The Roles of Nigerian Association of Model Islamic Schools (Namis)

THE ROLES OF NIGERIAN ASSOCIATION OF MODEL ISLAMIC SCHOOLS (NAMIS) IN THE DEVELOPMENT OF tuitional activity IN OYO STATE A CASE muse OF NAMIS, EGBEDA local GOVERNMENT AREA CHAPTER. BY SHITTU, AFUSAT OMOBONIKE (MRS) (MATRICULATION NUMBER 04/060854) BEING A PROJECT REPORT SUBMITTED TO THE plane section OF ARTS & SOCIAL SCIENCES, EMMANUEL ALAYANDE COLLEGE OF EDUCATION, OYO. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (N. C. E) JANUARY, 2009. CERTIFICATIONThis is to certify that this test was carried out by Shittu, Afusat Omobonike (Matriculation make sense 04/060854) in the Directorate of Sandwich Programmes of Emmanuel Alayande College of Education, Oyo, Oyo State. ______________________ _____________________ Alhaji S. L. Akano Date Project Supervisor ___________________ ___________________ H. O. D Date DEDICATIONThis project is dedicated to Almighty Allah for sparing my deport consortforcet from the inception of this N. C. E pr ogramme till the end of it. ACKNOWLEDGMENT All praise and adoration is due to Almighty Allah (S. W. T), the Omnipotent, Omnipresent, Omniscience, and the Fountain of friendship for making it accomplishable for me to complete this NCE programme. He made it a supremacyful one despite alone odds. May his infinite tranquility and blessing be upon our noble vaticinator Muhammed (S. A. W), his households, his companions, and those who add up his footstep till the day of accountablity.My profound gratitude goes to my able and dynamic supervisor in person of Alhaji S. L. Akano who made necessary corrections, constructive citicism and useful intimation during the course of writing this project, may Allah assists him in all his endeavours (amen). I equally tender my sincere appreciation to some other lecturers in the dep inventionment for great project done in imparting familiarity on me while in the college, may Allah continue to guide them in all their undertakings. My sincere a ppreciation goes to my husband, Mr.Abdul Akeem Shittu for his encouragement and support morally, financially and his love during my course of study, may Almighty Allah be with him in all his undertakings and countinue to shower his blessing on him. I in wish manner deem the effort of the member of executive of NAMIS such as Mrs F. D. Ali, the Chairperson of Oyo State chapter Mrs S. B. Ogundiran (the proprietress of Al-Hayyu group of nurtures) and Mr. S. K. Animasahun for their moral support and precious contributions abandoned to me while writing this project, may Almighty Allah reward them in this world and hereafter Jazakum Lahu khaeranI would not for nail the contributions of Mr. Abdul Wasiu Ibitoye and Mr Uthman K. Afolayan to the success of this project report, may Almighty Allah be with them in all their undertakings and reward them abundantly. Finally, my unreserved appreciation goes to my course mates and friends for their contributions in one way or the other, people handle Tanimowo Baliqis, Ganiy Mariam, Adeyemo Oluwaseun, Ajani Marg art, Ojetola Nike. and others in Emmanuel Alayande College of Education (Urban Day Center) atomic number 18 all my nice colleagues in the college.ABSTRACT This study investigates the roles play by the Nigerian connection of Model Moslem Schools (NAMIS) in the festering of teaching in our immediate high society. The study is a case study of NAMIS, Egbeda topical anaesthetic disposal sports stadium chapter. The look work is subdivided into five chapters. It starts by focussing on education as a tool for nurture the train, activities and validation of NAMIS are excessively discussed. Review of germane(predicate) past literatures from almost take a leaked authorities was subsequently carried out.Responses from respondents were captured use questionnaire data analysis was carried out using descriptive technique, frequency counts and simple percentage. The study rounded up with summary, conclusion and recommendation for all concerned skakeholders. board OF CONTENT Title page Certification ii Dedication iii Acknowledgement iv Abstract vi CHAPTER ONE INTRODUCTION 1. Background to the study 1 2. Statement of the problem 3 3. Purpose of the study 5 4. Significance of the study 6 5. Scope and limitation of the study 6 6. practicable definition of terms 7 CHAPTER TWO belles-lettres REVIEEW . 1 Meaning, goal and important of education 9 2. 2 The need for Moslem drills 10 2. 3 Roles of cloak-and-dagger works in education 12 2. 4 NAMIS Objectives and Activities 14 2. 4. 1 NAMIS Aims and Objectives 14 2. 4. 2 Educational contributions of NAMIS 15 2. 4. 3 Religious contributions of NAMIS 16 2. 4. 4 Socio-ethnical contributions of NAMIS 18 CHAPTER THREE RESEARCH METHODOLOGY 3. 1 Population 20 3. 2 Sampling procedure and sampling technique 20 3. 3 look into instrument 21 3. 4 Validity and reliability of instrument 21 3. 5 Administration of instument 22 3. Method of data analysis . 22 CHAPTER FOUR entropy PRESENTATION, ANALYSIS OF RESULT AND DISCUSSION. 4. 1 Analysis of demographic data 23 4. 2 Analysis of resesrch data 24 4. 2. 1 The need for Islamic schools 24 4. 2. 2 NAMIS as an organised proboscis 26 4. 2. 3 NAMIS and Islamic schoolsmanagement human relationship. 28 4. 2. 4 Roles of NAMIS to educational development. 30 CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS 5. 1 Summary 33 5. 2 Conclusion 34 5. 