IMPACT OF COMMUNITY CONTRIBUTIONS ON THE DELIVERY OF ISLAMIC STUDIES CURRICULUM IN SENIOR SECONDARY SCHOOLS IN KANO STATE, NIGERIA

ABSTRACT

This study assessed the Impact of Community Contributions on the Delivery of Islamic Studies Curriculum in Senior Secondary Schools in Kano state. The objectives of the study were to assess the contributions of the community on the delivery of Islamic studies curriculum in senior secondary schools in Kano state, assess the provision of physical infrastructures in girls‟, boys‟ and mixed senior secondary schools in Kano state, assess the impact of PTA‟s on the provision of instructional materials of Islamic studies curriculum in boarding and day secondary schools in Kano state, and assess the impact of communities on the recruitment and payment of teachers‟ salary in senior secondary schools in Kano state. These objectives were translated into research questions and hypotheses. Survey research design was used for the study and the total number of population was two thousand seven hundred and thirteen (2713) out of which 336 were selected as sample size for the study that comprised principals, Islamic Studies teachers, and PTA officials. Simple random sampling technique was used in selecting the sample. Pilot study was conducted in order to have focus and the results of the pivot study showed that Kuder-Richartson 21 was used to establish the reliability of the instrument, a reliability coefficient of 0.94 was obtained. It was based on the result of the pilot study that the research instruments were administered to the research respondents. The instrument used for data collection was a questionnaire developed by the researcher and was validated by the researchers‟ supervisors and experts in the field of curriculum were consulted for certain observations and corrections from Faculty of Education, Ahmadu Bello University, Zaria. All corrections made were effected. The reliability index found was 0.95 which is acceptable. Data collected were analyzed descriptively using frequencies, mean and inferentially using Chi-Square statistics. Five research questions were analyzed and five hypotheses were tested and all these were accepted. Findings from the study revealed that community members had positive impact in terms of the contributions they gave to the delivery of Islamic studies curriculum in senior secondary schools in Kano state. Physical infrastructures were not adequately provided in girls‟, boys‟ and mixed senior secondary schools in Kano state for successful delivery of Islamic studies curriculum in the schools; the PTA‟s had great impact on the provision of instructional materials of Islamic studies in boarding and day secondary schools in Kano state; the communities contributed to the process of recruitment and payment of teachers‟ salaries for the successful delivery of Islamic studies curriculum in senior secondary schools in Kano state. Based on the findings of the study, it was recommended that government in collaboration with stakeholders should endeavour to provide additional Islamic studies teaching materials in all senior secondary schools in Kano state; government should look at teachers‟ condition of service and remuneration and, government should create a forum where all stakeholders of education would be meeting to discuss areas of problems in senior secondary education in the state with particular reference to Islamic Studies and make suggestions for proper solutions to the problems.

CHAPTER ONE INTRODUCTION

1.1       Background to the Study

The British administration brought about a new system of education which

differed fundamentally from what Kano society had known in its centuries of

experience as far as education is concerned. This new western style of education was

put in place to prepare people for roles in society entirely different from those which

Islamic education aimed at. However, it was not in any way antagonistic to Islamic

education. Thus, the colonial masters began to establish primary and secondary schools

in various places in Nigeria and Kano state inclusive. On this, Fafunwa (1991) asserted

that:

Similarly, outside Kano Township, the provincial school at Shahuchi with its elementary and primary sections was for many years the only school where the western education was pursued in Kano emirate. However, a new elementary school of one class was opened at Dala within Kano city in 1927. This school arose out of government sympathy for a continuous demand by members of the commercial community for the education of their own children. The acting Resident of Northern Province confessed that the school at Shahuchi had too much of an official atmosphere. Kano‟s powerful trading interests had intimate business links with township and so were quite sensitive to the challenges emanating from Southern Nigeria. They wanted to give their children the type of education which would enable them to hold their own against these stranger elements and they specifically requested that English language should be taught at Dala. The leader was well known business baron, Alhassan Dantata (p.56-57).

