sd JOURNAL OF EDUCATIONAL REVIEW (JER)

Journal of Educational Review is the official journal of Higher Research and Policy Network (HERPNET) published four times in a year March, June, September and December. The journal is Indexed and abstracted by EBSCQ (USA) and Index Copernicus(Poland) .

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1. EDITOR-fN-CHIE(U'l' SA) CONSULTINGEDITORS Prof. Tom Calhoun 8. Dr. Juliet W. Macharia Department of Criminal Justice and Sociology Department of Communication Studies Jackson State University, Jackson, MS 39217, USA. , , , E-mail: [email protected] thomas. [email protected] 9. Dr. Gbolagade Adekanmbi 2. EXECUTIVEEDITOR( EUROPE) Centre for Continuing Education Dr. Piotr T. Nowakowski University of , Gaborone, Botswana The John Paul 11 Catholic University of Lublin, [email protected] Off Campus Faculty of Social Sciences 10. Dr. Iyi J. Uwuadiae Stalowa, Wola. Poland Registrar, West Africa Examination Council, , [email protected] [email protected] 3. EXECUTIVEEDITOR(NIGERIA) 11. Or (Ven.) Adams Onuka Prof. Joel B. Babalola Institute of Education, , Department of Educational Management, [email protected] University of Ibadan, Ibadan, Nigeria 12. Dr. Ben Emunemu Joelbabalo/[email protected] Department of Educational Management 4. EXECUTIVEEDITOR(SOUTHERNAFRICA) University of Ibadan, Ibadan, Nigeria doriben [email protected] Prof. Anne L. Sikwibele Institute of Distance Education, 14. Prof. Jonathan A. Flectcher Great North Road Campus, KABWE. Department of Science and Math Education [email protected] University of , Ghana [email protected] 5. EXECUTIVEEDITOR(WESTAFRICA) 15. Dr. Afolakemi .Oredein Prof. Kafui Etsey Institute of Education, Olabisi Onabanjo University Department of Educational Foundations Ago-Iwoye, , Nigeria , Cape Coast, Ghana [email protected] [email protected] 16. Dr. Kolade Odekunle 6. EXECUTIVEEDITOR(ASIA) Human Resources Department f Dr. Hazri Jamil Nigeria Institute for Social and Economic Research School of Educational Studies, Universiti Sains Malaysia Ibadan, Nigeria, E-mail: [email protected] 11800 Penang, MALAYSIA 17. Dr. Septimi Kitta [email protected] Mkawawa University College of Education, 7. EXECUTIVEDITOR(EASTERNAFRICA) [email protected], [email protected] Prof. Fatuma Chege 18. Dr. Adesoji Oni Department of Educational Foundations Department of Educational Foundations Kenyata University, Nairobi, Kenya , Akoka- Yaba, Lagos, Nigeria [email protected] [email protected]

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Printers' Offices: SERIALS PUBLICATIONS All Correspondence to: C/ o. OR AOESOJI aNI 4830/24, Ansari Road, Darya Ganj Department of Educational N~-wDelhi-ll0002, India . Foundations, University of Lagos, Akoka- Yaba, Nigeria Ph: 011-23245225, 23259207 234-8033861571 uiebsite: unotu.serialspublications.com aol [email protected] JOURNAL OF EDUCATIONAL REVIEW VOL. 7 - No. 1 -LlANUARY-MARCH 2014

I ! i 1 i I I \ CONTENTS

Institutional Leadership Effectiveness and Higher Education' Abari, Ayodeji Olasunkanmi; 1-9 for Innovation and Development Oyetola, ldowu Olufunke & Okunuga Adedapo Adetayo Employers of Labour's Perception ofthe Employability of OlayemI Jumoke Abiodun-Oyebanji 11-16 Nigerian University Graduates Towards the Sustainability of Islamic Teacher Education Kazeem Adekunle Adegoke 17-23 in the South-western Nigerian Universities Significance of a Family in Building a Civil Society AnnaPrusik 25-29 Influence of Academic Qualification, Staff Development and Gideon Adesina Babalola 31-40 Ownership ofInstitutions on the Productivity of Librarians in Colleges of Financing Higher Education for Development: Jeremiah. N. Daku 41-50 The Nigerian Experience

