}. Volume 17, N0. 1 2017 ISSN: 1596-2822 @ Hditor -in-Ghief PROF. H. FERHAN ODABASI RELIGIONS ARTS & SOCIAL $CIENCES a D l. ) PORARY ISS co :a , F THE NATIONAL JOU NTEM i'i RELIGIOUS FO (REFA RELIGIOUS FORUM ACADEMIA vol,. lz, N0. I lssN'. 1596-2822 July, 2016 RELIGIOUS FORUM ACADEMIA NATIONAL SECRETARIAT 138, Station Road, Behind Town Hall, lmokun P.O. BOX 465, Epe, Lagos State, Nigeria COVER DESIGN: Super Services (Nig) Ltd. P.O. Box 465, Epe, Lagos State. Nigeria Printed by: SANTOD PRESS, No 3, Abule Osorun, lkorodu, Lagos State. 08109023363 REFA rs rHE oFFrcrAL J.,RNAL oF NIGERIAN ASSOCIATION OF RELIGIOUS SCHOLARS REFA, July,2017. f tr :i a i} RETIGIOUS FORUM ACADEMIA EDITORIAL BOARD Professor H. Ferhan Odabasi Professor Sulaiman [t/. Jamiu Professor L. Mobolaji Adetona Faculty ofArts, Lagos State University, Ojo, Prof. lt/.O. Adeniyi Faculty ofArts, Obafemi Awolowo University. lle - lfe, Nigeria vot. tz, N0. I Editor-in-chief Consulting Editor Consulting Editor Consulting Editor Consulting Editor Consulting Editor Consulting Editor ltlanagrng Editor Managing Editor Managing Editor Managing Editor ]L Dr. tt4.A. Folorunsho Osun State University, Osogbo Dr. R.l. Adebayo Department of Religion University of llorin. Nigeria Dr. Cecilia F Ojetunde Department of English MOCPED, Epe Lagos State Nigeria. Dr Popoola Sularman A (08036070239) MOCPED. Epe Lagos State Nigeria Dr. K,O Ajape (08141169048) School of Languages MOCPED. Epe Lagos M.A. Agbabiaka - Mustapha (07063227 925) School of Arts and Social Sciences. Department of lslamic Studies. MOCPED. Epe Lagos State Alaka - Oshinowo Bolayemi Departmentof Christian Religious Studies MOCPED, Lagos State. T REFA, July,2O17. rrr': - z, N0. I ief titor litor itor 1or )t ;tor RELIGIOUS FORUM ACADEMIA voL. tz, N0. I FORWARD Research Scholars, Administrators Students and lnterested readers are ,', elcome to another edition of our journal. Religious Forum Academia (REFA) - -'nal. We have taken several steps and immense effort to publish and create :.enue for serious religious scholars to publish their research works. The - curnal accepts empirical and historical research works. "Ve have carefully published only the articles that met the academic standard set by our assessors within the stipulated time. This is to enable our readers and :ontributors use it for their needs as well as showcase, their contributions to <rowledge. We implore other authors who are interested in publishing their 'esearch articles, to send their research papers to the managing editor, online 'or the 2017 volume ll Edition. !A/e appreciate the contributors and implore them to continue to publish in our curnal Bola Alaka (Signed) Managing Editor or ',r REFA, July, 2017. E I r''l 1 a l i I I I ! 'l i I I i I I I l I r] 'st series re National rce; to our discourse rd by any Jucing two (17) years risibility in / TEASSESS academic t the glory rave been electronic reputable alto their llectively, :lopment lp inform rrove the RELIGIOUS FORUM ACADEMIA vot. tz, N0. I CONTRIBUTORS 1. CHARLES OGBUCHUKWU OKEKE, PH.D. Department of Christian Religious Studies, Nwafor Orizu College of Education, Nsugbe 2. DR. DANIEL B. AWODELU Methodist Church Nigeria, Diocese of Edo-Deltal, Nigeria. 3. BASSEY GIDEON ITORO (Department of French School of Languages, Michael Otedola College of Primary Education, Noforija, Epe, Lagos State, Nigeria.) 4. OTUNUYI, ABDUL-HAFEEZ TOLUWALASE. Department of lslamic Studies. Michael Otedota College of Primary Education, Noforija-Epe, Lagos State. 5. LASlSl, S, O. Department Of Curriculum And lnstruction, Michael Otedola College Of Primary Education, Noforija - Epe Lagos State. 6. VERY REV. CLIFFORD MEESUA SIBANI Ph.D University of Benin, Department of Religions and EDIONWE OSAMAMEN OSAZE ' University of Benin, Department of Religions 7. IGHOROJEH BRIGHT Department of Political Science, Michael Otedola College Of Primary Education, (tvlocPED), Noforija-Epe, Lagos State. and SALAU, JELIL OLAVVALE Department of Political Science. Michael Otedola College of Primary Education (MOCPED) Noforija-Epe, Lagos State. B' sHrrru MoRUFUDEEN ADENryr (pH.D), yusuF TAoFEEK i. oLALEKAN (PH.D), AJAPE KAZEEM OLUWATOYTN (PH.D) & ,, BALOGUN KAMILDEEN YEM! (MR.). Dept. of Arabic, School of Languages, Michael Otedola College of Primary Education, Noforija, Epe, Lagos State. 