3 Recommendations 34 References 36 Appendix I Questionnaire 38 CHAPTER ONE INTRODUCTION 1. BACKGROUND TO THE STUDYEducation is generally true as a major source of development of any civilised society. Francis Bacon in his words said Crafty men condemn studies simple men admire them, and wise men use them. The importance of education to the development of the society has made all concerned stakeholders to be interested in its administration, planning and dissemination to the entire populace. Religious missionaries, most curiously Christian missi onaries were the fore-runners of western education in Nigeria. Education was used by those organisations as tool for grassroot evangelism as well as public separatement. Moslem communities were confront with challenges of getting their children educated in western way without getting them born-again into Christianity. Various Muslim organisations rose up to this challenge lately by establishing formal western oriented schools. Muslims are enjoined by Prophet Muhammed to seek for knowledge from the cradle to the grave and even go in quest of knowledge even unto china (edge of the earth) Various Muslim organisations realized this call to tackle the challenges go closely Muslim children in the path of obtaining western (formal) education.For instance, Ansar Ud Deen Society of Nigeria, Ahmadiyya Muslim Society of Nigeria, and hosts of other Muslim organisations were early enough to tackle the challenges. Most recently, another Muslim organisation established to contribute to solutio n of these challenges is Nigerian Association of Model Islamic schools (NAMIS). Nigerian Association of Model Islamic Schools (NAMIS) is a body comprising owners of Islamic Schools, some(prenominal) primary and thirdhand. The objective of the association is to provide qualitative education to Muslim children in accordance with the requirements of the Islamic religion.NAMIS is a voluntary non-political organisation which aims at constituting a forum of switch over of ideas and instill co-operation among private Islamically-oriented nursery, primary and secondary schools in Nigeria. NAMIS also engages in the formulation and implementation of programmes and policies aimed at assisting the regulation, growth and overture of standards in member-schools. NAMIS serves as a mouth piece for member-schools in relation to government. Nigerian Association for Model Islamic Schools was established in 1995. The initiative originated from Hajia Aisha Lemu.It held its first base subject semi nar in Minna, Niger state in 1997. NAMIS operates states chapters at state level and local government chapters. Oyo state chapter of NAMIS was established in 1995, while the Egbeda local anaesthetic giving medication Area chapter was inaugurated in year 2002. The elected state coordinators are members of the National executive officers of the association. NAMIS also form commissions such as monitoring committee to respect operations of member schools other committees are disciplinary, annual conference, teachers workshop, welfare and international relation. 1. STATEMENT OF THE PROBLEM Islam offers man a complete code of life in the Quran and the sunnah (teachings of the Prophet), which if, followed wholeheartedly, will lead man towards the realization of the greatest glory that Allah has reserved for him as His vicegerent. Man needs training from his childhood both at family unit and in the society in order to adequately follow the code of life and attain consciousness of hims elf as Allahs vicegerent on earth. Education should aim at a balanced growth of the personality by training of the spirit, intellect, rational, self feelings, and bodily senses of man.The training imparted to a Muslim mustiness be such that faith is infused in the whole personality and creates in him an emotional attachment to Islam and enables him follow the complete code of life (Niaz, 1995. ) People glide by historical accounts of their heritages, culture and religions through the educational system they establish for their children they transmit their value and belief system through such constitutions as schools. Keeping up with religious duties during the school days establishes a strong connection among students and their faith, and enhances possibility of practicing their religion as they grow older.In history of education in Nigeria, early schools in the southern part of the country were founded by Christian missionaries whom were allowed by the British colonial power t o set up mission schools, government schools also were generally Christian-oriented. Lemu (2002) writes that any Muslim student in these schools would be forces to study Bible knowledge and in most cases attend church. Conversion was ofttimes a condition for admission. No teacher was provided for Islamic studies.All the aforementioned problems gave rise to the establishment of private Islamic schools for Muslims in the South-Western part of Nigeria. These Muslim schools faced initial challenges like getting government approval through registration, fashioning out of effective educational-curriculum and syllabi that will infuse their belief in the regular curriculum. separate challenges being faced by these schools are infrastructural inadequacies, administrative bottlenecks and general acceptability. NAMIS was established as controlling and collaborating body for all Muslim-oriented schools.This study focuses on the ability, capability and competence of this organisation in perfo rming her primary assignment. 1. 3PURPOSE OF THE STUDY The main purpose of this study is to investigate and examine the contributions of Nigerian Association of Model Islamic schools (NAMIS) to the development of education in Egbeda Local Government of Oyo State. The research work, precisely, has the following objectives a) To evaluate the contributions of NAMIS in upgrading standard of education of Muslim schools in Egbeda Local Government. ) To assess the lading of founders of these Muslim schools towards livelihood of the established schools. c) To compare the existent Muslim schools with other conventional (and non-Islamic missioner) schools with respect to infrastructural resources, man power and pedantic performance. d) To examine problems confronting NAMIS as a body. e) To establish constraints affecting Muslim schools towards discharge of high and quality academic standard. f) To suggest possible solutions for future success and remedy for prevention of existing problems in the future. . 