children out of school and therefore excluded from benefiting from basic education is a matter of major concern to governments particularly in the wake of Nigeria's commitment to attaining the Millennium Development... more
The large number of children out of school and therefore excluded from benefiting from basic education is a matter of major concern to governments particularly in the wake of Nigeria's commitment to attaining the Millennium Development Goals (MDGs, and in particular, the goals of Education for All (EFA) This paper establishes that Qur'anic schools, despite their perceived relevance to lives of communities in northern Nigeria, house a large number of children who suffer exclusion from basic education. This largely derives from their limited curricula, absence of official recognition, limited funding opportunities, and the consequent abusive practices that some pupils of the Qur'anic schools have to endure. Concern over these issues has compelled the Federal Government to chart a policy direction that will see to the integration of Qur'anic schools into its Universal Basic Education (UBE,) programme. The paper examined emergent issues with regards to this integration strategy and made appropriate recommendations for its actualisation.
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A review of "Knowledge Production, Pedagogy, and Institutions in Colonial India (2011)" Edited by Indira Sengupta & Daud Ali
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This study evaluated the effectiveness of a Non-Formal Education Curriculum (NFEC) designed by the Federal Government of Nigeria (FGN) and UNICEF in integrating students of Traditional Qur'anic Schools (TQS) into the Universal Basic... more
This study evaluated the effectiveness of a Non-Formal Education Curriculum (NFEC) designed by the Federal Government of Nigeria (FGN) and UNICEF in integrating students of Traditional Qur'anic Schools (TQS) into the Universal Basic Education (UBE) programme. TQS provide early religious socialisation and training focused on the study of the Quran to several categories of Muslim children including many who are also enrolled in formal primary schools. But the most valued students of TQS, in terms of their potentials of contributing to the continuity of culturally valued religious traditions, are the boys that devote full-time attention to the exclusive study of the Qur'an and other Islamic subjects under the tutelage of Qur'anic teachers (malammai , in Hausa). On the other hand, these boys (called almajirai ) are considered by the Nigerian state as largest category of out-of-school children. The problem addressed by this research is how effectively has the NFEC been in mediating these conflicting perceptions of the almajirai and encouraging their participation in the UBE? In order to answer this question, data were collected on three main variables (institutional capacities of the schools, students’ participation rates, & social acceptability) regarding the implementation of NFEC using a questionnaire, classroom observation, and Focus Group Discussion (FGD). These instruments were administered on samples drawn from malammai and facilitators the participating TQS (PTQS) in Katsina, Sokoto, and Zamfara states. The study found that the effectiveness of the NFEC was hampered by constraints of poor quality of teaching personnel, inadequate supply of instructional resources, and inadequate provision for the welfare of the almajirai. In addition, negative indicators such as high dropout rates, declining enrolment of girls, and low transition to formal schools suggest that PTQS are not enabling the full participation of their students into the UBE. On their part, the malammai showed little enthusiasm for NFEC going beyond providing the almajirai with basic rudimentary knowledge that will enhance their performance of social, economic, and civic routines.
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"Islamic schools in Nigeria have undergone transformations from a position of monopolistic control over spiritual knowledge, to one of competition and subsequently struggle for survival as they encountered missionary and colonial... more
"Islamic schools in Nigeria have undergone transformations from a position of monopolistic control over spiritual knowledge, to one of competition and subsequently struggle for survival as they encountered missionary and colonial incursions. The post-colonial state that emerged had to endure weakened Islamic schools which nonetheless retained legitimacy in the eyes of observant Muslims as culturally and religiously valued institutions. This paper describes a fluctuating pattern of mutual isolation, engagement and competition that characterise the relationship between the state, Islamic schools, and an influential corps of Islamic cleric (‘ulama’) operating outside the spheres of state bureaucracy. Northern Nigeria, where these schools are prevalent, has endured a long list of developmental challenges including a low level of educational attainment which places it at a competitive disadvantage in its relationship with Southern Nigeria. The paper submits that although both the state and a section of the Ulama realise that a reform of Islamic schools is vital to the development of Northern Nigeria, a long period of mutual isolation and the weak position of Nigeria’s educational bureaucracy has made finding a common operational framework difficult. A strong state-driven education delivery mechanism is what Nigeria needs in order to control the unregulated growth of different brands of Islamic schools from compounding its many developmental challenges.