9. ABIMBOLA, FRANCIS AYODELE PH.D. Department of Christian Religious Studies, Federal College of Education, Abeokuta, MR JIMOH, ISMAEL BIMPE, Department of lslamic Studies, Federal Coltege of Education, Abeokuta :, MRS. ADEOLA.O. ADENIYI, Department of Christian Religious Studies, Federal College of Education, Abeokuta, Ogun State, Nigeria. V REFA, July, 2017. 1 T n tr I REFA I RELIGIOUS FORUM ACADEMIA v.ol,. tz, N0. I itudies, Osu nael Oted Nigeria an a College - tle Page Edrtorial Board Fcieword =Crtorial Comment - st of Contributors -able of Contents I ii iii iv .v -vi vii - viii DOES THE SPIRIT OF AGWU HAVE A LINK WTH THE SPIRIT 0F GOD 0R DEM0N:AN IMPLICATION FOR THE IGBO TRADITIONAL RELIGIOUS COMMUNITY CHARLES OGBUCHUKWU OKEKE, PH.D. 1-18 WOMEN LEADERSHIP IN THE METHODIST CHURCH NIGERIA:AN OPTION FOR WOMEN EMPOWERNMENT IN NIGERIA NATION DR. DANIEL B. AWODELU 19 -37 A STUDY OF AFRICAN FEMINISM IN ESSENTIAL ENCOUNTERS OF THERESE KUOH _ MOUKOURY BASSEY GIDEON ITORO 38-46 DHIKR, ALLAH'S REMEMBRANCE: THE SHARI'AH PERSPECTIVES AND ITS RELEVANCE IN , THE CONTEMPORARY HUMAN SOCIETY OTUNUYI, ABDUL:HAFEEZ TOLUUIALASE 47 -57 ENERGIZING TEACHERS ON THE USE OF INSTRUCTIONAL MATERIALS IN PUBLIC PRIMARY SCHOOLS LASISI, S. O s8-69 MPACT OF SECULARISM ON CHRISTIAN IVIARRIAGE: THE NIGERIAN CONTEXT VERY REY. CLIFFORD MEESUA SIBANI Ph,D and EDIOI.IWE OSAMAMEN OSAZE 70-84 THE QU0TA SYSTEM: tMPLICATIONS FOR NATIONAL DEVELOPMENT IN NIGERIA IGHOROJEH BRIGHT and SALAU, JELIL OLAWALE 85 .91 PREPARI NG ARABIC STUDENTS OFNIGERIAN INSTITUTIONS OF HIGHER LEARNING FOR FUTURE CHALLENGES: NEEDS FOR CURRICULUM DEVELOPMENT SHIITU MORUFUDEENADENIYI (PH.D} YUSUF TAOFEEKOLALEKAN (PH-D) AJAPE, KAZEEIIIOLI.r$ATOYIN (PH.D) AND BALOGUNKAMILDEENYEMI (MR.I 92 - 110 EFFECT OF BROKEN HOMESON MORAL ADJUSTMENT, ACADEMIC PERFORMANCE AND RELIGIOUS EDUCATION OF ADOLESCENTS ABITIBOLA, IRAiICIS AYOOELEPH.D MR JIMOH, ISMAEL BIMPE AND MRS. ADEOLA.O. AOENIYI 111 - 122 ACRITICAL STUDY OF HETERODOX SIJFI GROUPS IN ISLAM: SUNNATALLAHIACASE STUDY ISOLA MORUFU OLAWALE 123 - 138 vil REFA, July, 2017 tr -t RELIGIOUS FORUM ACADEMIA vol,. 17, N0. I PREPARING ARABIC STUDENTS OFNIGERIAN INSTITUTIONSOF HIGHER LEARNING FOR FUTURE CHALLENGES: NEEDS FOR CURRICULUM DEVELOPMENT SHTTTU MORUFUDEEN ADENTY! (PH.D) YUSUF TAOFEEK OLALEKAN (PH.D) AJAPE, KAZEEM OLUWATq&Y|N (PH.D) BALOGUNKAMTLDEEN YEMr (MR.) Abstract This paper aims at informing the curriculum planners the needs to repackage Arabic studies'work-load in Nigerian lnstitutions of Higher Learning to face the challenges in the contemporary globalization. The curriculum should be tailored'towards the actualization of preparing future generation not only as religious propagators and teachers, but also, to partake in commerce industries/vocational jobs, diplomats, oil companies managers and administrators in cooperate organizations in any country and Nigeria in particular. The Language should be taught beyond religious or regional langu.ages. To achieve the above, students must be prepared for intensive professional language needs skills and entrepreneurship scheme in content and context that provide them to involve in global activities. The paper showcases and samples some countries whoseArabic education and studies has elevated theirstudents and makethem compete globally. Keywords ARABIC STUDENTS, CURRICULUM DEVELOPMENT, FUTURE CHALLENGES. I INTRODUCTION Some Arabs do say:olp-!l-r;s \-S ,"DurkamaltadurazZaman" Meaning; Move along with the word development. This instructs and poses challenges to curriculum planners and teachers to be dynamic in their training and teaching activities, Hence, teaching methodology ought to be changed from time to time. lt canbe student centered, class centered or societal/community centered. An insight to the future of Arabic Studies in Nigerian lnstitutions of higher learning presently, especially those in South -West part of the Country, reveals thatthere would be a decline in its study in the nearestfuture'. 