Abstract
The Muslim world has witnessed the emergence of several Islamic-based institutes and universities in the last four decades, in keeping with some of the recommendations of the World Conferences on Muslim Education. Yet there has not been a comprehensive study of the system as operated in various contemporary Muslim settings, with a view to assessing the degree of its adequacy and efficacy. The purpose of this paper is to carry out a comparative evaluation of the Bachelor’s degree in Islamic Education programmes of the International Islamic University Malaysia (IIUM) and the University of Lagos in Nigeria. The choice of the two educational settings was informed by the impression that Malaysia offers some of the best practices in Islamic education, which may be used as standards in benchmarking for Islamic education in Nigeria, an African country with the largest Muslim population. The significance of such a study lies in its potentiality to expose the strengths and deficiencies of each of the models, as well as highlight their commonalities and differences with regard to educational aims, curricula, structures, teaching methods, and evaluation procedures. The paper is guided by three research questions seeking to elicit information or generate data about the nature of the two models being evaluated, the comparative strengths and weaknesses of the two models, and ameliorative propositions with potential to enrich or enhance the quality of the two models. The paper employs curriculum criticism and the analytic method in its comparative evaluation. The significance of the paper lies in its ameliorative propositions for curriculum enrichment purposes, aimed at making the two models better and of merit.
Highlights
Introduction to PsychologyISSFiqh III: Islamic and 2 Computer ScienceFED Introduction to Anti-CrimeEducation Technology and Formula CRS
“The Faculty of Education was charged with long-term professional training of teachers and other education specialists;” “...and cooperates with other faculties in the university, which would teach the content...” before the National Certificate in Education (NCE) programmes were gradually phased out and the last set of students completed their programmes in 1982” (p. 2)
Curriculum Structure The Islamic University Malaysia (IIUM) programme devotes 13.60% of its entire credit hours to general education, 36.32% to professional education, and 50.08% to specialized education, covering both major and minor areas while Lagos devotes about 4.57% of the entire programme to general education, 30.92% to professional education and 54.93% to specialized education
Summary
The objectives of the university, according to Hassan (2009: 14), “envisioned the reestablishment of the primacy of Islam in all fields of knowledge and the propagation of knowledge in the spirit of submission to God (tawhid)”. Pursuant to the realization of those laudable objectives the Vision and Mission statements of IIUM were clearly articulated and are reproduced in what follows. 2. Vision The International Islamic University Malaysia aims at becoming a leading international center of educational excellence which seeks to restore the dynamic and progressive role of the Muslim Ummah in all branches of knowledge
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