I Improving Employability Skills Needed by Graduate of Moses 1. Odo and 51-57 ElectricallElectronic Technology Education for Chukwuma, C. Amaechi Gainful Employment \ Quality Control and Assurance: linplications for University Sule, Sheidu Atokolo, Bello 59-64 Education in Nigeria Solomon Adekunle & Ogunrinboko, Victoria Titilope Challenges in the Decision Making Processes in Higher Stella Amero Eduan & 65-71 Education: the Case of Makerere University Wilson Eduan Research Innovation Strategies in Nigerian Universities: Regina Idu Ejemot-Nwadiaro 73-80 Assessment of Research Uptake Practice Alexander Essien Timothy & Eucharia Obiageli Obiehezie Entreprenuership Education and Employability ofTerliary Morayo Jimoh & 81-90 Education Graduates in Nigeria Patience C. Ezeana Challenges of Making Higher Education Science Courses OLASEHINDE, Kayode John & 91-100 Attractive to Students OLATOYE, RafiuAdemola Web-Based Facilities for Teaching and Learning: Implications Olele, C. N. 101-i09 for Internationalizing Teacher Education Re-Tooling Lecturers for Enhanced Productivity in Edith O. Olorunsola & 111-118 Nigerian Universities Bukola B. Arogundade Assessment of University Lecturers' Feedback in Gbenga Kayode Oluwatayo 119-126 Formative Tests Wodi, Irene & Appah, O. R. Strategies for Strengthening Vocational Skills Development Francis E.O. Omoruyi & 127-131 Programme for Women in Benin Metropolis Stella E. Omiunu Lecturer Job Commitment and Job Performance: Leadership Oredein, afolakemi olasumbo 133-138 Implications for Nigerian Higher Education Development

!I!II. ,o;)!-.,....._~....".~..."-".. tAo StudyTheir Creatof Adjuivisttmenty of Secondary School Students in Relation

Sal:l Revitalizing Higher Education Through Innovative Labour Market Based Curriculum For Sustainable National Development [ourna Alao,A. EntiepreneurshipEducation in Nigeria's Schools: publis The Counsellor's Responsibilities EBSO Owolabi-Gab,-u Effects of Entrepreneurial Treatment Package on EntrepreneurShip ModupeA Skills and Psychological Well-Being of Graduates in Ogun State Oyegbami, F. B 1. E F [ -.

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4 JOURNAL OF EDUCATIONAL REVIEW VOL. 7 • No. 1 • ..JANUARY·MARCH 2014 lERSerials Publications

TOWARDS THE SUSTAINABILITY OF ISLAMIC TEACHER EDUCATION IN THE SOUTH-WEST':RN NIGERIAN UNIVERSITIES

Kazeem Adekunle Adegoke Department of Arts and Social Sciences Education, University of Lagos, Akoka-yaba Lagos State, Nigeria, E-mail:[email protected]

Islamic Teacher:Education in the Nigeria universities situated in the South- Western Nigeria remains one of the educational fields that need sustainable development in the recent educational reform going on in the country. As a Nigerian from the South- Western part of the country and a researcher in Islamic Studies, it is in my opinion that there is an obvious lack of interest in the Islamic discipline in the western oriented universities in Nigeria as a whole, most especially from the South- Western Nigeria. This problem featured out from the content of educational policy on Islamic Studies. It is on this line that this paper attempts to examine the need for the sustainable and innovative development in the Islamic Teacher Education in the South- Western Nigerian universities and makes a trial in providing the way forward towards the successful sustainable and innovative development in the discipline. The paper opens up with a historical analysis of the advent of Islamic Teacher Education in South- Western Nigerian environs and how it found its way into the western oriented universities in the area. It then moves on to discuss the various innovative and sustainable trials .embarked upon by some of these universities towards the successful sustainability of Islamic Teacher Education in the Nigerian universities. It also examines the challenges and obstacle facing the survival of the discipline in the educational field and suggests the way forward.