4SIGNIFICANCE OF THE STUDY The findings from this study will provide statistical assessment on the roles of Nigerian Association of Model Islamic Schools (NAMIS) in the development of education. The outcome of this work will enlighten the general public of the activities and focus of NAMIS towards quality academic standards. The research will also enable founders of Muslim schools to further understand the importance of their unrelenting contributions towards better control and funding of their schools.The work is expected to enlighten NAMIS leadership of the problems confronting the association and suggest possible solutions to the issues. In addition, the research will take to task the interest of wealthy Muslims towards the establishment of more schools to serve the needs of numerous Muslim populace. The output of the research will be of usage to the generalities of Muslims in detail and Nigerians in general. It will be useful for all stakeholders in education such as parents, teachers, students, educational policy makers, school administrators and the likes. 1. SCOPE AND LIMITATIONS OF THE STUDY due(p) to limited time constraints and financial incapability of the researcher, all schools cannot be consulted with respect to the research study and collection of data. The scope of the study shall be some selected NAMIS member-schools in Egbeda Local Government. Some of these selected schools are a) Al-Hayyu greenhouse and simple school, Olaogun, Ibadan. b) Ar-Rosheed Nursery and Primary school, Gbagi, Ibadan. c) Noble Foundation School, Gbelu, off Olode/Adekola, New Ife road, Ibadan. d) Assalam Nursery and Primary school, Alarere, Ibadan. ) Pillars of Islam Comprehensive school (PICOS), Oloya, Monatan. Eighty (80) respondents shall be contacted for data collection from these selected schools comprising of forty (40) teachers, twenty (20) parents (or guardians) and twenty (20) members of schools management boards. The study shall be limit ed to the roles of Nigerian Association of Model Islamic Schools (NAMIS) to the development of education in Egbeda Local Governemtn Area of Oyo State. 6. OPERATIONAL DEFINITION OF TERMS Association A society of people joined together for a particular purpose.Model A person or thing that can serve as a perfect example or pattern, worthy to be followed or copied. Education Systematic procedure for the transfer and transformation of culture, through formal or informal training of people in a society. It deals with the mental, physical, psychological and social development of the citizens in a given society. teaching Growth integrated with economic, scientific, political and home based technological expansion. Islam The religion of peace which manner the way of achieving total submission of ourselves to God.Muslim Adherent of Islam. Literally, Muslim means one who submits himself or herself to the commandment and will of Almighty God (Allah). School An institution for the instruction (and education) of children or other people. Egbeda Local Government This is one of the thirty-three local governments of Oyo State. Its headquarter is located in Egbeda. There are eleven wards in the local government and it is geographically surrounded by Lagelu, Ona-Ara, and Ibadan North-East Local Governments of Oyo State on one part and Osun State on another part. CHAPTER TWOLITERATURE REVIEW 1. MEANING, GOAL AND IMPORTANCE OF EDUCATION Kellerman (1980) defines education as the process of teaching and training of the child. It is the imparting or acquisition of skills for a particular address or profession in which applicable methods are used. Fafunwa (1983) views education as all positive efforts, conscious and direct, incidental and indirect, made by a given society to accomplish certain objectives that are considered desirable in terms of the individuals needs as well as the needs of the society where the programme is based.Education is therefore, a systematic procedure for the transfer and transformation of culture, through formal or informal training of people in a society. It deals with mental, physical, psychological and social development of the citizens in a given society. The goal of education is manpower development, aimed at national growth integrated with economic, scientific, political and home based technological expansion. However, development may be difficult in poor countries without qualitative and quantitative education.In her proneness to achieve meaningful educational development of the country, the Federal Government of Nigeria through her National Policy on education (2004) prescribes two major goals for formal education. The first goal is to civilize and enlighten every individual to lead the good life in society as a citizen of Nigeria while harmonizing with and sharing in the worlds ethnical heritage. The second goal is to equip every individual with the skills and job competencies for gainful employment. Education has enabled man to conquer the nature around him and invent certain gadgets for his comfortable use.Man has been able to improve his quality of food, clothing and shelter through education. The improved quality of life can be seen in area of transportation, wellness care delivery, industrialisation, etc. 2. THE NEED FOR ISLAMIC SCHOOLS A fundamental function of formal education advocated by National Policy on Education (2004) is to pretend a knowledge based work force for national development. However, this function was not addressed in totality by the system of education introduced by the missionary