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Journal articles on the topic 'Nigeria Education – History'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

Akanbi, Grace, and Alice Jekayinfa. "History education in Nigeria: Past, present and future." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (2021): 73–89. http://dx.doi.org/10.52289/hej8.204.

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Before and after the introduction of western education to Nigeria by Christian missionaries, the teaching and learning of history was given pride of place, although the contents of school history privileged the Bible and English history by celebrating the importance of the arrival of the colonial powers with their religion. This position, indeed this narrative, was challenged and contested by Nigerian nationalists even before 1960. Therefore, the need to overhaul the curriculum content arose after independence in October 1960 which led tothe organisation of the 1969 Curriculum Conference. Part
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2

Olawale, Olagunju-Ibrahim R., Olokooba S. Muhammed, and Solomon O. Afolabi. "Overhauling the Contents of Islamic Law Courses in Nigerian Universities: An Overdue Phenomenon." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (2020): 11–27. http://dx.doi.org/10.53449/ije.v3i1.104.

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Set on historical context, this paper examines generally the problems hindering the effective learning of Islamic Law (Sharīʻah) in the citadels of learning in Nigeria. In doing this, the paper highlights the history of legal education especially, the high level of teaching and learning of Islamic Law in the pre-colonial Nigeria and the contemporary problems facing quality Islamic legal education due to colonial antipathy for Islamic Law as well as shortcomings in the content of Sharīʻah law curriculum of the Nigerian legal education system. Using doctrinal research method, the paper finds tha
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3

Kea, Pamela, and Katrin Maier. "Challenging Global Geographies of Power: Sending Children back to Nigeria from the United Kingdom for Education." Comparative Studies in Society and History 59, no. 4 (2017): 818–45. http://dx.doi.org/10.1017/s0010417517000299.

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AbstractWest Africans have a long history of investing in their children's education by sending them to Britain. Yet, some young British-Nigerians are being sent to Nigeria for secondary education, going against a long historical grain. The movement of children from London to Nigeria is about the making of good subjects who possess particular cultural dispositions and behave in such a manner as to ensure educational success and the reproduction of middle-class subjectivities within neoliberal globalization. We maintain that this movement highlights the way in which global geographies of power—
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Imam, Ibrahim. "Shariah and Human Rights Perspectives on Interfaith Marriage: Challenges Impeding Its Practice in Nigeria." ICR Journal 7, no. 4 (2016): 492–508. http://dx.doi.org/10.52282/icr.v7i4.231.

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Within the context of Nigeria, this paper investigates those principles of Shariah that regulate marriage, particularly interfaith union. This is with the goal of explicating certain limitations placed by Islam on the ability of Muslim women to marry non-Muslims. In particular, it is considered whether these limitations prejudice the right to freedom of religion guaranteed in the Nigerian Constitution. Ultimately, the paper establishes that marriage in Nigeria is usually solemnised in a manner reflective of the country’s diversity. This investigation is motivated by the recent controversy surr
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Jum'ah-Alaso, Salih Muhammad. "al-Ta‘līm al-‘Arabī fī Nījīriyā: Bayna Mu’āmarāt al-Tadmīr wa-Majhūdāt al-Ta‘mīr." Al-Ma‘rifah 16, no. 2 (2019): 165–78. http://dx.doi.org/10.21009/almakrifah.16.02.06.

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The Arabic language in the Nigerian society is of paramount importance as the language of religion, history, culture, economy, politics, international relations, and others. The current researcher focused his attention on the growth of the Arabic language and its development in Nigeria since its entry and the recognition and respect and progress in the times of the Islamic Caliphate in Sokoto, and ignored the contempt and contempt and delay in the days of British colonial, and then the love, attention, and development of the Arab scientists Nigerian Her enthusiasts. The researcher approached t
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Ibeawuchi, Mezieobi, Daniel, Onyeanusi, Obiageli C., Chukwu, Peter N., and Chukwu, Chineyere Loveth. "Computer-Aided-Instruction (CAI) as an Innovative Method for Optimizing the Quality of Social Studies Lecturers in Nigerian Tertiary Institutions for Quality Teacher Education in Nigeria." Review of European Studies 11, no. 2 (2019): 41. http://dx.doi.org/10.5539/res.v11n2p41.

