Values, Attitudes And Perception Of Education Of The Hausa/Fulani

Society In Northern Nigeria

  

By

 

Bello Umar Gusau (Ph.D)

Umargusau@Yahoo.Com

At

 

Special Interactive Session

Organized By

Gusau Educational

Development Association

(Geda)

 

 

 

INTRODUCTION.

Education is present in all communities and societies. It could be formal or informal. The societal norms, beliefs, culture and technology are passed from one generation to the next through education. But education is much a wider concept. It involves organization, structure and conceptual change. Time plays an important role in the perception of education as an agent of progress and change. Education of a given society could remain static and stagnant if it does not respond to change as dictate by time. The education of the Muslim north is in dilemma as it fails to go in tune with time.

 

The pre-colonial North is the shining North, both civilizational and intellectual. Our Islamic legacy bequeaths us the tools to shape our society in such a way that our intellectuals and rulers could be compared with those in Asiatic East such as china. Acquisition of knowledge is viewed as a religious duty and people are ready to travel to distant places for the sake of learning. The encroachment of the European colonizers effectively disturbs the equilibrium. The holistic perception of education recedes, and education is seen more appropriately, as religious. This is done so as to curtail the influence of European Education on Muslim minds. But these phenomenons persist till today after 46 years of independence. The north needs paradigm shift in education if we are to reclaim our leadership role in learning.

 

 

EDUCATION       

Education is broadly defined as the acquisition of knowledge, skills and values which are necessary for the development of individuals and the society. But the definition can be narrowed down to mean religious education or modern education. In the North, religious education is referred to as KARATUN ALLAH (God’s ordained education) while modern European education is called KARATUN BOKO now systematically called KARATUN ZAMANI (modern education) by its beneficiaries. Semantically, there is a wide gap between karatun Allah and karatun boko. The former led to God’s mercy and eternal bliss in the hereafter, the latter is seen as temporal, immoral, lies and ungodly, it is meant for worldly gain and has no place in the hereafter.

 

Shekarau, (2001), was vivid while defining education along Islamic perspective, he said, education is what happened from cradle to grave, education is life and not just for acquiring jobs or catching up to compete with others, rather its ultimate objectives is to produce good and righteous individuals, who will lead a good life on earth and attain eternal bliss in the hereafter.

 

VALUES AND EDUCATION.     

Values are guidelines for behaviour and they govern each person’s actions and attitudes. Values are learnt through experience, education and observations. In the Muslim North, values and education are one and inseparable. The Religious education emphasizes certain values, such as strict discipline, respect for elders, mallams(teachers), parents, honesty, self-discipline, perseverance, and cleanliness. The mode of teaching and learning is authoritive and teacher centred. Questions when entertained do not go beyond lower cognitive domain that is knowledge, comprehension and application, corporal punishment is encouraged. On the other hand Modern education; discipline is relaxed even though it encompasses all the values mentioned in the religious education. The differences are, teaching methods keep on changing, authority can be questioned, understanding is promoted and rote learning discouraged. learning can go beyond lower cognitive schemes to higher cognitive domains such as analysis, synthesis and evaluation. Therefore, creativity and innovations are encouraged. Corporal punishment is discouraged.

 

ATTITUDES TOWARDS EDUCATION     

According to advance learner’s dictionary, attitude is a way of feeling, thinking or behaving. The introduction of modern European education necessitates the Ulama and political leaders in the North to narrow the concept of education to only religious education. All other educations are mundane and worthless, the trend continues till today.

 

At the arrival of the British conquerors, there are over 25,000 Quranic schools, which were of elementary type. There was a developed literacy, technology called AJAMI(Hausa Arabic script) which was in existence for almost 500 years. Shekarau, quoting from 1995 survey reported that there are 8.4 million children in schools in the North, Quranic and Islamiyya schools accounted for 6.4 million (76%) while only 2 million (24%) attended western type of schools. He went further to cite another recent survey which revealed that between 60% and 80% of the children who should be in school in the North is not. This simple survey shows that the North is in slumber educationally. The past, it seems, is not amenable to change. An average Hausa/Fulani adores the past and would want to reclaim it, if he has the means. The world- view seems to be static. This is the nature of education we are exposed to which is morally sound and strictly disciplinarian but without a skill to confront today’s world.

 

It seems the wedge between modern education and religious education came as a result of our experience of colonialism. European colonialists who are Christians by religion came with modern education, they are seen by Muslims as on a mission to destroy Islam and its way of life, hence Christian missionaries and colonial masters are referred to as MI SHAU BADDA MUSULMI (mission to lead Muslim astray), the education itself is seen as designed to turn a Muslim to either Christian, Jew or Atheist. The fear instills in the minds of average Muslim of modern education persists even today going by today’s survey figures.

