International Development Division : IDD
December 2006
EDC Authors Report on Education Quality in Islamic Schools
Islamiyyah schools are distinctive entities in Nigeria–unlike Qur'anic schools, which feature only religious education, Islamiyyah schools provide both religious and secular instruction to over a million children. These schools enjoy support by parents and communities, and are increasingly seen as a legitimate means to bolster the literacy and numeracy skills for children not attending government-sponsored schools. Islamiyyah curricula effectively integrate elements of basic education with Islamic study. As a result of the growth and success of these schools, the government of Nigeria (as well as others such as Ghana) is now working to define acceptable minimum standards in the hopes that more pupils can receive a quality basic education to support the mandate of Education For All.
A groundbreaking pilot study undertaken in 2005-2006 by EDC through the Educational Quality Improvement Program — 1 (EQUIP1) investigated to what extent Islamiyyah schools could be supported to provide quality education. The study’s first report, Educational Quality in Islamic Schools, Report #1: Nigeria, assesses the basic characteristics and predominant instructional practices of Islamic schools in three diverse states of Nigeria: Kano, Lagos, and Nasarawa.
Through an in-depth analysis of interview, questionnaire, and observation data, the researchers find that the schools are resource-lean institutions supported mainly through community financial contributions. The teachers practice elements of student-centered teaching, but still struggle to engage students in higher-level thinking. The report next investigates school personnel perceptions of key factors that support educational quality, finding that teachers and head teachers cite the availability of learning resources and the use of modern teaching methods most frequently. Next, the report analyzes the schools’ approach to addressing religious and secular curricula, finding that the schools devote significant time to Islamic religious studies and to English, mathematics, and other secular subjects, generally placing equal emphasis on both. The report concludes with programming implications for donor agencies and other international development organizations.
The report of a companion study undertaken by EDC in Ethiopia is due to be published in 2007. The Islamic schools pilot study also contributes to a Cross-National Synthesis series on educational quality by EQUIP1, which includes research outcomes from India, Namibia and Ethiopia. The first two Cross-National Synthesis reports are also available for download:
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