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The present paper attempts to answer the question: what accounts for the persistence of Qur'anic schools as separate schools operating at cross-purposes with the Nigerian state in the provision of education to millions of Muslim children... more
The present paper attempts to answer the question: what accounts for the persistence of Qur'anic schools as separate schools operating at cross-purposes with the Nigerian state in the provision of education to millions of Muslim children officially reported to be “out of school?“ To answer this question, the paper traces the long years of mutual isolation between the state and Islamic institutions, particularly in northern Nigeria, that was at first a product of colonisation, but subsequently a reflection of state failure to meet its obligations toward a people struggling to come to terms with the loss of their cultural and religious values as western influences became pervasive. The paper suggests that by remaining faithful to those values, ideas, and practices that hold together the cultural-religious essence of life, Qur'anic schools and their owners fill a void that neither the new religious elite nor the post-colonial Nigerian state has been able to recognize. The paper expresses concern, however, that although culturally-relevant, the bond between Qur'anic schools and their communities further isolates young generations of Nigerian Muslims from constructively engaging with the state. An inclusive state policy on education based on constructive engagement with the hidden clients of Nigeria's submerged Qur'anic schools is what the country needs if these schools are to play any future positive role in education.
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This paper explores the uniqueness of peace education and how that impacts on the design of curriculum to teach it. It raises the need for teachers and curriculum specialists to approach peace education a little differently from most of... more
This paper explores the uniqueness of peace education and how that impacts on the design of curriculum to teach it. It raises the need for teachers and curriculum specialists to approach peace education a little differently from most of disciplinary contents. Whereas, most academic disciplines are analytical and aim to understand the way things are, peace education aims at changing the world once it is understood. These differential emphases between disciplinary content and peace education re-echo familiar tensions between two competing orientations in curriculum design. One that puts the content of a new or revised course at the heart of curriculum design, and the other that focuses on changes in how students view the world and how they behave. While arguing that designing peace education curriculum should lean towards the latter orientation, the paper also acknowledges that many of those who have responsibilities of developing this curriculum are non-education specialists who would be more interested in practical guidance on how to plan for and bring about desirable changes in students’ behaviours that promote lasting peace. Using key questions as a guide, the paper guides participants through the curriculum design process proposed in ‘Bones model’.
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Qur’anic schools exist at the margins of official educational policies in Nigeria, but they have proved capable of sustaining public demand for their core contents and values that are based on a near-exclusive teaching of the Qur’an.... more
Qur’anic schools exist at the margins of official educational policies in Nigeria, but they have proved capable of sustaining public demand for their core contents and values that are based on a near-exclusive teaching of the Qur’an. Qur’anic schools have also questioned the secular basis of the country’s public education. But this paper argues that with the loss of their power as the sole legitimate authorities that mediated religious knowledge, Qur'anic schools and their clerics have to compete with several other forces in the religious and social formation of children placed under their care. This means that arguments that claim direct linkages between Qur'anic education and militant tendencies among children who attend these schools in Northern Nigeria do so at the risk of over blowing small pieces of a complex phenomenon into a single causation. The paper recommends that a better approach to understanding the connection between religious ideologies and militancy on school pupils is to interrogate the broad range of in- and out-school influences that these pupils encounter, and begin to account for how these experiences determine their religious expressions. It is possible that this approach will yield an understanding of how all children, not just those in religious schools, are susceptible to manipulations by forces that surround their daily lives but which they lack the power to control.
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The Almajirai are pupils enrolled in traditional Quranic schools that are prevalent in many parts of northern Nigeria. Although Quranic schools are highly revered religious institutions that have played vital roles in muslim societies in... more
The Almajirai are pupils enrolled in traditional Quranic schools that are prevalent in many parts of northern Nigeria. Although Quranic schools are highly revered religious institutions that have played vital roles in muslim societies in pre-colonial northern Nigeria, the challenging demands of modernity tend to put the future of these schools at risk. Pupils enrolled are consequently denied effective participation in formal basic education, and are not adequately catered for by either the state or their communities. Concern over the future of millions of children enrolled in Quranic schools has led to the official adoption of integration policy by the Federal Government intended to position them within the framework of the Universal Basic Education (UBE) programme for the purpose of attainig Education for All (EFA) and Millenium Development Goals (MDGs). This paper contends that although the integration policy is widely accepted by stakeholders of the Quranic schools, there are number of contentious issues which devolve on the implementation of this policy vis-a-vis the peculiarities of these schools, their pupils, and the socio-economic rhythms of their local communities which have the tendency to exclude rather than integrate them into the regular schools. Consequently, the paper explores Open Distance Learning (ODL) as an alternative platform that has the potentials of delivering the promises and gains of the UBE to the Qur'anic school pupils in ways that are responsive to their peculiarities. The paper recommends, among other things, the adoption of a Dual mode of ODL system in which traditional classroom method is complemented by radio broadcasts in specially designed packages tailored to the needs of Qur'anic school pupils and thier teachers. This the paper believes will provide for flexiblity in the organisation of instruction, and respond to scarcity of personnel and resources in these schools.