during the pre-independence period of Nigeria.Oghuvbu (2007) affirmed that Muslim education came into Nigeria by over 300 years before the arrival of Christian education around the 1840s. However, Muslim education was retarded because education in the middle of the 19th century in Nigeria tended to mean Bible Knowledge, Christian ethics, Christian moral instructions, Christian literature, some ar ithmetic, language and crafts directed towards the production of good Christians (Fafunwa, 1975) The goals of Christian missions Education was to produce teachers to assist in the teaching of the gospel and commercial activities.According to Boyd (1975418), the Church undertook the descent of education not because it regarded education as good in itself, but because it found that it could not do its own proper work without giving its adherents, and especially its clergy, as much of the formal learning as was required for the study of the sacred writings and for the performance of their religious duties. Furthermore, Bowen (185717) an early missionary, in Ejiogu (19883) stated that we desire to establish the Gospel in the hearts and minds and social life of the people, so that truth and righteousness may remain and flourish among them.This cannot be done without civilization. To establish the Gospel among any people, they must have Bible they must read the Bible and this implies for mal instruction (i. e. education). The early system of formal western education in Nigeria was, hence, aimed at achieving selfish ends in religion and trade. Lemu (2006) positioned that the western education system had then negative effects of the secularization and de-Islamization of young Muslim generations, as most of the graduates of this educational system became the potential victims of secular culture. The Muslim community was faced with the challenge of getting their children educated (in western system) without getting them converted into Christianity. Muslims also wanted their children to be taught Islamic education alongside the western system of education. Some Muslim organisations rose up to this challenge, one of such is Ansar-Ud-Deen. The Muslim organisation was established in 1923 for the purpose of educational development of Muslims and also as a body to enhance the moral and social development of the Muslim community. (Wikipedia, 2008). 3. ROLES OF secluded SCHOOL S IN EDUCATION.Government has been largely responsible for the provision of education in Nigeria. There has been a tremendous public domain participation in educational provision in the country (Emunemu, 2008). Public funding of education includes direct government expenditure (for buildings, teachers salaries and instructional materials) as well as indirect expenditures in form of subsides to households such as tax reductions, scholarships, loans and grants. There have been many cases of increase in active demand for education pioneered by an increasing number of children, jejunenesss and adults need.Government alone cannot meet these demands there is need, therefore, for a greater community and civil society participation in providing, managing and funding education. The issue of quality of educational output has been a matter of serious concern not only to the public but also the private sector. The private sector for primary and secondary education has been growing for the pas t two decades. The proliferation of private schools has been attributed by Emunemu (2008) to the widespread loss of public confidence in public primary and secondary education. The success recorded by private participation at primary and econdary schools levels inspired the Federal Government of Nigeria to lift ban on the establishment of private universities in 1993. Private schools provide helping hand for government in its effort to achieve education for all. Private schools provide qualitative education by employing competent teachers through the fees parents are being charged. They provide adequate amenities inevitable for effective discharge of educational services such as libraries, laboratories, classrooms. In locomote up, private participation in education improves effectiveness in a cost effective manner and without compromising equity.Private participation encourages the public sector to improve the quality and efficiency of public schools. Competition among providers o f services can lower costs and improve responsiveness to the needs of consumers. However, there is a need for a coordinated and focused answer particularly as regards partnerships and collaborations in the private sector. The Nigerian Association of Model Islamic Schools (NAMIS) is the coordinating body to play partnerships and collaborations among private Islamic Schools in Nigeria. 2. 4NAMIS OBJECTIVES AND ACTIVITIESNAMIS as an association of many Islamic Schools is guided by a constituted mission and vision which encompasses its aims and objectives. The association also shoulders some activities and responsibilities towards educational, religious and socio-cultural engagements in pursuit of its vision and mission. 2. 4. 1NAMIS AIMS AND OBJECTIVES According to NAMIS Constitution, the following are the aims and objectives of the association (a)To propagate Islam in our schools (b)To constitute a form for the exchange of ideas and to steer cooperation among private Islamic Schools . c)To engage in the formulation and implementation of programmes and policies aimed at assisting the regulation, growth and improvement of standards in member schools. (d)To serve as a mouth piece for member schools in relation to government. (e)To establish peaceful co-existence between both Muslim and Non-Muslim schools. (f)To encourage achievement of a world accepted standard for Islamically oriented schools. (g)To connect (and inspire) owners of model Islamic schools in Nigeria in order to place so much premium on the education and religious development. (h)To prepare young Muslims for future challenges. i)To fulfill Muslims first objective in life which is to fruitfully serve the creator (Allah) in our schools. (j)NAMIS is committed to the achievement peace and harmony towards the development of our community and Nigeria. 