In response to the above feeling for the establishment of more schools nearer to

the people that many schools were established in Kano in 1970. It was not until this

period when this type of western education was taught at various places of Kano. Even

before 1970, western education in Kano state was taught under trees and other suitable

places for the people of Kano to learn this new type of western education. It is therefore,

important to note that secondary school education is the education children received

after primary education and before the tertiary stage. The broad goals of secondary

education as stated by the Federal Republic of Nigeria (FRN, 2004) in the National

policy on education are to prepare the individual for useful living within the society, and

higher education.

According to the FGN (2004), secondary education is expected to: Provide all

secondary school leavers with the opportunity for education of a higher level

irrespective of sex, social status, religious or ethnic background; Offer diversified

curriculum to cater for the differences in talents, opportunities and future roles; Provide

trained manpower in the applied science technology and commerce at sub-professional

grades; Develop and promote Nigerian languages, arts and culture in the context of the

world‟s cultural heritage; Raise a generation of people who can think for themselves,

respect the views and feelings of others, respect the dignity of labour, appreciate those

values specified under our broad, national goals and live as good citizens; and Provides

technical knowledge and vocational skills necessary for agricultural, industrial,

commercial and live as good citizens.

In the National Policy on Education (section 5) is stated that the government

welcomes the participation of voluntary agencies, communities and private individuals

in the establishment, funding and management of secondary schools. State government

should prescribe conditions to be met by the communities and others wishing to

establish secondary schools. However, government should regulate the establishment of

schools, supervise and inspect schools regularly and ensure that all schools follow

approved curricula and conform to the national policy on education.

Today secondary school system of education is seen with number of problems

ranging from inadequate of funds to inadequate provision of effective facilities,

improper planning and policies implementation which at the end may result to failure in

the achievement of general goals and objectives of the National policy on education

(FRN, 2013). The Kano State government called for greater participation of community

towards effective delivery of the curriculum studies in senior secondary schools in the

state; although, Kano State government plays a vital role in contributing to the

secondary school education in Kano state. But still there is the need for the community

to participate in a broader perspective in the process of funding, establishment and

management of secondary school education in Kano state. Secondary education

nowadays becomes very expensive instrument that needs adequate funding for its

successful management and implementation. The sufficiency or insufficiency of the

fund affects its management.

However, senior secondary schools are directly established, controlled, managed

and supervised by Kano State government. That is to say that Kano state government is

responsible for regulating the establishment of senior secondary school, supervise and

inspect schools regularly and ensure that all schools follow approved curricular and

conform to the National policy on education. Teachers Services Board is responsible for

employing qualified teachers to various Senior Secondary Schools in Kano and also

responsible for ensuring effective management, supervision, control and maintenance of

all senior secondary schools in Kano state.

The researcher observed that Islamic studies curriculum in Kano State requires a

lot of teaching materials which includes: textbooks, instructional aids, human resources,

chemical tools and apparatus adequately, continuous purchase of other essentials such

as fuel, acids and re-agents are necessary. All this cost a lot of money and the

importance of equipment for teaching secondary school subject such as computer has

become expensive for government. This requires the involvement of community

members. Community contributions will go a long way in reducing the level of

inadequacy and encourage the teaching and learning of Islamic Studies. To date,

community contributions toward the delivery of Islamic Studies curriculum is yet to be

appreciated, hence the need to embark on this type of study.

The main reason for this study therefore is to find out the impact of community

contributions on the delivery of Islamic Studies curriculum in Secondary schools in

Kano State. This has become necessary because if all needed facilities are put in place

by the community, there would be positive achievements in our secondary schools.

However, if the needed facilities are not well provided by the community, the delivery

of Islamic studies curriculum in our various secondary schools would not be effective

because government alone cannot adequately provide all the needed facilities in the

secondary schools.

There have been some strategies for measuring the impact of community

contributions toward the delivery of Islamic Studies curriculum in Kano State in order

to ensure the effectiveness of the implementation of Islamic Studies curriculum in all

senior secondary schools of Kano state. These included training and retraining of

Islamic Studies teachers, constant supervision to ensure the positive impact of the

system, use of questionnaires and regular interviews to both teachers and students of

Islamic Studies. It is against this background that the researcher finds it necessary to

find out the impact of community contributions on the delivery of Islamic studies

curriculum in secondary schools in Kano state.

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