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This study focused on Computer-Aided-Instruction (CAI) as an innovative method for optimizing the quality of Social Studies lecturers in Nigerian tertiary institutions for quality teacher education in Nigeria. To achieve the purpose of this study, three research questions were posed to guide the study. The study adopted descriptive survey research design. The population of the study consisted of all the one hundred and sixty-two (162) Social studies education lecturers in public universities and colleges of education in South-East, Nigeria. A sample of 108 social studies lecturers was drawn fo
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Okafor, Tr Reuben Uche. "Death Education in the Nigerian Home: The Mother's Role." OMEGA - Journal of Death and Dying 27, no. 4 (1993): 271–80. http://dx.doi.org/10.2190/7wvg-bn51-w3dq-5q3k.

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The death-awareness movement is new in Nigeria. Here the subject of death is still a taboo. Throughout history women have occupied the middle place between life and death. They understand and play their gender roles in several other aspects of life in the Nigerian home, but down play their roles as they concern death and dying. This article, therefore, offers a rationale for death education in the home and delineates the role of a mother with regard to death. The likely problems she may encounter in the course of discharging her death duties in the home are also identified.
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8

Otonko, Jake. "University Education in Nigeria: History, Successes, Failures and the Way Forward." International Journal of Technology and Inclusive Education 1, no. 2 (2012): 44–48. http://dx.doi.org/10.20533/ijtie.2047.0533.2012.0007.

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9

Omolewa, Michael A. "ADVANCES IN THE WRITING OF THE HISTORY OF EDUCATION IN NIGERIA." Paedagogica Historica 25, no. 2 (1985): 544–76. http://dx.doi.org/10.1080/0030923850250207.

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10

Abdulrahman, Yusuf Maigida. "History And Moral Education In Nation Building: A Discourse On The Nigeria’s Broken Systems." Archives of Business Research 8, no. 4 (2020): 79–94. http://dx.doi.org/10.14738/abr.84.7940.

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Systems are fast collapsing in Nigeria, including education. The good old days of the country were devoid of all the negativities of today. Studies have shown that a number of forces and causes were responsible for where the country has come to find herself. However, to be historical is sine-qua-non to retracing our bearing and recognizing education as a potent instrument for a morally upright society. The connection between history and moral education was chronicled, with clear focus on the place of history and moral education from the retrospective standpoints; capturing colonial and post-co
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Ayimoro, Oluwatoyin Dorcas. "Attaining a Lifelong and Equitable Literate Society: The Challenges of National Policies on Education for All." American International Journal of Education and Linguistics Research 2, no. 2 (2019): 46–54. http://dx.doi.org/10.46545/aijelr.v2i2.109.

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Evidence abounds on the fact that literacy and education are important for a developed State. Also, there are global records on the movement to a knowledge based economy rather than a resource based. Thus, globally efforts are being put in place to achieve a considerable percentage of literacy among citizens if not for all because a nation that refuses to place high premium on the education of her citizenry may be toying with her level of development. Nigeria is endowed with a rich culture and indigenous education but colonization disrupted the system she would have built upon to sustain her o
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Brett, Peter, and Robert Guyver. "Postcolonial history education: Issues, tensions and opportunities." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (2021): 1–17. http://dx.doi.org/10.52289/hej8.210.

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This paper introduces a journal special issue devoted to an exploration of post-colonial history education with contributions from Ghana, Uganda, New Zealand, Canada, Botswana, Nigeria, Cyprus, Lebanon and London. It provides an overview of key issues, tensions and opportunities around decolonising the history curriculum. Relevant contexts such as the ‘History Wars’, subaltern studies, the conception of decolonising the mind and the possibilities of de-colonising pedagogies are explored. History education lenses around critical historical literacy, historical consciousness, multidimensional id
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13

Tibenderana, Peter Kazenga. "The Beginnings of Girls' Education in the Native Administration Schools in Northern Nigeria, 1930–1945." Journal of African History 26, no. 1 (1985): 93–109. http://dx.doi.org/10.1017/s0021853700023100.