INTRODUCTION universities in Nigeria as a whole, most especially from the South-Western Nigeria. This problem IslamicTeacher Education as one of the academic featured out from the content of educational policy disciplinein the Faculty of Arts and Faculty of- on Islamic Studies. This study is not shy away Educationin some ofthe South-Western Nigerian from the fact that the recent educational reform universities in the twenty-first century should be and quality assurance embarked upon by the madeto gear its focus towards an innovative and Federal Ministry of Education in Nigerian sustainable development in Nigerian educational universities is making a frantic effort and attempt system. The discipline is designed to equip the students in the character and mental power for to redesign teacher education in Nigerian schools. In this educational reform and quality the purpose of leading the best way of life in the assurance exercise, Islamic Teacher Education Nigerian society and outside. Islamic. Teacher is not an exception as it is expected the Educationin the Nigeria universities situated in discipline should fulfil the aim and objective ofthe the South-Western Nigeria remains one of the National Policy of Education of Nigeria which goes educational fields that need sustainable as thus: development in the recent educational reform goingon in the country. As a Nigerian from the • To produce highly motivated, contentious South-Western part of the country and a and efficient Classroom Teachers for all researcher in Islamic Studies, it is in my opinion levels of our educational system. that there is an obvious lack of interest in the • To further encourage the Spirit of enquiry I lamic discipline in the western oriented and Creativity in Teachers. _L- --JO=-==URNAL OF-EDUCATIONAL=--:.:.REVI..EW=-~LI 7( 1) 2014-© -Ser~ials------Publications - • To help teachers fit into the Social life of Nigerian environ of Kanem-Botno empire in the the Community and the Society at large and later part of the eleventh century of the Christian to enhance their commitment to National era through the efforts of North African Berber goals. merchants who came to Northern Nigerian for commercial purposes. (Olatunbosun,1981: 55). It • To provide teachers; with the intellectual was from theSe Northerners that Islam and Islamic and professional background adequate for Teacher Education got to the today South-Western the assignment and to make them Nigeria in seventeenth century. The Qur'anic or adaptable to changing conditions. Islamiyyah schools started in the South-Western • To change teacher commitment to the part of Nigeria (Yoruba land) in the early teaching profession. . seventeenth Century of Christian era and it was It is on this line that this paper attempts to pioneered by the graduatess of the Northern examine the need for the sustainable and Nigeria Qur'anic or Islamiyyah schools who came innovative development in the Islamic Teacher to Yoruba land for the expansion of Islam. These Education in the South-Western Nigerian graduates were itinerant scholars who used to move universities and makes a trial in providing the way from one town to others in order to spread Islam forward towards the successful sustainable and and its system of teacher education. They tutored innovative development in the discipline in the and trained some Yoruba students who in turn South-Western Nigerian universities. The purpose established their own Qur'anic schools in the is to see what element of threat that the neglect of Yoruba environs. At the initial stage, centres and this sustainable and innovative development in the institutes of Islamic Teacher Education known as Islamic Teacher Education in the South-Western Qur'anic or Islamiyyah schools used to take place Nigerian universities can cause the discipline and in semi-organized structures similar to non-formal the necessary step to be taken so as to sustain the education. Different places used for teaching- discipline. learning process of Islamic Teacher Education at CONCEPTUALCLARllnCATION this initial stage were either Mu'alimIAlfa's residential home, community mosques or under the The term education is coined out of two Latin words, shades of trees in an open space in the community. educare and educere. Educare means to nourish;to (Lawal, 2002: 15). bring out, to raise, while educere means to draw These Mu'alimlAlfas (Teachers) operate freer out, to lead out. Adesina (1985:2) defines education Curricular in terms of the subject matter, time as the tool for the integration of the individual table, class size and duration of the studies. effectively into a society so that the individual can According to Osokoya (1992 :12), there are four achieve self-realization, develops national .stages of learning in the Islamic Studies in the consciousness, promote, unity and strive for social, Islamiyyah schools. The Primary level popularly economic, political, scientific, cultural and known as Qur'anic stage starts as early as three technological process. Lassa (1996:2) defines years of age. Emphasis is laid on rote-learning and teacher education as the training and or product choral recitation of chapter from the Qur'an. process of would-be teacher which encompasses Curriculum at this stage is choral recitation of the production of pre-primary, primary and post .Qur'an so as to sharpen the memory sense of the primary school teachers. By this definition, Islamic pupils. The second stage starts immediately after teacher education could be rightly defined as the first stage; its curriculum covers reading and educational process which is properly designed, writing of the Arabic alphabets and the formation planned and systematically tailored towards the of Arabic syllables. The third stage can be referred training of those who would teach Islamic Studies to as secondary level. Here, curriculum would now in pre-primary, primary, post primary and tertiary become wider as it includes Arabic language, institutions. Qur'an commentary, Syntax, Logic, Arithmetic, Hadith, Algebra, Poetry and Medicine. The fourth GENESIS OF ISLAMIC TEACHER stage is the post secondary stage which leads the EDUCATION IN THE graduates to tertiary institutions in the Arabic and SOUTH- WESTERN NIGERIA . Islamic nations. Some of these Yoruba Islamic Islamic Teacher Education in Nigeria began as soon' students went as far as Ilorin and some towns in as the religion of Islam was introduced to the the Northern Nigeria to acquire more knowledge