92 REFA, July, 2017. L ' :ne lc -: eff< :::lina =ach c -=ed. I - culd -:us is -:rtext ^e erT :-:efe( -3 are 's Iang *:derr =: OUt I .e thirl -:dela - sedA "-e La ::fore _.E SF :: Vef e ,'lg u€ =^dfifl : -cthe -,., o hu r=- E n T'l RELIGIOUS FORUM ACADEMIA vot. t?, N0. I '']e looks at the laudable achievements of the leaders (past and present) and -= efforts put together to sustain the Language, one would not allow its -=:lination "Dhalikamablaguhumminal 'ilm".Meaning; That is what they could ' a:h of knowledge.'They have done what are expecting of them at the time =Ed. The challenges posed to the present younger scholars are that they - - luld start from where the leaders stopped. Among others areas that need ::,.rs is "Arabic for specific purpose" specifically in the Nigerian content and : rtext. HISTORICAL SURVEY OF THE ARABIC LANGUAGE IN NIGERIA - - 3 emergency of Arabic language in Nigeria was dated back to g,n century; it : - -ered with its culture and civilization into several spheres of Nigeria society in -: area of religion, language, culture, trade and commerce.. lslam along with Ianguage(Arabic) penetrated the kingdom of Kanem -Borno situated in :dern chad, turning it too into Muslim kingdom' He went further: speaking ': rutArabic under Ottoman's reign, established by sheik Othman Bin Foudi in -: thirteenth century hegira (9'n century a.d) a Scholarfrom Nigeria wrote: Arabic was the only language in which were drawn up all the report of the empire in the nineteenth century. Nevertheless, correspondence between princes continue to... (1967) to be carried out in Arabic -:celali added that, despite colonial pressure the courts in the wilaya Kano - =edArabic exclusively until 1960. Arabic had established itself in Nigeria as -e Language of administration, Literacy, Education, history and Legiilation : ='ore the arrival of colonial mastersu. --e spread of lslam in this region later developed in the modern times into ,=veral states. Arabic became the language of writing and reading and ,lguage of communication among these states in various field. One hundred .'d fifteen books were enumerated and written by sheik Othman Bin Foudi. His :-other, Abdullah Bin Foudi, known othenruise as the "Master" wrote more than , c hundred books. SultanMuhammed Bello authored about a hundred books. REFA, July, 2A17. TIONSOF DS FOR NrYt (PH.D) N (PH.D) trrN (PH.D) r(MR.) to repackage rg to face the n should be r not only as r commerce nagers and d Nigeria in or regiond for intensive re in content The paper rand studies iLOPMENT. rning; Morre allenges to nd teaching irom time b 'community ;titutions d re Country 93 7, N0. I ',1 I i;r n tr tr RELIGIOUS FORUM ACADEMIA vol.,. tz, N0. I ln lbadan and Ede there were an account of Arabic documentations grasped that related to the palace of Olubadan and Timi of Ede respectively'that was the case till the advent of colonialism. With the arrival of British colonization in 19'n century and introduction of English Language as the official Language in Nigeria makes abating witnesses the status ofArabic Language in Nigeria'The activities of European Christian missionaries and the intr:oduction of western education as the only means of acquiring knowledge in Nigeria jeopardized the, retention of Arabic Language as at that time. As a result, the teaching and learning ofArabic languagewere given littie attention' The British Colonial Masters are very franticwhen they met lslam and its Arabic Language in West Africa as a powerful and well established Government. Al - I lo ri re po rte d the i r n eg ative re actio n th u s : They replaced Arabic Civilization with European Civilization...... replaced lslamic Law with Common Law ....replaced Muslim Jurist with Lawyer....replaced Arabic