ABSTRACT
Education is the bedrock and key to any nation’s national development. However, with the general standard of education in Nigerian Public Primary and Secondary Schools, there has been the demand for more schools to come in to compliment government efforts in the education sector through provision and delivering of high standard, quality and quantitative education. Therefore, this project work sets to analyze and explore the historical and educational reasons behind the History and establishment of Western Education in Dutsin-Ma, Katsina State with particular reference to Dutsin-Ma Town and its environs, as the study is from 1976 – 2015. Thus, efficient method of research was applied to come up with a reliable result, in the form of conducting interviews with resource persons, as well as consulting newspapers, magazines, archival and government documents, internet among others. Consequently, all the necessary measures and proper solutions to all the stakeholders are provided in the recommendation section.
TABLE OF CONTENTS
Title Page
Abbreviation
Table of Contents
Abstract
CHAPTER ONE: GENERAL BACKGROUND OF THE STUDY
1.1 Introduction
1.2 Statement of the problem
1.3 Aim and Objective of Study
1.4 Significant of the study
1.5 Source of data and Methodology
1.6 Scope and Limitation of Study
1.7 Conceptual clarification
1.8 Literature review
Conclusion
Endnotes
CHAPTER TWO: LAND AND PEOPLE OF DUTSINMA TOWN
2.1 Introduction
2.2 Geography of Dutsin-Ma town
2.2.1 Location
2.2.2 Weather and Climate
2.2.3 Vegetation
2.2.4 Soil
2.2.5 Origin and Migration of the People
2.3 Economy of the Area
2.3.1 Agriculture
2.3.2 Trade
2.3.3 Traditional Industries
2.3.4 Modern Industries
2.4 Socio-Political Organization
2.4.1 Islamic Education
2.4.2 Early Western Education
2.4.3 Religion
2.4.4 Social Amenities
2.4.5 Pre-Colonial Administration
2.4.6 Colonial Administration
2.4.7 Local Government Council
Conclusion
Endnotes
CHAPTER THREE: DEVELOPMENT OF WESTERN EDUCATION IN DUTSIN-MA TOWN 1976-1987
3.1 Introduction
3.2 Historical Development of Western Education in Dutsin-Ma Town
3.3 Historical Background of Dutsin-Ma Education Authority
3.4 Role of Kaduna State in the Provision of Western Education in Katsina
3.5 Role of Dutsin-Ma in the Development of Education
Conclusion
Endnotes
CHAPTER FOUR: DUTSIN-MA TOWN AS A CENTER OF EDUCATIONAL ACTIVITIES 1976-2015
4.1 Introduction
4.2 The Impact of Educational Development in Dutsin-Ma Town
4.3 Social Impact
4.4 Economic Impact
4.5 Political Impact
Conclusion
Endnotes
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion and Recommendation
5.3 Bibliography
CHAPTER ONE
BACKGROUND OF THE STUDY
1.1 INTRODUCTION
The role of education in the development and transformation of human societies all over the world in the course of history cannot be overemphasized. This is because it is the wheel and hub which have propelled development and transformed the world to in all spheres. Education is important and central for societal development. Education has been the force behind the progress of all cultures and civilizations. However, western style of education came to “Ma” in the 20th century. This led to series of changes and development that transformed the society of “Ma”, even though it has its own limitations.
The introduction of Western style of education in Nigeria with the arrival of Wesleyan Christian Missionaries in Badagry in 1842.[i] It played an active role in the provision of formal education for the people. Between 1842 and 1914,[ii]about ten different Christian missions arrived in Nigeria, and began intensive missionary and educational work. Schools were built for the purpose of disseminating education and conversion of people to Christianity. The missions began to struggle for pupils/members such that there was a proliferation of primary schools established by different missions. The education received was limited to 4Rs i.e reading, writing, arithmetic and religion.[iii] This new missionary education prepared the recipient for new job opportunities in colonial service such as teachers, clerks, messenger and interpreters. Emphasis was placed on character training, most of the missions established primary schools with little emphasis laid on secondary and higher education, at the initial stage.[iv]
Before 1940, Western education spread in schools through organized learning programs. Informal education is the learning which occurs outside the school programs in the south. Western education reached the northern part of the country when a missionary school was established at Lokoja in 1865. In 1865 the Bishop Crowther LGA Primary School was established in Lokoja, Kogi State by the Anglican missionary. It was then extended to other parts of northern states.[v]
Following the emergence of Katsina Kingdom in the 15th century, the capital was noted as a citadel of learning. This development is associated with the introduction of Islam in West Africa around the 14th century or much earlier. However, according to some oral traditions and Henry Barth, Katsina Kingdom came into being during the early part of 13th century with a ruling dynasty at Abuttai (when the seat of power was at Abuttai) where Katsina is presently situated.[vi] Thus the history of Katsina Kingdom can be fully understood when we look at the coming of Islam in Katsina even though the precise date of it is not known i.e. when Islam was first introduced.[vii]
Thus, western type of education developed faster in the South than in the North of Nigeria because of the skepticism about the impact of Christian missionary education. By 1914, it was estimated that about 25,000 Quranic schools were already in existence all over Northern Nigeria. But, by 1910 Industrial School (Technical or Clerical School) was established in Katsina and in 1916 and in 1930 girl’s school was established.[viii] The arrival of Christian Western education met stiff opposition.[ix] However, missionaries did succeed to establish schools at times, in collaboration with colonial Government. For instance, Gidado Primary School was established in 1927 followed Babban Ruga Primary School in 1937 in Katsina.[x] The colonialists were not keenon establishing schools that was why they did not impose it the way they imposed other colonial policies.
[i]Usman. Y.B, Transformation of Katsina, 1400-1883, Zaria: Ahmadu Bello University Press, 1981. Pp 186-187.
[ii]Ibid, Pp. 186-187.
[iii]Ibid, Pp. 186-187.
[iv]Ibid, Pp. 186-187.
[v] Ibid, P. 186-187.
[vi]Ibid, P. 187
[vii]Ibid, P. 187
[viii]Yusuf. T, “The Colonial Legacy in Northern Nigeria”: A Social Ethical Analysis of the Colonial and Postcolonial Society and Politics in Nigeria. (Jos: Challenge Press, 1993) pp. 8283.
[ix] Ibid
[x]Ayuba. G,“Brief History of S.I.M./ECWA” A paper presented during the S.I.M/ECWA 100 years anniversary, 8 – 20th November, 1993 P.2. See also DahiruRabe, “The British Colonial Occupation and the Christian Missionary Activities in Katsina Emirate, C. 1930 – 1936.” Seminar Paper presented at department of History, ABU Zaria, 2010. P.31. and UmohManduAkpan, “History of Christian Missionaries in Katsina State, case study: BabbanRuga” Katsina State History and Cultural Bureau, 2010 p.17.
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Item Type: Project Material | Size: 170 pages | Chapters: 1-5
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