THE MADRASAH SCHOOLS IN THE POST-INDEPENDENCE: IBADAN CASE STUDY

Ibrahim A. Adelani

Ibrahim A. Adelani Da’wah Islamic Institute, Olohunsogo, Ibadan, NIGERIA

Abstract

This article narrates how colonialism consigned Islamic Education to the background and how Muslim, who were the main literate population in Ibadan, became uneducated due to the introduction of Western education, which they were also excluded from. The madrasah schools, founded by the Muslim at a certain point, have become counterproductive, as their certificates were not widely recognized as essential qualifications for furthering education; This constitutes a major challenge faced by the madrasah graduates. This paper proposes a way out of this predicament, giving examples of how madrasah schools in the Middle East and Asian countries freed themselves from the fear of indoctrination, and created an educational system that allows Muslim children to excel in both Western and traditional Islamic education. Doing this will enable the madrasahs to enjoy several benefits such as recognition of the curriculum, better management of schools, and funding affiliation from relevant bodies.

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