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This paper attempts to answer the question: what accounts for the persistence of Koranic schools as separate schools operating at cross-purposes with the Nigerian state in the provision of education to millions of Muslim children... more
This paper attempts to answer the question: what accounts for the persistence of Koranic schools as separate schools operating at cross-purposes with the Nigerian state in the provision of education to millions of Muslim children officially reported ‘out of school’? To answer this question, the paper traces the long years of mutual isolation between the state and Islamic institutions, particularly in northern Nigeria, that was at first a product of colonisation, but subsequently a reflection of state failure to meet its obligations towards a people struggling to come to terms with the loss of their cultural/religious values as western influences became pervasive. The paper submits that by remaining faithful to those values, ideas and practices that hold together the cultural/religious essence of life, Koranic schools and their owners fill a void neither the new religious elite nor the post-colonial Nigerian state has been able to recognise. The paper however worries that although culturally-relevant, this bond between Koranic schools and their communities further isolates young generations of Nigerian Muslims from constructively engaging with state. An inclusive state policy on education based on constructive engagements with the hidden clients of Nigeria’s submerged Koranic schools is what the country needs if these schools are to play any future positive role in education.
Research Interests:
No two teachers teach in the same way even if they were using the same method to teach. Students taught by different teachers are likely to come out of each of the teaching encounters with varying experiences with regard to the tone of... more
No two teachers teach in the same way even if they were using the same method to teach. Students taught by different teachers are likely to come out of each of the teaching encounters with varying experiences with regard to the tone of the teaching, personality attributes, and behavioral patterns of each teacher. In many cases, these teacher-bound characteristics are likely to be enduring over time irrespective of what or whom the teacher teaches. These distinct qualities constitute the style of a teacher, or “who a teacher is,” since these qualities are what a teacher displays that are consistent from situation to situation irrespective of the content that is being taught. Therefore, teaching style uniquely defines teachers, guides and directs their instructional thoughts and ...
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This entry examines the concept of teacher education and its forms, purposes, and use of media-based and online formats as delivery platforms. Teacher education is a planned and systematic attempt to provide the knowledge, skills, and... more
This entry examines the concept of teacher education and its forms, purposes, and use of media-based and online formats as delivery platforms. Teacher education is a planned and systematic attempt to provide the knowledge, skills, and dispositions that prospective or in-service teachers need in order to teach well and remain effective in their careers. The idea that teachers needed some form of prior or on-the-job training took hold much later than the commencement of formal teaching in many parts of the world. In early-19th-century United States, for instance, education took place in a wide variety of mostly informal settings that included homes, churches, and apprenticeships. Therefore, initial forms of education and teaching services were offered on ad hoc and voluntary bases prior to the ...
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A systems approach to instructional design (SAID) has as its core features the application of systematic instructional design procedures and media to the planning and execution of learning tasks. It is based on the assumption that... more
A systems approach to instructional design (SAID) has as its core features the application of systematic instructional design procedures and media to the planning and execution of learning tasks. It is based on the assumption that instruction can be conceived as a system consisting of logically interconnected parts, such as the learner, teacher, learning material, and the learning environment, that are working toward a common goal. This perception of learning was strengthened by the teachings of behaviorism, a school of psychological thought that was dominant when instructional theory was initiated around 1950, and that had a great deal of influence on theory and research on instruction, learning, and human behavior. The behaviorist emphasizes on producing observable and measurable student outcomes, preassessing students as a ...
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Mastery-based education, or mastery learning as it is more commonly known, can be best described by its two main assumptions. First, mastery learning assumes that virtually all learners can learn all important academic content to a level... more
Mastery-based education, or mastery learning as it is more commonly known, can be best described by its two main assumptions. First, mastery learning assumes that virtually all learners can learn all important academic content to a level of excellence. Second, the primary function of schools is to define learning objectives and help all students achieve them. Mastery learning is based on an explicit philosophy of teaching and learning that assumes that given the appropriate instructional conditions, virtually all students can learn well or master most of what they are taught. This means that it is realistic for teachers to aspire to teach in such a way that all learners do well in school. Schools can also aspire to make sure that 95% of their ...