i . . f . . _TO_W_A_R_D_S_T_H_E_S_U_S_TA_I_N_AB_I_L_IT_Y_O_F_IS_L_A_M_IC_T_EA_C_H_E_R_ED_U_C_A..._----..T_IO_N_INJ_ _T_H_E_S_O_U_T_H_-_W_E_S_T_E_R_N_ in IslamicTeacher Education. They came back to Islamic Teacher Education without necessarily Yorubatownsto establish their ownformal Islamic moving out of the country for the programme. It schoolson the prototype of the one running in the can be rightly said at this juncture that it were the Arabic and Islamic nations popularly called products of this University of Ibadan that went Madrasah (school),Markaz (Centre of Learning) . ahead to pioneer the establishment of the and Ma'ad (Institute). (Adegoke, 2004: 248) Such Department of Islamic Teacher Education in some Islamicschoolscould be found in Ibadan, Lagos, universitiesin the South-Western Nigeria. Some Iwo,Ikirun,Osogbo,Ede, Oyo,Ogbomoso,Abeokuta of these universities are Obafem i Awol owo andsomeotherYoruba towns in the South-Western University, Ile Ife in 1963 and University of Benin part ofthe country. By this development, it could in 1975, Ogun State University (now Qlabisi be rightly pointed out that Islamic Teacher Onabanjo University), and Ondo State University Educationbegan in South-Western Nigeria long (now Adekunle Ajasin University) in 1982, Lagos beforethe advent of western education which was State University in 1984, University of Lagos in introduced in Nigeria in the middle part of 1981, University of Ado-Ekiti (now Ekiti State nineteenth century of Christian era, 1842 to be University, Ado Ekiti) in 1997, Tai Solarin precise.(Raji,1991:48)Islamic Teacher Education University of Education, Ijebu-Ode in 2005 and hadalreadydevelopedwell-formulated curriculum Adeyemi College ofEducation, Ondo in 2007.All of andmethodologyas far back as seventh century of these institutions with the exception ofLagos State Christian era in the Arabian peninsula. By University and University of Lagos run Islamic eighteenth century of Christian era, Islamic Teacher Education as a unit under the Department TeacherEducation in South-Western Nigeria had of Religions Studies. (Adegoke, 2013:6). flourishedand matured into a remarkable standard As a result of this development, some of these at the individual private management. South-Western universities still went ahead to (Osokoya,1992:12). establish the Bridge Programme in Islamic Teacher The curr lculum of I si ami c Teacher Education in Education so as to bridge the difference between Nigeria was not only adequate but viabl e as it the products of private and public schools in the transforms the Nigerians to be literate in oriental area of Islamic Teacher Education. Such a bridge languages (Arabic), culture and religion (Islam). It programme is to create avenue for the products of should be noted in this structure that prior to the private and local Islamic schools tojoin the western' advent d Latin script in Nigeria, theNigeriansoould oriented public institutions in order to acquire the writeandreadtheir indigenous languages in Arabic acceptable certificate and secure the white collar language. Their curriculum consists of various job in government owned schools. In order to fexeignsoencesin Arabicstudiesand Islamicstudies. successfully do this, University of Iba dan- soasto enable the products furtheri ng thei r studies ·jntroduced an intensive course for the product of in thetwotwin disciplines in any university within private Arabic schools leading to the University's ex outside the country. (Adegoke, 2004: 248) Certificate in Arabic in 1963/1964 academic session. Two years later, this one-year programme was INNOVATIVEAND SUSTAINABLE expanded to Islamic Teacher Education with the DEVELOPMENTOF ISLAMIC TEACHER aim of meeting the growing need and desire of EDUCATIONIN THE SOUTH-WESTERN Nigerian students to study Islam as a teaching NIGERIAN UNIVERSITIES discipline in western oriented schools.A candidate IslamicTeacher Education emerged in the South- with this certificate would be qualified for .WesternNigerianUniversities when the University university admission only after he must have sat ofIbadan established Department of Arabic and for and passed General Certificate Examination .IslamicStudies in 1961.This department designed (GCE.).(Abdul,1983:49).This programme qualified the certificate and diploma programme so as to the product for employment as tutor of Islamic incorporatethe graduates ofthe non-governmental Teacher Education in primary and secondary and private Islamic schools into western form of schools and it inspired the products to obtain teachereducationin a western oriented university. General Certificate Examination (GCE) Ordinary . By this development, it became possible for the Level in English language and any other two graduates from those non-governmental and subjects apart from Arabic and Islamic Studies. privateIslamic schools to obtain various Degrees This one-year Certificate programme was in h as BA, B.Ed, M.A; M.Ed, PGDE and Ph.D in progress till 1977511976 academic session when