Learners with English Learners. ln spite of this declining, Scholars encourage the learning by establishing privateArabic schools in various parts of the country. l/larkaz atTa'lim al'Arabi founded by Shaykh Adam Abdullah Al-ilori in '1950 atAbeokuta then moved to its permanent site Agege, Lagos, Nigeria in 1952. Daru d Da'wahwalirshad founded by Shaykh tt/ustapha Zaglul as-Sanusi in '1970 at Mushin moved to its permanent site at lsolo, Lagos, Nigeria in 1980. Karachi Jt/emorial Arabic Sec.ondary School, lbadan, Oyo Nigeria founded by LateAlhajilt/uhammedThani Karachi in 1945. Arabic lnstitute of Nigeria, lbadan, Oyo, Nigeria, (AL=tVlA'HAD AL-'ARABI) founded by Late ShaykhMurithad Abdul Salam in 1958. lslamic preaching School, lbadan, Oyo, Nigeria, (Ad Da'wah), founded by ShaykhBalloAlliAdelani in 1974 and a host of other Arabic schools in lbadan, Oyo State, ln llorin, Kwara State, Nigeria a magnitude numbers of well standardArabic lnstitutions are founded. 94 REFA, July, 2017 E-; -:wn such : rmpetedi '-e Countr :'abic Scl' : rblic Higl :ate. The 1 =:ctors wit _anguage : ralifibatio ''re concet l'eator, Al - lrriculum , ll assure '-em to lee ':ievance ir : 1925edt ,:hooling s - -rriculum' I THE ]EVELOPI - roking int ::ntributior = r couiage '-e langual ': lowing ar Relis Educ Socir Ecor Diplc tr tr I T tr RELIGIOUS FORUM ACADEMA vol.. t?, N0. I -r wn such as lwo, in Osun State, Auchi, Ondo and several parts of Yoruba Land rmpetedin establishing lvlodern Arabic lnstitutions. lslamic Organizations in -e Country such as An SarudDeen Society of Nigeria established a bookable -'abic School. The products of these citadels of learning serve in private and : -blic Higher lnstitutions where Arabic is been offered as a course of study till - ate. The graduates of this language are found throughout public and private .:ctors within and outside the country, mostly for teaching and lecturing (Arabic -anguage and Literature). Some are found in other fields with additional : ralifibations. -1e concern and the argument of this paper is that, with the proclamation of the I reator, Allah, "nothing was not left without discuss in the book'o lf Arabic I urriculum is well packaged and designed with various fields of knowledge that , ll assure the future of Nigerian Arabic learners, the language will motivate ^em to learn and as a result address the problem of low enrolment and its ':levance in the global development. The reform this paper praying for is similar ': l92Seducational reform in the Kingdom of Saudi Arabia, where formal =:hooling system was introduced, and secular subject became part of the ::rriculum" II THE ROLE OF ARABIC LANGUAGE IN THE NATIONAL DEVELOPMENT -ooking into the past history of Arabic in Nigeria, we observed the laudable :ontribution the language has invested in the country. The Government should encouiage and promote the learning. However, Ayuba, (2012) highlighted that :he language has contributed to the national development in Nigeria in the 'ollowing atea"" Religion Education Socio-psychology o Economy o Diplomatic Relationship and Security 95 REFA, July, 2017. r;No.i E ions grasped ely'that was rlonization in Language in r NigeriauThe rn of western jeopardized leaching and establishing r'lim al'Arabi en moved to ahwalirshad moved to its rorial Arabic nded by of Nigeria, j by Late :ol, lbadan, 1974 and a wara State, 'e founded. H i-l u E tL i, rl'i - ..,:tfi, :lt' 'i.I-, ;tt, J, $ il i .. RELIGIOUS FORUM ACADEMIA vot. t?, N0. I Religion: The virtuesthat every citizen applies which provide peace, harmony and development, within the country cannot be seen elsewhere, than in religion. A cursory look at the history of human civilization shows that religion has been the supreme force in the development of mankind. The ethical development of man to his present state is due to religion. .'3 He gave the preference to lslamic religion and said further: lslam, way of life, affirms God's sovereignty over the entire gamut of man's life. lts teachings cover all fields of