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Information and communication technology, the Internet, and other forms of electronic resources have had a major impact on the means and structure of educational delivery in the modern world. The Internet, in particular, has enriched... more
Information and communication technology, the Internet, and other forms of electronic resources have had a major impact on the means and structure of educational delivery in the modern world. The Internet, in particular, has enriched the content of school curricula with a diverse body of information and made it possible for all learners to have access to it at any time and place. In online education, instruction is conveyed to an extensive learning community, often irrespective of their location and time. Traditionally, education has followed a synchronous learning model in which students and faculty interact in person at a given time. Both traditional and online courses rely on quality curriculum to maximize learning potential. This entry examines the pedagogical theories that inform the delivery ...
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Classroom management refers to all actions taken by teachers to support and facilitate all forms of organized academic and social–emotional learning among their students. The broadness of this definition makes it possible to include... more
Classroom management refers to all actions taken by teachers to support and facilitate all forms of organized academic and social–emotional learning among their students. The broadness of this definition makes it possible to include instructional procedures as valid components of effective classroom management. But even a well-planned and carefully delivered instruction cannot on its own determine the effectiveness of classroom management. To create a strong environment that supports learning, special emphasis must also be given to those procedures that structure the classroom environment, encourage appropriate behavior, and reduce the chances of inappropriate or disruptive behavior occurring in the class. This entry discusses the meaning of classroom management, its purposes, and its main aspects, which are routines, discipline, and relationships.
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The beginning of adult education (AE) is closely associated with the establishment of formal schools and the emergence of public libraries in many parts of the world. In the United States, for instance, common schools, libraries, and... more
The beginning of adult education (AE) is closely associated with the establishment of formal schools and the emergence of public libraries in many parts of the world. In the United States, for instance, common schools, libraries, and lyceums played an active role in the provision of liberal education for adults, the purpose of which was self-improvement. In later years, these institutions began to provide what was referred to as “remedial” or “second-chance” education, which focused on basic literacy instruction for many of the least literate adults. Whereas common schools did not undertake the teaching of adults as part of their formal responsibilities, teachers of these schools also functioned as tutors for adults outside school hours. In addition, adults were taught vocational and literacy skills ...
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This paper presents the results of a preliminary study on the experience of proprietors/teachers of Quranic schools in three states in North West, Nigeria with attempts at non-formal integration of contents and processes of public... more
This paper presents the results of a preliminary study on the experience of proprietors/teachers of Quranic schools in three states in North West, Nigeria with attempts at non-formal integration of contents and processes of public education into their 'minimalist' curriculum focused on Quranic recitation and memorisation. The preliminary stage addressed two research objectives. The first was to lay out the policy, administrative, and curriculum framework that foreground the implementation of integrated education for Quranic schools. The second objective was to survey the range of actors involved in the provision of Islamic education outside of the state bureaucracy and their demographic and ideological profiles. Both objectives were achieved mainly through content analysis of policy documents, a desk review of literature, and interviews & validation meetings with the field staff and officials of key government agencies implementing Integrated Quranic Education (IQE) in Katsina, Sokoto, and Zamfara states. Findings suggest a crowded policy and administrative framework at the federal and state levels that lack clarity for the roles of the participating state and non-state entities. This has resulted in the existence of multiple curriculum materials that are dormant and unimplemented. But this implementation gap is being filled by international development partners who are the most active participants in the IQE sub-sector.
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The efforts to expand access and improve the quality of basic education delivery have compelled governments and other stakeholders to look for alternative programmes to supplement existing structures for the realization of Education for... more
The efforts to expand access and improve the quality of basic education delivery have compelled governments and other stakeholders to look for alternative programmes to supplement existing structures for the realization of Education for ALL (EFA) goals. In northern Nigeria, Qur'anic schools are among the alternative programmes of learning that basic education programme intends to capitalize on for the dispensation of its tenets of access, equity, and quality designed to empower every individual for useful living. This paper examines how the curriculum integration strategy being undertaken by governments and other stakeholders can reform these schools and position them for the delivery of basic education programmes. The paper noted that curriculum integration, as it relates to Qur'anic schools, involves the fundamental logistical issues of policy, support, resources, funding etc. all directed at broadening the scope of these schools to accommodate the learning needs of the Qur'anic school pupils. The paper examined these key design issues against the Federal Government's policy framework on the integration project; it highlighted the major challenges and made appropriate recommendations for overcoming them.