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SummaryThe existing works on the history of education in northern Nigeria are generally agreed that the main factor which hindered the spread and development of girls' education in the area during the colonial era was Muslims' opposition to female education. While it is not denied in this article that opposition to female education existed among Muslims, it is argued that this was not the main factor which retarded the advancement of girls' education during the period covered by this article. It is suggested that the British educational policy, which placed much emphasis on co-education, inste
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14

Onyemelukwe, Cheluchi. "Discrimination on the basis of HIV status." International Journal of Discrimination and the Law 17, no. 3 (2017): 160–79. http://dx.doi.org/10.1177/1358229117727415.

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HIV/AIDS remains a significant public health challenge in Nigeria, with over three million persons living with the condition. Throughout the history of HIV/AIDS in Nigeria, persons living with the condition have faced stigma and discrimination in various areas including access to health services, access to education, access to employment, among others. In the past, because of lacunae in Nigerian law and jurisprudence, it has been the subject of debate whether Nigerians living with HIV/AIDS are adequately protected by law. Recent developments in legislation such as the federal HIV/AIDS Anti-Dis
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15

Ikuteyijo, Lanre, and Kemi Rotimi. "The Image of Nigeria Police: Lessons from History." Journal of Applied Security Research 9, no. 2 (2014): 221–35. http://dx.doi.org/10.1080/19361610.2014.883296.

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16

Afolabi, Oluwaseun O. "Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria." Frontiers in Education Technology 1, no. 1 (2018): 1. http://dx.doi.org/10.22158/fet.v1n1p1.

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<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and re
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17

Anene, Ogboji, Bernadine, Onuoha, Chijioke, and Ibenegbu, Christopher. "Implementation of Visuals Arts (Fined and Applied Arts) as Vocational Programmes in Tertiary Institutions: Problems and Prospects." Review of European Studies 8, no. 4 (2016): 131. http://dx.doi.org/10.5539/res.v8n4p131.

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<p>Over the years, Nigeria and indeed world leaders have been battling to combat the raging poverty and unemployment rates. Although vocational education has been identified as a panacea to these, significant studies reporting obstacles to the implementation of visuals arts as vocational education programs in tertiary institutions have remained grossly insufficient. This is the issues addressed in the study. Survey research design was adopted while 200 purposively selected art education and vocational education respondents from the University of Nigeria, Nsukka, provided participated in
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18

Abdullahi, Musa Siddiq, and Musa Salisu. "Attitude of Military and Paramilitary Officers towards the Role of Arabic Language in Addressing Security Issues in Nigeria." IIUM Journal of Educational Studies 6, no. 1 (2019): 56–68. http://dx.doi.org/10.31436/ijes.v6i1.145.

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This study addresses security issues in Nigeria through Arabic Language Education. Arabic Language is one out of the international languages, it is a member of the Semitic family of language and perhaps the only one among them that has gallantly stood the test of the time. It gains wide range of currency and leaves an indelible mark on the course of world history, culture and civilization. The language has played a significant role in security challenges. It has the ability to solve problems between groups of people by ensuring atmosphere for understanding and peaceful co-existence. The study
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19

Azor, Richard Ojinnakaeze, Uche Donatus Asogwa, Edna Nwanyiuzor Ogwu, and Anselm Apex Apeh. "YouTube audio-visual documentaries: Effect on Nigeria students’ achievement and interest in history curriculum." Journal of Educational Research 113, no. 5 (2020): 317–26. http://dx.doi.org/10.1080/00220671.2020.1819182.

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20

Adetunji, Jacob Ayo. "Infant mortality and mother's education in Ondo State, Nigeria." Social Science & Medicine 40, no. 2 (1995): 253–63. http://dx.doi.org/10.1016/0277-9536(94)e0067-3.

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21

Muftahu, Muhammad. "The Development of Private Higher Education in Nigeria: A Comparative Analysis between Northern and Southern Region." International Journal of Higher Education 10, no. 3 (2021): 178. http://dx.doi.org/10.5430/ijhe.v10n3p178.

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Private higher education is experiencing a rapid considerable growth for decades globally, particularly in Africa. In Nigeria, the history and the development of private higher education precisely universities which is the focus of this paper started 20 years ago with the establishment of Igbinedion University in Okada, Edo State in 1999, followed by two other universities; Babcock University, Ileshan Remo, Ogun State, and Madonna University, Okija, Anambra State in the same year all in the southern part of the country. Comparatively, the American University of Nigeria Yola was established as
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22

Akpomuje, Paul Young. "Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections." Collections: A Journal for Museum and Archives Professionals 15, no. 1 (2019): 42–61. http://dx.doi.org/10.1177/1550190619832379.