human activity, spiritual and material, individual and social, educational and cultural, economic and political, national and international.'o He concluded his argument in showcasing the result of accepting lslam through the use ofArabic Language Religion as perfected by lslam laid the basis forthe unification of humanity. Therefore, the religion, when approached from the lslamic perspective, can bring true happinesstothe human race.'u Al Qur'an the holy scripture and reference book in the religion of lslam and which is areference to various knowledge in the world, highlighted duties of Government towards her citizen and what are expected of a good citizens", duties of a child toward his parent and responsibilities of parents to the children". The lnter relationship between different religions believers in south- weEt part of the country is a result of flexibility and understanding the Muslim Clergies attach to the lslamic belief. 96 REFA, July, 2017. trr )cme re -cme A1 "', hat arr :cvernr : clicy afi srould b :ducatic -he role :Cvance - cuse tc -rabic ir -ave ke, =very ttI Ayuba < :he exe [ Arabic langui word"q I I tr REIJIGIOUS FORUM ACADEMIA voL. t7, N0. I I cme religiousleaders take upon themselves on invitation of the Ministry of - rqe Affairs in Lagos state, visiting government house to inform workers on rat are required by the Creator to live in this world and hereafter. The - lvernment has respect for religious leaders in disseminating government - ilicy after necessary religion modifications have been made to the populace. lt , -ould be noted, that, Arabic is the source language in lslamic Religion. -:ucation --e roleArabic played in old kanemBorno and Sokoto Caliphate on education : rvancement cannot be over emphasized. Schools were built in every Mallam - ruse to educate the populace. We also mentioned above, number of private --abic institutions owned by individuals to educate Muslim children. Muslims -ave keen interest in Arabic education because it is the language of worship. :. ery tvtuslim home recognizesthe importance of itsstudy: Arabic language served as the first non-native language tfrat Orought its educational as well as its , rich culture to Nigeria. The coming of lslam to this part of globe broughtwith it literacy and technology of writing.'u - ,,.rba explains how Nigerian take keen in the language below as expressed in -: exert below; Nigerians use Arabic in writing their languages. With the help of Arabic characters, they were able to express their mother tongues, read and write in Arabic with ease and this has put them in a kind of intellectual trad ition.'n --abic Language Education has penetrated into two out of the three major :-guages in Nigeria, as a result the two languages had a number of loaned - r-ds from Arabic Language as in Table below shows'o 97 REFA, July, 2017. v-o.i I mony and -.ligion. lam through f lslam and :d duties d d citizensl ents to tte )rs rn the tr tr n n RELIGIOUS FORUM ACADEMIA voL. lz, N0. I ARABIC YORUBA HAUSA MEANING Alafia Lafia sound health Al ibham ibham thumb Al mu'allim malimu lVlalam Teacher. Shari'ah seria Sharia law Ad Darar Laluri Laluri harm SOCIO-PSYCHOLOGY Many sign-posts in Nigeria today are decorated in Arabic words .Posters in Arabic word scripts are seen on Nigerians' doors, offices, shops, motors and some Nigeria currency notes also carry Arabic scripts. Nigeria Army logo reads,i,l r r,ai .victory is from Allah. Many Nigerian Fuji musician Arabic knowledge to compose songs that teach history, generosity. braveness, sermon as checks and balances to leaders and culture etc. Arabic had been used to write many works range from Acts of Worship, lslamic Jurisprudence, Health Education and Ethics to Sociology, , Economic, Public Administration and Political Science. Such works were also taught at schools and discussed at public gathering specially Organized for the enlightenment of the To this end, we discover the level at which Arabic has impacted to life of a reasonable Nigerian. Economy: The