 

The communication revolution which turns the world into a global village has served little to persuade our people to respect modern education. We are backward not because we cannot learn but because we are saturated with historical hetarage of the conveyers of modern education and our leaders find it convenient to exploit our sensibilities and weaknesses to exert their control and keep us at bay. Traditional, religious and political leaders continue to perpetuate this unwholesome attitude which makes Hausa/Fulani to be looked upon in the country as backward, destitute and fanatic, some tribes unfortunately look at us as liability in the country.

 

Modern education is referred to by average Muslim as irreligious. Therefore the concept of Kafir (infidel) is markedly associated with modern western education, its symbols and signs. The ulama here have held the consciousness of people so firmly that, for any action, there is prophetic Hadith or Quranic verse which will be invoked to negate or support the action, the popular Hadith which says “MAN TASHABBAHA BI KAUMIN FA HUWA MINHUM (He who appears like them is one of them) is frequently cited to cow people to submission of the will of Ulama and political leaders as against the will of Allah. Even dress codes are not spared simple wearing of shirt, trousers, etc is enough to label someone as infidel.

 

One has to sympathise with the present day Ulama, by their training, they may be right. The most revered scholar of Sunni school of thought IBN TAYMIYYA in his book IQTIDHA AL-SIRAT AL-MUSTAQIM gave ruling that he who speaks other language while he can speak Arabic is a sign of hypocrisy. This illogical ruling could not be found anywhere in Hadith or Quran but our Ulama still respect those rulings because their education does not go beyond lower cognitive order. NOTE, up till now some people in our area believed that speaking English is a kind of apostasy. Therefore it is common to hear word like KAFIRCE MAN SHI (speak infidel language to him). English is not seen as a language or medium of communication just as Hausa, Fulfulde, Kanuri, etc. It is the language of infidels and those who spoke it are infidels.

 

SCHOOLS AND EDUCATION                                 

No society can survive without an effective means of transmitting its culture, belief, and value system to younger generation. The North respects scholarship and value learning and men of learning. They see men of learning as light in the midst of darkness.     The almajiri system probably developed as a result of thirst for learning. Children and adults traveled to distance places in search of knowledge. Those who emigrate are accorded respect and hospitality. It is believed that whatever assistance rendered to such people will be generously rewarded in the hereafter. Similarly, the assistance does not go in vain in the present temporal life as the reward for gift to almajiri is multiplied ten times to the givers. This enormous incentive could have been the reason for spread of Islamic schools in the pre-colonial period, to the tune of over 25,000 in number.

 

The religious authorities, who controlled the Islamic schools, were suspicious of the introduction of modern education by the European colonial masters, who happened to be Christians. The new learning which is derisively called BOKO could not attract adherents, as it could lead to KAFURCI (infidel). A KAFIR is one who awaits Allah’s wrath after his death; ultimately he is going to hell for infinite times.

 

The modern education is assumed by averaged Muslim Northerner including some elites as Government’s business; it might be the reason for the care-free attitudes by parents and community leaders to such schools. Parents bother little to enquire about their children’s performance, their teachers, school environment etc. similarly, community leaders see this schools as Government secular oriented education which serve only the Government and the temporal life.

 

The building of community school which is the norms in the southern part of the country is fewer in comparison with the Muslim North. Is it because our people do not have the money to build schools? No, our society is still building schools, but these schools are Islamic traditional schools. The value attached to the two systems of education differs markedly. And modern education is the loser in all respect. What is the essence of spending one’s money to build school with which he could not reap the benefits in the hereafter? It is important not to lose sight that every action of an average Northerner is guided by his quest to enjoy everlasting bliss in the hereafter. Therefore modern schools and education could not guarantee ones passage to paradise. Even those who squandered government treasury rush to build mosque and Islamiyya schools to compensate for their misdeeds, this will assure them eternal peace as well as continuance of prayer from those who patronize those mosques and Islamic schools.                  

 

IMPACT OF OUR VALUE SYSTEM TO THE NORTHERN MUSLIM SOCIETY.

        The absolute value which we attached to Islamiyya education at the detriment of all other education has indivertibly retarded our progress in today’s world. The problems of 21st century need solution of the 21st century. The past have gone. It is historical, it could positively be used to maintain our culture and identity, but to reject the present for the sake of the past, simply one puts his society in danger of becoming ancient relics.

       

The economy which relies on the past practices will not be able to compete in this miniature world. Similarly agricultural practices which are largely of subsistence type will not be able to support the growing population. As much as we want to continue our romance with the past, we have to realistically look at the present and plan for the future of our society. The holy or unholy alliance of religious, political and traditional leaders has not serve the course of average Northern Muslim. Surprisingly, these leaders send their children to the best schools in and outside the country. The ulama benefited from their patronage. The partnership of the trio works towards mental enslavement of the teaming masses.