the _ JOURNAL OF EDUCATIONAL REVIEW, 7(1) 2014 © Serials Publications ~------University ofIbadan introduce a two-year Diploma Some Nigerian universities in the Northern part course in Islamic Teacher Education. Holders of the of the country introduced Islamization of West African School Certificate (WASC) or General Knowledge programme which they borrowed from Certificate Examination (GCE) Ordinary Level with International Institute for Islamic Thought (lilT) at least five Credits as well as Grade Two Certified in United States of America. Through this Teachers who had taken Islamic Studies as one of programme, they introduced some Islamic-related their subjects at the' Teachers' Certificate . contemporary courses such as Islamic Art and Examination were qualified for admission for this Architecture, Islam and Non-Muslim World and programme (Oloyede, 2012: 51-52). some other Islamic-related courses run in different In the same way, the departments in Law, Social Sciences and also introduced a sub-Degree and Diploma Management Sciences. Such universities are programmes in Arabic and Islamic Studies in 1997 Bayero University, , University, for some of the privately owned Arabic institutes and Usmanu Danfodiyyo University, Sokoto." in Lagos and its environs in order to incorporate These Northern universities extended' this the candidates whose educational background was programme to the South-Western universities in Arabic language to the conventional western which later added it to their curriculum in Islamic education system and to prepare them for higher Teacher Education. By this, these universities were studies in Islamic Teacher Education. The entry able to introduce some Islamic-related courses such requirements for this programme as approved by, as Islamic Economics, Islamic Commerce, Islamic the Senate are Merit/Credit Level of Pass at the Banking and Finance, Islam and Social Change, Thanawiyyah (Secondary) Level of standard Islamic Political Thought, Islamic Political Ilmiyyah (local) schools or the ldadiyyah Certificate Institution, Islamic Philosophy, Islamic Psychology, of standard Ilmiyyah (local) schools with credit Islamic Anti-Crime Formula, Islamic Law of passes or Credit passes in three subjects including Inheritance, Islam and Modern Science, Modern Arabic and Islamic Studies at the West African Development in Islamic Law, Islamic Law and School Certificate (WASC) or General Certificate Modern World, Islam and the World, Islam and Examination (GCE) Level examination or a good Orientalism et.cetera In 2011, Lagos State pass in the entrance examination. (LASU Diploma University also introduced one year .professional Brochure, 1997:52). Ekti State University and postgraduate Islamic Studies for the candidates Adekunle Ajasin University in Ekiti and Ondo who have no background in Islamic Studies in their States respectively also follow the same suit. previous higher certificate, those who have interest University of Ibadan again embarked on another and love for the knowledge of Islamic Studies and bridge programme known as Affiliation Method those Muslims who want to increase their Islamic Programme through which some privately-owned knowledge. The entry requirement for this, colleges of Arabic and Islamic Studies could get programme is Bachelor Degree in Arts, Law, their certificate recognized by affiliating their Sciences, Social Sciences, Management, Education colleges to the public university. Such colleges are and Higher National Diploma (HND.) (Adegoke, Mufutau 'Lanihun College of Arabic and Islamic 2013: 8). Studies, Ibadan, Oyo State, Arabic Institute of In 2005, two private Islamic universities were Nigeria, Ibadan, Oyo State, Sui aim an College or established in the Ogun and Osun states in the Arabic and Islamic Studies, Ososa, Ogun State and South-Western Nigeria namely Crescent Ansaru-Deen Institute of Arabic and Islamic University, Abeokuta and , Studies, Isolo, Lagos State. Lagos State University Osogbo. ,Crescent Un iver si ty and Fountain equally has several private Arabic Centres University were established by the Islamic (Marakiz) Arabic schools (Madaris) in Lagos State Movement for Africa of Retired Justice Bola Ajibola as Affiliated Diploma Institutions under their and Nasrullah-l-Fathi Society of Nigeria (NASFAT; External Studies Programme. Also in 1996, Lagos respectively. Each of these universities designec State University introduced postgraduate some Islamic-related courses at each level of study programmes (M.A, M.Phil, Ph.D) in Islamic Teacher which must be compulsorily offered and passed b. Education. (Oloyede, 2012: 52). the students irrespective of their areas of disciplin] Recent Innovative and' Sustainable and their religious affiliation. This method affor Development in Islamic Teacher Education in the the students who have never had any contact wi South-Western Nigerian Universities. Islam, the opportunity of acquiring a worki ARDS THE SUSTAINABILlTY OF ISLAMIC TEACHER EDUCATION IN THE SOUTH-WESTERN ...