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The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collec
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Kamar, Khalil, Iorhemen Terzungwe, and Sani Muhammad. "ENTREPRENEURSHIP EDUCATION: A PANACEA FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT IN NIGERIA." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (2021): 11–25. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.02.

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The main task of entrepreneurship education is to prepare young people to enter the labor market, as well as to develop a sense of initiative and entrepreneurial skills among them. Therefore, it is important how national education systems adapt to changing skill requirements within a globalized economy. This study examines Entrepreneurship Education as a Panacea for Job Creation and Sustainable Development in Nigeria. Human capital theory (HCT) and Risk taking theory (RTT) guided the study. Among other concern areas examined in this study include; literature review, concept of entrepreneurship
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Reichmuth, Stefan. "New Trends in Islamic Education in Nigeria: A Preliminary Account." Die Welt des Islams 29, no. 1/4 (1989): 41. http://dx.doi.org/10.2307/1570982.

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Reichmuth, Stefan. "New Trends in Islamic Education in Nigeria: a Preliminary Account1." Die Welt des Islams 29, no. 1-4 (1989): 41–60. http://dx.doi.org/10.1163/157006089x00031.

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26

Zachernuk, P. S. "African history and imperial culture in colonial Nigerian schools." Africa 68, no. 4 (1998): 484–505. http://dx.doi.org/10.2307/1161163.

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Evaluations of colonial education policy tend to treat it as a tool for applying imperial ideology, which—among other things—denied the Africans their past. This study of the debate about history education in southern Nigeria in the 1930s suggests the need to re-evaluate this assessment. While some imperial pronouncements did deny African history, colonial administration also required historical knowledge. Further, many colonial educators thought it proper to provide African students with a sense of their past appropriate to colonial subjects. A few went much further, to actively promote pride
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Bakare, K. A. "UNIVERSITY ADMINISTRATION IN NIGERIA: HISTORY, ETHICS AND CORPORATE GOVERNANCE." Journal of Education and Practice 5, no. 2 (2021): 30–44. http://dx.doi.org/10.47941/jep.629.

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Purpose: This paper is an exploratory work focusing on university administration in practice. The study interrogates ethics and practice of university administration in Nigeria, vis-à-vis service-delivery. It captures and exemplifies the nature and elements of university administration as experienced in the contemporary Nigerian polity, making references to aspects of industrial and organizational psychology, human factor psychology, and others, in the context of diverse interrelationships between theory and practice. It reverts to antecedents of administrative practice, tracing the primal for
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Shehu, Allahde. "Western Education versus Indigenous Knowledge of the Tarok in Plateau State, Nigeria." Information Impact: Journal of Information and Knowledge Management 11, no. 4 (2021): 59–68. http://dx.doi.org/10.4314/iijikm.v11i4.6.

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This paper advocates the need for the preservation and conservation of Indigenous Knowledge of the Tarok in Plateau State, Nigeria. The paper started by discussing western education and the indigenous knowledge of the Tarok people and the possible threat of indigenous knowledge extinction due to lack of written records and problems associated with preservation and conservation of the knowledge. The paper also looked at the brief history of Tarok People, the philosophical basis of the Tarok indigenous knowledge/education, the differences and similarities between Tarok indigenous knowledge and w
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Adesina, Olutayo C. "Teaching History in Twentieth Century Nigeria: The Challenges of Change." History in Africa 33 (2006): 17–37. http://dx.doi.org/10.1353/hia.2006.0002.

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The twilight of the twentieth century saw major developments in the world, which profoundly redefined people's perceptions of and interest in history, both as a mode of enquiry and as an academic discipline. The significance of such changes would appear to have found resonance in the Third World. The most important of these changes included “the revolution in IT, which transformed and democratized scholarship, and the further expansion in higher education; the shift from sociology to anthropology as the most fruitful subject from which historians were now borrowing; the influence of Michel Fou
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30

Omolewa, Michael. "Programmed for failure? The colonial factor in the mass literacy campaign in Nigeria, 1946–1956." Paedagogica Historica 44, no. 1-2 (2008): 107–21. http://dx.doi.org/10.1080/00309230701865462.