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This presentation explores the question of truth. Specifically, it addresses the question: what is the truth? Rather than attempting to find a new answer to an old question, the paper examines how this question has been tackled from... more
This presentation explores the question of truth. Specifically, it addresses the question: what is the truth? Rather than attempting to find a new answer to an old question, the paper examines how this question has been tackled from different perspectives over time. The goal is to stimulate thoughts and discussions around one of the key questions that Rotarians typically use to filter their activities.
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This paper examines the issue of dualism or diarchy in the educational structure of Northern Nigeria and how various Nigerian governments have grappled with the problem of forging a workable synthesis between Qur'anic school... more
This paper examines the issue of dualism or diarchy in the educational structure of Northern Nigeria and how various Nigerian governments have grappled with the problem of forging a workable synthesis between Qur'anic school system and Western education without much success. The paper asserts that in recent times, the deplorable conditions of these schools, cases of child abuse/neglect associated with them and the need to expand access to education for all have forced a second look at the future of Our'anic schools. It examines the attempts to integrate Qur'anic school into the Universal Basic Education (UBE) programme and raises some conceptual questions on the feasibility and likely consequences of this arrangement.
Research Interests:
This study evaluated the effectiveness of a Non-Formal Education Curriculum (NFEC) designed by the Federal Government of Nigeria (FGN) and UNICEF in integrating students of Traditional Qur'anic Schools (TQS) into the Universal Basic... more
This study evaluated the effectiveness of a Non-Formal Education Curriculum (NFEC) designed by the Federal Government of Nigeria (FGN) and UNICEF in integrating students of Traditional Qur'anic Schools (TQS) into the Universal Basic Education (UBE) programme. TQS provide early religious socialisation and training focused on the study of the Quran to several categories of Muslim children including many who are also enrolled in formal primary schools. But the most valued students of TQS, in terms of their potentials of contributing to the continuity of culturally valued religious traditions, are the boys that devote full-time attention to the exclusive study of the Qur'an and other Islamic subjects under the tutelage of Qur'anic teachers (malammai , in Hausa). On the other hand, these boys (called almajirai ) are considered by the Nigerian state as largest category of out-of-school children. The problem addressed by this research is how effectively has the NFEC been in mediating these conflicting perceptions of the almajirai and encouraging their participation in the UBE? In order to answer this question, data were collected on three main variables (institutional capacities of the schools, students’ participation rates, & social acceptability) regarding the implementation of NFEC using a questionnaire, classroom observation, and Focus Group Discussion (FGD). These instruments were administered on samples drawn from malammai and facilitators the participating TQS (PTQS) in Katsina, Sokoto, and Zamfara states. The study found that the effectiveness of the NFEC was hampered by constraints of poor quality of teaching personnel, inadequate supply of instructional resources, and inadequate provision for the welfare of the almajirai. In addition, negative indicators such as high dropout rates, declining enrolment of girls, and low transition to formal schools suggest that PTQS are not enabling the full participation of their students into the UBE. On their part, the malammai showed little enthusiasm for NFEC going beyond providing the almajirai with basic rudimentary knowledge that will enhance their performance of social, economic, and civic routines.
Research Interests:
Contents in climate change and disaster risk reduction education are to feature as revolving themes across subjects such as English Studies, Basic Science and Technology, and Religious and Values Education in a new structure of Basic... more
Contents in climate change and disaster risk reduction education are to feature as revolving themes across subjects such as English Studies, Basic Science and Technology, and Religious and Values Education in a new structure of Basic Education (BE) released by Nigerian Educational Research and Development Council (NERDC) in 2012. This paper analyses how basic education curricular can be used to promote global social issues such as enlightening the populace about climate change. The aim is to explore challenges that are involved in doing so. This task is undertaken against the background that implementing the agenda of global dimensions into curriculum realities often has to cope with local resistance and scepticism. One source of resistance, for instance, is how global agenda are generally conveyed in a language and style that makes it difficult for local actors to comprehend how these issues are relevant to their situations. By engaging with major themes of the debate over climate change, the paper analyses the implications of these themes in developing content and resources for the teaching of climate change education at the basic education level. A number of options are also proposed for identifying culturally-responsive pedagogies/resources for teaching climate change at the basic education level in Nigeria.