2. 4. 2EDUCATIONAL CONTRIBUTIONS OF NAMIS In order to impart knowledge to the young generation, NAMIS focuses its attention most on education. Some of its e ducational activities are discussed here. 2. 4. 2. 1 Workshops and Seminars NAMIS organises workshops and seminars on various aspects of school administration for teachers and owners of schools.Regular workshops and seminars are held to update knowledge of participants. NAMIS also recommends textbooks and teaching methods to Islamic Schools to meet the required standard in the society. 2. 4. 2. 2 Aisha Lemu Quiz Competition NAMIS conducts an annual inter school quiz competition among NAMIS registered schools. The competition which starts at local government chapters to state chapters and finally to national level features subjects like English Language, Mathematics, Sciences and Islamic Studies. 2. 4. 2. 3 NAMIS Joint Mock ExaminationNAMIS at local government levels organise an annual joint gibe examination to prepare their final-year primary school pupils for entrance examinations into secondary schools. Egbeda local government chapter held its last 2007/2008 session join mock exa mination at Al-Hayyu Nursery and Primary School Olaogun where many member schools participated. 2. 4. 2. 4 Inspection and Visitation to Schools An inspection committee is set up at local government chapter level by NAMIS to inspect and monitor the academic operations of member schools.During the visitation, the committee identifies lapses and recommends solutions to the problems in order to tick off the upliftment of the standard of the school being visited. The monitoring committee also serves as an agent of cognizance among member schools. 2. 4. 3RELIGIOUS CONTRIBUTION OF NAMIS NAMIS inculcates the teaching of Islamic knowledge into the curricula of its member schools. Prominent among religious activities (and roles) of NAMIS are as follow 2. 4. 3. 1Teaching of Islamic Studies, Arabic, Quran and Dawah as Subjects in Schools.NAMIS schools managements are enjoined to include these subjects separately on their time table. This will enable students to gain more knowledge on Islamic education along with the Western education. 2. 4. 3. 2. Annual Quran Competition NAMIS organises annual Quran quiz competition to test their students knowledge about Quran recitation and memorization. The Competition is held at local government level, State level and national level. The winners are awarded prizes to motivate other students. 2. 4. 3. 3. Observation of Daily Prayers at SchoolIn accordance to the commandment of Almighty Allah which stipulates that Muslims (believers) should observe their respective prayers at the appointed time (Quran, Chapter 4 verse 103) NAMIS schools provide period for reflectivity of prayers (solat). The two afternoon prayers (Zuhr and Asr) are to be offered in the schools by students and their teachers. 2. 4. 3. 4. Islamic Moral Teachings in Schools. NAMIS enjoins its members to lay emphasis on Dawah (moral and religious propagation) teaching. The teacher will be teaching Dawah as a subject.Lectures and Sermons are given to students during the s chool assembly period. 2. 4. 4SOCIO CULTURAL CONTRIBUTIONS OF NAMIS Some of the activities of NAMIS in area of Socio cultural contributions are as follow 2. 4. 4. 1 Art Exhibition, Cultural and Drama Display. NAMIS organises competition on art exhibition, drama and cultural display whereby various art works of schools are displayed. Song and rhymes are also performed during the competition which comes up along with Aisha Lemu Competition. The winner and the best actor or actresses are awarded prizes. 2. 4. 4. NAMIS Eid-el-Kabir and Hijrah get-together A get-together forum is organised annually by NAMIS to bring all Muslim children together to celebrate Muslim sacrificial festival (eid-el-kabir) and the Muslim new year (Hijrah). The get-together features events like match past, Islamic songs, rhyme and drama. Lecture is also delivered by notable Islamic scholar. 3. Children Day Celebration Nigeria government declares holiday annually on twenty-seventh of May for children day. NAMIS g athers school pupils together to celebrate the event on the particular day whereby match past, sing songs and lectures take place. . NAMIS Youth Camp Muslim students are invited into camp by NAMIS during the Yuletide (Christmas) period to educate them on Islamic teachings and develop them spiritually. The camp imbibes in the participants the spirit of living together with other pupils from other schools. The youth camp features lectures, quiz, video shows and other Islamic teachings. CHAPTER THREE RESEARCH METHODOLOGY 3. 1POPULATION The study focuses on the roles of Nigerian Association of Model Islamic Schools (NAMIS) in the development of education in Oyo State of Nigeria, it ses NAMIS Egbada Local Government Area chapter as the case study. The state of the study comprises of privately owned Islamic schools in Egbeda Local Government. In order to adequately evaluate the roles of NAMIS, some of such schools were selected for the purpose of data collection. 