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31

Obidi, S. S. "Nationalist's demands for university education in Nigeria and government's response, 1920‐1948." History of Education 19, no. 1 (1990): 55–64. http://dx.doi.org/10.1080/0046760900190104.

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Davis, Thomas J., and Azubike Kalu-Nwiwu. "Education, Ethnicity and National Integration in the History of Nigeria: Continuing Problems of Africa's Colonial Legacy." Journal of Negro History 86, no. 1 (2001): 1–11. http://dx.doi.org/10.2307/1350175.

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Kewuyemi, Kareem Muritala. "Customers' Awareness, Attitude and Patronage of Islamic Banking in Nigeria." ICR Journal 6, no. 3 (2015): 388–408. http://dx.doi.org/10.52282/icr.v6i3.318.

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This study examines customers’ awareness of Islamic banking products and services in Nigeria and explores their attitude towards them. It also investigates their patronage of the banks. An 18-item questionnaire was designed for businesspersons, Muslims and non-Muslims, to obtain information on issues such as awareness of Islamic banking, loans without interest, collateral security, agency, partnership based on sharing of profits and losses and patronage of an interest free financial system. The results show the willingness of the Muslims and a large number of non-Muslims to patronize Islamic b
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Burroway, Rebekah, and Andrew Hargrove. "Education is the antidote: Individual- and community-level effects of maternal education on child immunizations in Nigeria." Social Science & Medicine 213 (September 2018): 63–71. http://dx.doi.org/10.1016/j.socscimed.2018.07.036.

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Ijaiya, Hakeem, and Hakeemat Ijaiya. "Child Custody (Hadanah) in Islamic Family Law: An Anatomy of Women's Right in Nigeria and Malaysia." ICR Journal 9, no. 1 (2020): 66–75. http://dx.doi.org/10.52282/icr.v9i1.138.

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The Quran, the Hadith and the Shari’ah recognise the rights of women to custody of their children when they are no longer with their husband, provided they do not remarry. This right is known as hadanah. The study examines the conditions for the award of hadanah in Nigeria and Malaysia with a view to determining whether its practice is in conformity with the Islamic injunctions. The qualitative approach is used. The qualitative approach includes content, deductive, and inductive analysis as well as comparative method. The references used in this study are the primary and secondary sources. Bot
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Kamta, Frederic Noel, Hossein Azadi, and Jürgen Scheffran. "The Root Causes of the Crisis in Northeast Nigeria: Historical, Socioeconomic and Environmental Dimensions." Mediterranean Journal of Social Sciences 11, no. 3 (2020): 95. http://dx.doi.org/10.36941/mjss-2020-0033.

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Nigeria is confronted with numerous conflicts throughout the country. In the northeast part, a humanitarian crisis has been playing out for the past ten years, mostly caused by the insurgency of the Islamist terrorist group Boko Haram. In this paper, we examine the root causes of the crisis based on its historical, socioeconomic and environmental dimensions. We examine available literature and draw conclusions and recommendations based on interviews that we conducted with experts in Nigeria. The results show that even though poverty may constitute a strong reason for many youths to join the in
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Odil, Jones U. "INDIGENOUS AGENTS AND THE SCHOOL APOSTOLATE IN UKWUANILAND, 1841–1941." Oral History Journal of South Africa 3, no. 2 (2016): 69–81. http://dx.doi.org/10.25159/2309-5792/339.

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In the 19th century, colonial educational policy reflected the hesitant approach of Britain to a field recognised in those days as the reserve of religious bodies, and for many years the missionary societies had the field of education to themselves. Education in C.M.S. mission schools in Nigeria received no aids in grants from the colonial government. This article is a historical reconstruction, which brings to light the well-articulated contributions of local people in their attempt to establish and fund schools using indigenous initiatives, personnel and resources. Resting on the self-propag
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UCHENDU, EGODI. "BEING IGBO AND MUSLIM: THE IGBO OF SOUTH-EASTERN NIGERIA AND CONVERSIONS TO ISLAM, 1930s TO RECENT TIMES." Journal of African History 51, no. 1 (2010): 63–87. http://dx.doi.org/10.1017/s0021853709990764.