       

It is unfortunate to recall an episode reported by the New Nigerian Saturday 2005 that, the chief medical director of Aminu kano teaching hospital, professor Sadiq Suleman Wali lamented how the controversy of polio vaccine poisoned the minds of the Northerners. People are now rejecting all kinds of vaccines. He described this trend in the region, as very dangerous to the future of our people. Interesting enough, his personal driver’s child caught measles. When he asked the driver about the vaccination of his child, his response shows suspicion. I believe a qualitative modern education could liberate the minds of the masses in this part of the country. But, who would give that education? Our leaders cherished status quo, as such, encourage docility among youth by denying them education or right to education. 

 

OTHER ISLAMIC SOCITIES     

Islamic societies are abound all over the world. Do these societies perceived the world and modern education the way northern Nigerian Muslims do? Obviously it is a big “NO”. The Algerians, Libyans, Tunisians, Egyptians, etc are almost 100% Muslims, but accept modern education and are now making progress at improving the lives of their citizens.

       

Indonesia which is the most populous Muslim nation in the world has succeeded in breaking down dependence on oil economy. They are now in agriculture, textiles, plastic, etc. Malaysia is a clear example of a successful modern Islamic nation. We almost started at the same time. Both Nigeria and Malaysia were colonized by British imperialist. Malaysia got independence in 1957, whereas Nigeria got hers in 1960, Malaysia started as a subsistence agricultural economy just like Northern Nigeria, but Malaysia is lucky for not experiencing intense power struggle as exemplified by coups and counter coups. Nigeria is not so lucky.

       

Malaysia developed its agricultural potential along side modern education. Nigeria abandoned its agricultural as a result of oil wealth, this necessitate importation of foods from America, Europe and Asia. Malaysia has now the fastest growing South East Asian economy. Its trade exceeds USS100billion in 2003 and is rated number 17th in the world economy. Nigeria misses its golden opportunity and relies solely on oil. How comes Malaysia excel and Nigeria and in particular Northern Nigeria could not?

 

CONCLUSION/RECOMMENDATIONS    

What Gusau Educational Development Association(GEDA) can do to reverse the negative perception and attitudes towards modern education? How can GEDA effect attitude changes amongst our people in such a way that they can take charge of their children’s education? We should bear in mind that we are part and parcel of our society as such know better our problems. The following suggested recommendations can be considered:-

 

1.      Popularize the values Islamic and modern education and the complimentary role each can perform for our society.

2.      Promote hybrid system of education whereby both Islamic and modern education co-exists. This will reduce tension and suspicion associated with modern education.

3.      Inculcate in our society the concept of inter dependence world. Our society needs medical doctors, pharmacist, engineers, technicians, teachers, agriculturists, we can only get these experts through modern education, otherwise we will continue to remain at the mercy of others who cares little of what we value.

4.      Encourage dialogue among the constituent part of the society, politicians, religious figures, traditional rulers, peasants and civil servants. They could interact and have open discussion on the past, present and future of our society.

5.      The horizon of the concept of the world should be widened. Being Muslim does not mean isolation and detest of useful education beneficial to the society. We can borrow a leaf from Asiatic Muslim nations of Malaysia, Indonesia, Pakistan, etc. who were able to develop as a result of pursuit of modern education without abandoning traditional Islamic education.

6.      The skills acquisition project should be pursued with vigour. This will make the association be looked upon with respect.

7.      Mobilise our immediate community to set up more schools. This will arouse the interest to the need of the community.

8.      P.T.A is now in existence in most schools. There is need to resuscitate their activities, so that the community can contribute towards the running of schools.

 

 

 

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REFERENCES.             

Ado kurawa, 1. (1998). State Failure And The Collapse Of  Educational Systems In Northern Nigeria. Retrieved on 26/10/03 from HHP; 11

www. Gamji.com/news/1998.htm

 

LAMIDO,S.S. (2000). Shari’ah and woman Question.

Weekly trust 15th -21st  Page 15.

 

New Nigeria, (2004). A Physician To The Head Of State Speaks (Professor Sadiq Suleman). Saturday 8/5/04.

 

Shekarau, I. (2000). The Socio-Cultural Components Of The School System, Implications For Students Behaviour, Attitudes And Values. A paper presented at a national workshop on effective school management and the challenges of conducting school examination in Nigeria.

 

Umar, B.G. (2004). School Mission, Values and Objectives. A paper presented at a two day training workshop on school management for SAGEN communities in Zamfara state.