Arabic Language in The Curriculum of Tsangaya and Islamiyya Schools in Northwestern Nigeria: A Comparative Study

@article{1709078,
      author = {Dr. Bello Muhammad, Nasir Usman Muhammad},
      title = {Arabic Language in The Curriculum of Tsangaya and Islamiyya Schools in Northwestern Nigeria: A Comparative Study},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {8},
      number = {12},
      pages = {388-396},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709078.pdf},
      abstract = {This study examine at how the Arabic language is taught in Tsangaya and Islamiyya schools in Northwestern Nigeria. It focusses on how each system teaches Arabic within its own educational framework. Tsangaya schools use traditional, oral-based methods that are based on memorising the Qur'an. Islamiyya schools on the other hand, tend to have a more structured curriculum that incorporates grammar, reading and writing. Using a qualitative approach, this study draws significantly on secondary literature to show how these two systems have changed over time and how they teach. Interviews with a few teachers and school administrators in Zamfara and Sokoto states provided primary data that added to the analysis. The results show that there are big variations between the two systems in terms of what they teach, what they want students to learn and the overall philosophy of education that guides each one. The report says that both systems provide a lot to help kids learn Arabic and about religion, but that Islamiyya schools are becoming more in line with modern educational needs. The study also adds to the current discussions over indigenous education, Arabic teaching and the future of Islamic schools in Nigeria's Muslim-majority areas.},
      keywords = {Arabic language, Tsangaya, Islamiyya, curriculum, Northwestern Nigeria},
      month = {June},
  }