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ABSTRACTAmid assumptions of a hegemonic Igbo Christian identity, conversions to Islam began in the late 1930s in the Igbo territory of south-east Nigeria – the only region in the country that was not touched by the nineteenth-century Islamic jihad and subsequent efforts to extend the borders of Islam in Nigeria. Four decades after the emergence of Islam in the Igbo homeland, and with the mixed blessings of a civil war, Igboland began to manifest clear evidence of indigenous Muslim presence. A key aspect of this article is how one can be both Igbo and Muslim. It considers the complex interplay
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Obayelu, Oluwakemi Adeola, and Amaka Christiana Chime. "Dimensions and drivers of women's empowerment in rural Nigeria." International Journal of Social Economics 47, no. 3 (2020): 315–33. http://dx.doi.org/10.1108/ijse-07-2019-0455.

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PurposeThe majority of poor women in Africa live in rural areas, and investigating their empowerment status and factors influencing their empowerment is therefore a tool for overcoming poverty. This paper investigated the dimensions and determinants of women's empowerment in rural Nigeria.Design/methodology/approachThis study used data from the 2013 Nigeria Demographic and Health Survey (NDHS). Information on women's agencies, resource, income, leadership and time/workload was used to construct women empowerment index (WEI). Data were analyzed using descriptive statistics and logit regression
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Thompson, Katrina Daly. "Educating Muslim Women." American Journal of Islam and Society 31, no. 1 (2014): 104–7. http://dx.doi.org/10.35632/ajis.v31i1.1023.

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Educating Muslim Women is a unique study of Muslim women told throughthe story of Nana Asma’u, a nineteenth-century Fulani woman from NorthernNigeria who became a renowned scholar and greatly impacted Muslim womenin Nigeria and beyond. Drawing on history, literary analysis, and ethnography,the volume’s slimness belies a wealth of material that will interest historians,applied linguists, and even sociologists of contemporary Muslim communities.The book’s main argument is that Muslim women have played a greaterrole in their communities than has previously been understood by historians.While usin
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Matthew, Ige Akindele. "Reflections on the Drive to Return Mission Schools to their Owners in Nigeria." Contemporary Research in Education and English Language Teaching 3, no. 1 (2021): 9–20. http://dx.doi.org/10.33094/26410230.2021.31.9.20.

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The issue of whether the government in Nigeria should return the schools taken from the religious organizations over four decades ago is a topic for debate. While many are arguing that such schools should be returned to their owners, others, want the government to stay action on it. It however needs not be over-emphasized that the policy of government control of schools has to a large extent guaranteed equal educational opportunities, quality education provision, increased access to education, religious tolerance, and improved national unity. When viewed from another perspective, can Nigeria a
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42

Krieger, Milton. "Education and Development in Western Nigeria: The Legacy of S. O. Awokoya, 1952-1985." International Journal of African Historical Studies 20, no. 4 (1987): 647. http://dx.doi.org/10.2307/219656.

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43

Reichmuth, Stefan. "Education and the Growth of Religious Associations among Yoruba Muslims: The Ansar-Ud-Deen Society of Nigeria." Journal of Religion in Africa 26, no. 4 (1996): 365. http://dx.doi.org/10.2307/1581838.

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Reichmuth, Stefan. "Education and the Growth of Religious Associations Among Yoruba Muslims—the Ansar-Ud-Deen Society of Nigeria'." Journal of Religion in Africa 26, no. 4 (1996): 365–405. http://dx.doi.org/10.1163/157006696x00172.

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Kareem, Muritala Kewuyemi, and Yusuf Aminullahi Adetoro. "Operation of the Bayt al-Mal in Saki: Implications for Poverty Allevation in Nigeria." ICR Journal 8, no. 2 (2017): 190–213. http://dx.doi.org/10.52282/icr.v8i2.195.