owledgeofIslamic Teacher Education. (Oloyede, another. What we are saying is that there is no co- 2012:52). ordination between one university and other in these South-Western universities. According to CHALLENGES OF ISLAMIC TEACHER Abdul (1983:47), a reason for this may be the EDUCATION IN THE SOUTH-WESTERN gravity of devotion that each South-Western NIGERIAN UNIVERSITIES university projects for Islamic Teacher Education. Despitethis ofIslamization ofKnowledge embarked Another reason may be that there has been any uponbythese South-Western Nigerian universities effort on the part of each of this South-Western Islamic Teacher Education is still among the low- university to interact with one another in the intake courses in the Faculties of Arts and harmonization of the syllabus. In a situation like ducation due to. several challenges facing the' this, the products ofIslamic Teacher Education who uccessfulapplication ofinnovative and sustainable were not made to undergo the same form oftraining evelopmentofIslamic Teacher Education in these may not be able to give expected performance in niversities. Some of these challenges are as the teaching-learning classroom and this may have ollows: negative impacts on the thoroughness of Islamic Teacher Education. LOCATION OF DEPARTMENT LOW ADMISSION AND someofthe South-Western universities, Islamic RECRUITMENT OF STUDENTS eacherEducation does not obtain the department This i~ one of the major problems confronting the fits own.For instance, in the University oflbadan, Islanuc Teacher Education in the South-Western lamic Teacher Education shares the same universities. It is two faceted problems namely the epartmentwith Arabic Language and Literature. source ofrecruitment and the quota number ofthose the Lagos State University, Islamic Teacher students admissible to the university. The ducationdomicilesin the Department ofReligions university admission requirement as demanded by here it eo-shares the department with Christian the Joint Admission and Matriculation Board ligiousStudies (eRS). It is run in the Universty (JAMB) guidelines for admission to first Degree Lagosas a course in Religious Studies unit in . courses in universities and other Degree Awarding ;epartmentofArts and Social Sciences Education. Institution in Nigeria requires five Ordinary Level < ObafemiAwolowoUniversity, Islamic Teacher credit passes at one sitting or six credit passes at ucation serves as a unit and service course in . two sittings to include Islamic Studies or Arabic e Department of Religious Studies where it eo- Studies, English language and other three or four ares the department with Christian Religious subjects as the case may be, from Arts or Social dies.Thesame applies to Ekiti State University, Science subjects for the candidates coming for the , ekunleAjasinUniversity, Tai Solarin University .four-year Degree programme through the 'Education and Olabisi Onabanjo. The programme University Matriculation Examination (UME), and run at , Abeokuta and Diploma or National Certificate in Education (NCE) ountainUniversity, Osogbo as a unit course in the in Islamic Studies or Arabic Studies in combination epartment of General Studies. With this with other Arts or Social Science courses for the y~lopment,work load limit may not permit the candidates coming for the three-year Degree tuation where the enough course work would be programme through the University Direct Entry. ught in Islamic Teacher Education for the (JAMB Brochure, 2010: 119 & 172) With this didatewhowould be made to offer some courses admission requirement, there are some arisen . Christian Religious Studies and Teacher problems emerging as an obstacle facing the ucationas subsidiary courses. This situation can sustainable develoment of Islamic Teacher dly make room for the kind of efficacy and Education in the university. In the firstly instance, < roughnessone would expect in a university for there are very few secondary schools in the South- eacher Educator. . Western Nigeria that offer Islamic Studies or Arabic Studies at Junior and Senior classes. Though, there LACK OF UNIFORMITY IN are several private Islamic schools offering Arabic THE SYLLABUS and Islamic Studies but their certificate are not e yllabus in operation in some of these South- given recognition by the South-Western universities tern universities varies from one university to in lieu ofOrdinary Level certificate. Apart from this, JOURNAL OF EDUCATIONAL REVIEW, 7(1) 2014 © Serials Publications -=-~~------some South-Western universities do not always fill development, more Islamic Teacher. Educators have the specified