Research Interests:
This paper presents the results of a preliminary study on the experience of proprietors/teachers of Quranic schools in three states in North West, Nigeria with attempts at non-formal integration of contents and processes of public... more
This paper presents the results of a preliminary study on the experience of proprietors/teachers of Quranic schools in three states in North West, Nigeria with attempts at non-formal integration of contents and processes of public education into their 'minimalist' curriculum focused on Quranic recitation and memorisation. The preliminary stage addressed two research objectives. The first was to lay out the policy, administrative, and curriculum framework that foreground the implementation of integrated education for Quranic schools. The second objective was to survey the range of actors involved in the provision of Islamic education outside of the state bureaucracy and their demographic and ideological profiles. Both objectives were achieved mainly through content analysis of policy documents, a desk review of literature, and interviews & validation meetings with the field staff and officials of key government agencies implementing Integrated Quranic Education (IQE) in Katsina, Sokoto, and Zamfara states. Findings suggest a crowded policy and administrative framework at the federal and state levels that lack clarity for the roles of the participating state and non-state entities. This has resulted in the existence of multiple curriculum materials that are dormant and unimplemented. But this implementation gap is being filled by international development partners who are the most active participants in the IQE sub-sector.
Research Interests:
A review of "Knowledge Production, Pedagogy, and Institutions in Colonial India (2011)" Edited by Indira Sengupta & Daud Ali
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Islamic schools in Nigeria have undergone transformations from a position of monopolistic control over spiritual knowledge to one of competition and subsequently struggle for survival as they encountered missionary and colonial... more
Islamic schools in Nigeria have undergone transformations from a position of monopolistic control over spiritual knowledge to one of competition and subsequently struggle for survival as they encountered missionary and colonial incursions. The post-colonial state that emerged had to endure weakened Islamic schools which nonetheless retained legitimacy in the eyes of observant Muslims as culturally and religiously valued institutions. This paper describes a fluctuating pattern of mutual isolation, engagement and competition that characterise the relationship between the state, Islamic schools and an influential corps of Islamic clerics (Ulama) operating outside the spheres of state bureaucracy. Northern Nigeria, where these schools are prevalent, has endured a long list of developmental challenges including a low level of educational attainment which places it at a competitive disadvantage in its relationship with Southern Nigeria. The paper claims that although both the state and a ...
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This is a survey that investigated flipping the classroom using simple technologies by lecturers in Nigerian Universities. Simple technological tools are day-to-day appliances, services and applications such as smartphones and or laptops,... more
This is a survey that investigated flipping the classroom using simple technologies by lecturers in Nigerian Universities. Simple technological tools are day-to-day appliances, services and applications such as smartphones and or laptops, email account, WhatsApp and Facebook accounts, and other social media that have incredible learning potentials when used wisely. Whereas the target population of the study was all lecturers in Nigeria universities, this population was delimited by people’s accessibility and willingness to respond to an online instrument (Flipped Instruction in Nigerian Universities, FINU) widely distributed through the known social media platforms of universities across the country. Using this non-random sampling technique, the researchers were able to reach out to 213 lecturers from 9 Universities who responded to the FINU instrument. The instrument was validated taking into cognizance content and construct components, and a Cronbach Alpha analysis of the data rep...
This paper explores the uniqueness of peace education and how that impacts on the design of curriculum to teach it. It raises the need for teachers and curriculum specialists to approach peace education a little differently from most of... more
This paper explores the uniqueness of peace education and how that impacts on the design of curriculum to teach it. It raises the need for teachers and curriculum specialists to approach peace education a little differently from most of disciplinary contents. Whereas, most academic disciplines are analytical and aim to understand the way things are, peace education aims at changing the world once it is understood. These differential emphases between disciplinary content and peace education re-echo familiar tensions between two competing orientations in curriculum design. One that puts the content of a new or revised course at the heart of curriculum design, and the other that focuses on changes in how students view the world and how they behave. While arguing that designing peace education curriculum should lean towards the latter orientation, the paper also acknowledges that many of those who have responsibilities of developing this curriculum are non-education specialists who would be more interested in practical guidance on how to plan for and bring about desirable changes in students’ behaviours that promote lasting peace. Using key questions as a guide, the paper guides participants through the curriculum design process proposed in ‘Bones model’.