2. SAMPLING PROCEDURE AN D SAMPLING TECHNIQUE The study selected the following schools which are under the umbrella of NAMIS in the course of data collection a. Al-Hayyu Nursery and Primary School, Olaogun b. Ar-Rasheed Nursery And Primary Schools, Gbagi c.Noble Foundation School, Gbelu, Off Olode/Adekola d. Assalam Nursery and Primary School, Alarere e. Pillars of Islam Comprehensive School (PICOS) Oloya, Monatan. Eighty (80) respondents were selected from these schools comprising of forty (40) teachers, twenty (20) parents or guardians, and twenty (20) members of schools management boards. The simple random sampling technique was used to select the needed respondents from the chosen schools. 3. 3RESEARCH INSTRUMENT Structured questionnaire was the research instrument used to gather reliable information from the sample drawn.The questionnaire was made up of two sections A and B. constituent A captures the respondents personal data information. Section B comprises of eighteen (18) instrumental questions ca refully designed to ascertain the roles of NAMIS in the educational development of Oyo State taking Egbeda Local Government area as a case study. Section B was designed on two point like scale, seeking the respondents feeling to each particular items which was either agree (true) or disagree (false). Respondents were simply required to tick the appropriate column indicating their feelings. . 4VALIDITY AND RELIABILITY OF INSTRUMENT Some steps were carried out in order to ensure that the research data collection instrument (that is, the questionnaire) adequately measure what it is meant to measure and make it reliable and relevant to the research work at hand. The questionnaire was exposed to the thorough scrutiny and constructive criticisms by the project supervisor and other research experts. Necessary corrections and amendments were done before the final authentication and approval of the instrument by the supervisor. 3. 5ADMINISTRATION OF INSTRUMENTVisitations were made to the se lected schools in the local government area of study to administer the questionnaire and to carry out other relevant investigations. The questionnaire were distributed and collected back immediately after their completion by respondents. The researcher was assisted by the teachers of the visiting schools in the course of administration of the questionnaire. 3. 6METHOD OF DATA ANALYSIS The analysis of the data obtained from the questionnaire was carried out using descriptive analysis technique, frequency counts and simple percentage.These statistical methods were employed to reflect the respondents opinions in the questionnaire (shown in the appendix). CHAPTER FOUR DATA PRESENTATION, ANALYSIS OF RESULT AND DISCUSSION This chapter focuses on presentation and analysis of data collected and give-and-take of the major findings of the study. The findings are presented in tabular form sample percentage format coupled with discussion are made. 4. 1ANALYSIS OF DEMOGRAPHIC DATA plug-in 1 d iffusion of respondents by relationship to the school. affinity frequency dower (%) Teacher 40 50 Parent (or guardian) 20 25 Management 20 25 complete 80 vitamin C The table shows that majority of respondents (50%) are teachers. A quarter 25% of category of respondents are parents (or guardians), and same proportion of respondents are management. This frequency distribution shows that teachers were more available than other categories of respondents in the course of research instrument administration. Furthermore, teachers are in best position to judge the roles of NAMIS in the education development in the educational system. 4. 2ANALYSIS OF RESEARCH DATAThe findings of this study are grouped into four sections representing the need for Islamic schools impact of NAMIS as an organised body impact of school management and effects of NAMIS to educational development. 4. 2. 1THE NEED FOR ISLAMIC SCHOOLS This point shall be determined by considering results to questions 1,2,14, and 15 of section B of the questionnaire. Table 2 oftenness distribution table of response on conversion of Muslims in the course of getting western education in colonial missionary schools. assessment oftenness parting (%) Agree 78 97. 5 Disagree 2 2. 5 Total 80 100 Table 3 absolute frequency distribution table of response on the need for the establishment of Islamic schools by Muslim community. legal opinion FREQUENCY PERCENTAGE (%) Agree 80 100 Disagree 0 0 Total 80 100 Table 4 Frequency distribution table of response on the adequacy of Islamic schools now. OPINION FREQUENCY PERCENTAGE (%) Agree 13 16. 25 Disagree 67 83. 75 Total 80 100 Table 5 Frequency distribution table of response on NAMIS encouragement of Muslim philanthropies and associations to establish more Islamic schools. OPINION FREQUENCY PERCENTAGE (%) Agree 70 87. 5 Disagree 10 12. Total 80 100 Tables 2 to 5 reveal that majority of respondents agreed that Muslims were converted to other religion s in the course of acquiring western education in colonial missionary schools. There is hence, the need for the establishing of Islamic schools by Muslim community as there is insufficient of those schools now.NAMIS is notable by majority for her effort in encouraging Muslim philanthropies and associations to establish more Islamic schools. 4. 2. 2NAMIS AS AN ORGANISED BODY This point shall be judged by considering responses to questions 3, 11, 16 and 18 of section B of the questionnaire. Table 6 Frequency distribution table of response on awareness of NAMIS existence OPINION FREQUENCY PERCENTAGE (%) True 74 92. False 6 7. 5 Total 80 100 Table 7 Frequency distribution table of response on NAMIS laying of emphasis on teaching of only Islamic related subjects in their member schools. OPINION FREQUENCY PERCENTAGE (%) Agree 36 45 Disagree 44 55 Total 80 100 Table 8 Frequency distribution table of response on sufficiency of funding of NAMIS to carry out its required activities . OPINION FREQUENCY PERCENTAGE (%) Agree 37 46. 25 Disagree 43 53. 75 Total 80 100 Table 9 Frequency distribution table of response on necessity of all Islamic schools to be members of NAMIS. OPINION FREQUENCY PERCENTAGE (%) Agree 77 96. 