recruitment quota for Islamic Teacher to be employed in the South-Western states of Education, a recruitment quota which in itself is federation. quite inadequate. Last but not the least is the Some South-Western universities' admission eradication of some of the bridge programme in office does not always fill the specified recruitment some of these South-Western universities. quota for Islamic Teacher Education, a recruitment quota which in itself is quite meager and WAY FORWARD inadequate. One of the ways towards the innovative The previous bridge programmes in some South- . and sustainable development of Islamic Teacher Western Nigerian universities should be made to education in the South-Western universities is that re-surfaced again so as to boost the number of they should gear themselves up to meet the demand candidate coming in for Islamic Teacher Education of the admission and recruitment quota through the in the university. It is obvious from the experience increment of the number of candidate admitted for that introduction of the bridge programmes in the • Islamic Teacher Education. early inception of the Islamic Teacher Education National University Commission (NUC) in did a lot in the sustenance of the discipline. Majority Nigeria should gear themselves up on the of the candidate that came into Islamic Teacher enlistment of the Islamic teacher education in the Education through this route of this bridge country during this on-going educational reform. programmes are today the learned professional in The Commission should assist the Islamic teacher the field. In the opinion of Oloyede (2012:59), this education by giving the discipline moral support is the only route through which this discipline through the procurement of relevant Islamic renders conventional service in western oriented instructional materials to the schools, organizing public life. It is highly advisable that these bridge and sponsoring Islamic educational seminars, programmes which has been cancelled by all of the conferences and workshops for Islamic educators South-Western Nigerian universities, especially a and providing current Islamic materials to the year Certification programme of the University of schools. Ibadan which has served, more than any other Islamic Educators in Nigeria should make an bridge programmes, in the provision of competent attempt to translate, write and publish current and balanced Islamic Teacher Educators for all Islamic textbooks for the benefit of the Islamic levels of educational institution in Nigeria every students in the country. This study does not shy part of the country. To the best of my knowledge, away from the fact that there some Islamic Islamic Teacher Education would survive and Educators who have it in mind to publish relevant successfully compete with other Arts, Science and textbouks in the discipline of Islamic Teacher Social Sciences courses in the South-Western Education but they could not go to press due to universities if the previous Bridge programmes are financial constraint and they are not morally and resuscitated again. financially encouraged by the government of Apart from University of Ibadan and University Nigeria. of Lagos, other universities in the South-Western Nigeria have not embarked on the Islamization of References Knowledge programme. It is advisable that other: .Abdul, M.O.A (1983), "The Teaching of Arabic in universities in the South-Western Nigeria who have Nigerian Universities: Problems and Prospects", not commenced this programme should liase with in Oseni Z.I et. al (eds.) Journal of the Nigerian Universities of Ibadan and Lagos concerning the Association of Teachers of Arabic and Islamic Islamization of Knowledge programme. Studies (NATAIS), Nigeria. Government should ensure that Islamic Adegoke, K. A.(2013), "Towards Sustainable Teacher Education is taught in all levels of Development of Islamic Studies in the Nigerian institution in the country as there are very few Educational System" in Abdu-Raheem, M.A(ed.), secondary schools in the South-Western Nigeria ArabiclIslamic Studies and the Challenge of that offer Islamic Teacher Education atJunior and Quality Control in the Nigerian Educational Senior classes. Recently, Federal Ministry of System, Ni.gerian~sociation ofTe~ch~rs ofArabic Education's new curriculum has made Islamic and Islamic Studies (NATAIS),Nigeria. Studies one of the compulsory subjects in the Adegoke, K. A. (2010), "Islamic Teacher Education i secondary schools. To sustain this new Curriculum in Nigeria: Challenges in the 21· ______~EI______

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