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Different researches have brought to the fore a number of remarkable contributions of the bayt Al-Mal as a fiscal policy in the redistribution of wealth. In Nigeria, a few studies have been undertaken to evaluate the evolution and state of the Bayt Al-Mal. None of the studies however have undertaken an analysis of the operation and impact of the Bayt Al-Mal in the town of Saki as a mechanism for the redistribution of wealth. Therefore, this paper examines the activities and impact of Saki’s Bayt Al-Mal in meeting some of the growing needs of Muslims, including in the areas of poverty alleviati
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Hammed, Hanafi A., and Wahab O. Egbewole. "Re-Emergence of Shari'ah Penal Law in Northern Nigeria: Issues and Options." ICR Journal 8, no. 3 (2017): 368–85. http://dx.doi.org/10.52282/icr.v8i3.180.

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It was in quest of political legitimacy as well as religious purity that former governor of Zamfara state, Senator Sani Ahmed Yerima, started a crusade in 1999 to re-establish Shariah. That initiative immediately found spacious reverberation with many Muslims. For the clerics, it was an opportunity to restore a religious and moral heritage that had been suppressed after colonial conquest. Many people saw Shariah as an instrument for achieving a just, safe, compassionate and less corrupt society. Thus, the Zamfara governments actions were soon taken up by other states, whose governors followed
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Davies-Adetugbo, Anita A., and E. O. Ojofeitimi. "Maternal Education, Breastfeeding Behaviours and Lactational Amenorrhoea: Studies Among Two Ethnic Communities in Ile Ife, Nigeria." Nutrition and Health 11, no. 2 (1996): 115–26. http://dx.doi.org/10.1177/026010609601100204.

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Breastfeeding is an important child survival strategy. This report aims to describe the unique contributions of education, ethnicity, and other variables to breastfeeding outcomes. The study was conducted among two groups of lactating mothers in Ile Ife, southwestern Nigeria, using structured questionnaires focusing on their breastfeeding history and current practice. Breastfeeding initiation was delayed in both groups, and primary education is the most significant predictor of initiation of breastfeeding within 6 hours of delivery (OR = 3.92, p = 0.0117). Breastfeeding duration (SD) was 13.7
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Ottenberg, Simon. "Further light on W. R. Bascom and the Ife bronzes." Africa 64, no. 4 (1994): 561–68. http://dx.doi.org/10.2307/1161374.

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The publication of Professor Robert L. Tignor's article ‘W. R. Bascom and the Ife bronzes' in Africa a few years ago (1990) aroused my interest, as a former student of this anthropologist, as to whether there was any further correspondence beyond what Tignor employed which would illuminate the controversy, as I felt dissatisfied with some of his interpretations. I was fortunate to have had access to Bascom's personal papers, now on file at the Phoebe Hearst Museum of Anthropology (formerly the Robert Lowie Museum of Anthropology, University of California, Berkeley), through the kind assistance
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Umeh, Nwabueze Gibson, Simon Uguru Nwibo, Christian Nwofoke, Chidi Igboji, Ann Nnenna Ezeh, and Nwangele Boniface Mbam. "Socio-economic determinants of agripreneurship choice among youths in Ebonyi State, Nigeria." Journal of Agricultural Extension 24, no. 1 (2020): 24–33. http://dx.doi.org/10.4314/jae.v24i1.3.

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The study determined effects of socio-economic characteristics of the youths on agripreneurship choice. The study adopted a multistage sampling technique in eliciting data from one hundred and eighty youth agripreneurs using structured questionnaires. The study also employed percentage, mean and probit regression analysis statistics to realize the objectives. The result showed that about 60% of the youth agripreneurs in Ebonyi State, Nigeria were male who are within the mean active age of 27 years and earn a mean annual income of N77, 333 and average household size of five 5 persons. The agrip
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Abioye, Abiola, James Lowry, and Rosemary Lynch. "Digital Curation Education at the Universities of Ibadan and Liverpool." International Journal of Digital Curation 14, no. 1 (2019): 24–61. http://dx.doi.org/10.2218/ijdc.v14i1.556.

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This article presents the findings of the Ibadan/Liverpool Digital Curation Curriculum Review Project, a research project conducted to formally benchmark the teaching of digital curation in the archival education programmes at the University of Liverpool, United Kingdom and the University of Ibadan, Nigeria. It provides background to the history and establishment of both universities and the development of their archives curricula. A matrix was developed using the DigCurV Curriculum Framework to assess whether digital curation skills and knowledge outlined in the framework are being taught, pr
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