25 Disagree 3 3. 75 Total 80 100 All tables in this section expose the awareness, operation and relationship of NAMIS with respect to coordination of activities of Islamic schools.Majority of respondents are aware of NAMIS, they do not agree that NAMIS emphasises the teaching of only Islamic related subjects in their members schools. NAMIS is not adequately funded to carry out its required activities as opined by majority of respondents. The greater number of respondents (77) agreed that all Islamic schools should be members of NAMIS. 4. 2. 3NAMIS AND ISLAMIC SCHOOLS MANAGEMENT RELATIONSHIP Responses to questions 5, 13, and 17 of section B of the questionnaire will be used to decide on the level of relationship between NAMIS and management o f Islamic schools.Table 10 Frequency distributions table of response on full implementation of NAMIS regulative guidelines in Islamic school. OPINION FREQUENCY PERCENTAGE (%) Agree 72 90 Disagree 8 10 Total 80 100 Table 11 Frequency distribution table of response on adequate funding of Islamic schools by the management to ensure better performance of pupils. OPINION FREQUENCY PERCENTAGE (%) Agree 75 93. 75 Disagree 5 6. 5 Total 80 100 Table 12 Frequency distribution table of response on membership of NAMIS by Islamic schools. OPINION FREQUENCY PERCENTAGE (%) Agree 77 96. 25 Disagree 3 3. 5 Total 80 100 The tables in this section illustrate the relationship between management of Islamic schools and NAMIS. Greater number of respondents agreed that these schools are executing NAMIS regulative guidelines fully. Also, majority agrees that there is adequate financial commitment on these schools by their managements to enhance pupils performance. A lot of existing Muslim schools are members of NAMIS. . 2. 4ROLES OF NAMIS TO EDUCATIONAL DEVELOPMENT Respondents examined the specific roles of National Association of Model Islamic schools (NAMIS) in their answers to questions 6, 7, 8, 9, 10 and 12. Table 13 Frequency Distribution table of response on NAMIS increasing the religious awareness of pupils and personnel of Islamic schools. OPINION FREQUENCY PERCENTAGE Agree 77 96. 5 Disagree 3 3. 75 Total 80 100 Table 14 Frequency Distribution table of response on contribution of NAMIS to the elevation of educational standards of Islamic schools. OPINION FREQUENCY PERCENTAGE Agree 76 95 Disagree 4 5 Total 80 100 Table 15 Frequency Distribution table of response on relevancy of NAMIS organised events to the upliftment of academic standard and socio-cultural understanding of pupils. OPINION FREQUENCY PERCENTAGE Agree 76 95 Disagree 4 5 Total 80 100 Table 16 Frequency Distribution table of response on effective coordination of religious activities of Mus lim schools by NAMIS. OPINION FREQUENCY PERCENTAGE Agree 74 92. 5 Disagree 6 7. 5 Total 80 100 Table 17 Frequency Distribution table of response on enhancement of performance of Islamic schools with NAMIS coordination. OPINION FREQUENCY PERCENTAGE Agree 69 86. 25 Disagree 11 13. 75 Total 80 100 Table18 Frequency Distribution table of response on achievement of required level of academic standard obtainable at non-Islamic schools by Islamic schools. OPINION FREQUENCY PERCENTAGE Agree 68 85 Disagree 12 15 Total 80 100 Tables analysed in this section illustrate the contribution of NAMIS to educational development of the society through its coordination of Islamic schools. Majority of respondents agreed as follow i) NAMIS increases the religious awareness of the pupils and personnel of Islamic schools. ii) NAMIS contributes to the upliftment of educational standards of its member schools iii) Events organised by NAMIS are relevant to the elevation of academic standard and soc io-cultural understanding of pupils. v) NAMIS coordinates religious activities of Muslim schools effectively. This and other activities make performance of these schools enhanced to the extent that academic standard obtainable at non-Islamic schools are now achievable at NAMIS schools. CHAPTER FIVE SUMMARY, CONCLUSION, AND RECOMMENDATIONS 5. 1 SUMMARY This study aimed at investigating the contribution of Nigerian Association of Model Islamic Schools (NAMIS) to the development of education in Egbeda local government area of Oyo state in particular and Nigeria in general.In the course of the study, issues relating to the need for Islamic schools, activities of NAMIS relating to coordination of these schools and upliftment of academic standard and socio-cultural understanding of pupils were examined. The result of the data analysed earlier specifically reveals the following salient points. i) There is need for establishment of more Islamic schools as the existing number now is insuffic ient to cater for academic and socio-cultural education of Muslim children. ii) While NAMIS is trying a lot to uplift academic standard of Muslim schools, it is still being confronted with funding problem. ii) NAMIS ensures that Islamic schools are adequately funded by their owners and that pupils have sound academic and religious understanding. iv) NAMIS facilitates the achievement of required level of academic standard by Islamic schools obtainable in any good non-Islamic school. 5. 2 CONCLUSION The researcher, basing her opinion on findings in the course of this research, concludes that Nigerian Association of Model Islamic schools (NAMIS) plays crucial roles to the development of education in Egbeda local government area of Oyo State in particular and Nigeria as a country.Development of education involves growth integrated with scientific, political and technological expansion encompassed in the process of teaching and training of children. This is unachievable without contribut ion of well focused private bodies such as NAMIS. The body immensely contributes to the development of education in the society through the coordination and indirect management of Islamic schools. 5. 3. RECOMMENDATIONS In view of the findings derived from this research work, the under listed recommendations are proffered by the researcher. ) NAMIS should ensure that there is wider publicity and awareness about the association among Muslim schools in each local government and get them involved in the participation of her activities. b) Private schools should be viewed as participating partner in the course of educational development by the government. There should, hence, be a reduction or cancellation of registration and annual renewal fees and other levies collected from them by the government. ) Muslim parents should be informed about the gain and value awaiting their children by registering them in Muslim schools whereby Islamic education can be combined with western education. d) There should be call for mutual cooperation among the management, teachers and parents for the progress of our Islamic schools. e) There should be more call and encouragement for the establishment of Muslim schools due to the inadequate number of operating ones now to cater for the large population of Muslim children. ) The researcher finally suggests that related studies should be carried out on a wider population and society. REFERENCES 1. Akanbi, G. O. et al (2005), History of Education, Foundational Courses in Education I. Oyo B&K Publishers. 2. Alli Faozeyah (2007, January 18th), NAMIS at a Glance. Address of the Oyo State president of NAMIS at the Annual Ileya Children Get-together at BCOS, Ibadan. 3. Boyd, W. and E. J. King (1989), The History of Western Education. London Black. 4. Ejiogu, A. M. (1988), Landmarks in Educational Development in Nigeria. Lagos Joja Educational Research and Publishers Ltd. . Emunemu, Benedict O. (2008), Private Sector Participation In Educatio n And Skills Development In Nigeria. Online reference news report on internet. 6. Fafunwa, A. B. (1975), History of Education in Nigeria. London George Allen and Unwin Ltd. 7. Fafunwa, A. B. (1983), Development of Education in Nigeria, Trends and Issues in Nigerian Education. Ife University of Ife Press Ltd. 8. Hornby, A. S. (2003), Oxford Advanced Learners mental lexicon Of Current English. New York Oxford University Press. 9. IBERR, International Board of Education Research and Resources (2004), Vision For Muslim Schools.Cape Town IBERR Publishers. 10. IBERR (2004), The Concept of Islamisation. Cape Town IBERR Publishers. 11. Ibitoye, Q. A. (2008), The Status Of Students pauperism In Teaching And Learning Of Islamic Studies In Some Selected Secondary Schools A Case Study Of Ibadan S. E. Local Government. Unpublished NCE thesis at Emmanuel Alayande College of Education, Oyo. 12. Kellerman, D. F. (1980), The Lexicon Webster Dictionary. U. S. A Delair Pub. Company Inc. 13. NAMIS (2 000), Nigerian Association of Model Islamic Schools (NAMIS) Constitutions. Ibadan Peace Compuprint. 14.Ogbuvbu, Enamiroro (2007), Education, Poverty And Development In Nigeria The Way Forward In The 21st deoxycytidine monophosphate in European Journal of Social Sciences. Online reference paper on internet. 15. Raimi S. O, et al (2003), Education, Healthy Living and National Development. Lagos SIBIS Ventures. 16. Wikipedia (2008), Ansar Ud Deen Society of Nigeria. Online reference paper on internet. Appendix I Questionnaire ROLES OF NATIONAL ASSOCIATION OF MODEL ISLAMIC SCHOOLS (NAMIS) IN THE DEVELOPMENT OF EDUCATION IN OYO STATE A CASE STUDY OF NAMIS, EGBEDA LOCAL GOVERNMENT CHAPTER.QUESTIONNAIRE Dear Respondent, The questionnaire is designed to identify the roles of NAMIS in the development of education in Oyo state taking Egbeda Local Government as the case study. enthral give correct and accurate responses, your responses shall be treated with confidentiality. Briefly state or t ick your view where appropriate. Thank you. SECTION A 1. Name of your school (of your child or where you teach or manage) .. . .. .. 2. The local government where the school is located . . Your relationship with the school Teacher Parent (or guardian) Management. SECTION B breeding Tick agree (true) or disagree (false) as appropriate to your view. S/No. Question Agree (True) Disagree (False) 1. A lot of Muslims were converted to other religions in the course of acquiring western education during the pre-colonial era in missionary schools. 2. Muslim community needs the establishment of Islamic schools. 3. Are you aware of NAMIS existence? 4. NAMIS encourages Islamic schools to provide adequate teaching facilities and personnel in their schools 5. My school management implements NAMIS regulative guidelines fully in the school 6. NAMIS increases religious awareness of pupils and personnel of Islamic schools 7. NAMIS contributes to the elevation of stan dards of education of Islamic schools 8. Events organized by NAMIS are very relevant to the upliftment of academic standard and socio-cultural understanding of pupils 9. NAMIS coordinates religious activities of Muslim schools effectively 10. Islamic schools perform better under NAMIS coordination than before the association came into existence 11. NAMIS lays emphasis on teaching of Islamic related subjects only in their member schools 12. Islamic schools achieve required level of academic standard obtainable at other non-Islamic schools 13. The management of my school fund it adequately to ensure better performances of pupils 14. There is enough number of Islamic schools now 15. NAMIS encourages Muslim philanthropies and associations to establish more Islamic schools 16. NAMIS is adequately funded to carry out its required activities 17. Is your school a member of NAMIS? 18. All Islamic schools should be members of NAMIS.