diffusion ofArabic Language into the Country was through commerce for centuries. The link was throughArab traders via NorthAfrica, WestAfrica and Nigeria. lf any foreign languages should proud of establishing trade and commerce in the Country, 98 REFA, July,2O17 L - CUlr =:: Vit -: 3COf : = t5Y S:curit - llrO i : - -'t tn€ ---:Q / = - a;het -^: Fec - -:ctor -:3n el.I I plomr ;eria - : .r ntrir -: lang '=:: tha =: vanta - -derstr : lmmut '/C -EARN " geriar ':rtiary '^ese lr -ay be' [_ tr E REI,IGIOUS FORUM ACADEMIA voL. lz, N0. t >xould be Arabic, because it is the Language of communication. The art of =ativity inArabic Language calligraphy enjoys a huge patronage and adds to -: economy of the Country. Numbers ofArabic Institutions in the country stage , ents where buying and selling features therein. ::curity: --abic has been in fore front of security in Nigeria. The Local Mallam plays -'-rnrinent role in defending their villages, town and territories against external -':es. An oral tradition from a ShaykhZaglul narrating the extent of security .ached to alQur'an thus: An lslamic clerics (alufa) in old Oyo Empire explored the holistic power Contained in Arabic Qur'an to stop the attack of neighboring Country ' againstthe empire." -^e Federal Government identified this power to the extent that a Chaplain - 'ectorate is establishedwithin NigeriaArmy andArabic/lslamic personnelare : =en employed to directthe directorate I i plomatic Relationship: ',Eeria has established strong relationship with many Arabic speaking -:untries through the surviving of Nigerian learning, teaching and speaking "-e language. This relationship benefits both the Government and Citizen. The '::t that Nigeria Government appreciates Arabic Language it gives extra ,lvantages between her and another Arabic speaking Country in terms of -rderstanding. An Arab proverb says: whoever understands language of a : :mmunity is safe from their plans. / CURRICULUM IN NIGERIAN INSTITUTIONS OF HIGHER -EARNING: ', gerian lnstitutions of Higher Learning in the content of this paper are the ':rtiary lnstitutions in South West part of the Country. The rebson being that rese lnstitutions Country witness low enrolment at every admission, which ray be the result of the foltowing: 99 REFA, July, 2017. Js .Posters in s. motors and 'ia Army logo ... ujr musrcran ,. generosity, rre etc. d to life of a >mmercefor stAfrica and g trade and M'NG 7 health b 1er. f n rl RELIGIOUS FORUM ACADEMIA vol,, tz, N0. I A- Entry requirements do not give chance to the most available way to source for students, i.e. al Madaris which Arabic is their officid Language B- The Curriculum does not contain pre-English training that wit prepare the g rad uates from Madaris for National Challenges. C- Most graduates of Arabic from these lnstitutions have little opportunity to work in any other field than teaching/lecturing or religion propagators. The above do not happen to higher lnstitution in Northern part of the Country as a resultthe three challenges above are handling with care. What are the strengths and weaknesses of Arabic curriculum in Nigerian institutions of higher learning in terms of its design and implementation? ln recent research, findings came out from four Arabic Lecturers, four Arabic Students and a Program Officer in Charge of Arabic Language, five themes were raised .these includes:" 1- Lack of practical curriculum content 2- Lack of Native speaker involvement 3- Lackof acculturation 4- Lack of Community input and 5- Disparity in admission criteria. V CURRICULUM PLANNING: GENERAL OVERVIEW To view what Curriculum is and types of reform expected in Curriculum of tertiary institutions in Nigeria, we need to go through curriculum definition and reforms. The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program, typically, it refers to the knowledge and skills students are expected to learn, which include the learning standardsor teafmnS-objeAtiyeg they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning." 100 REFA, July; 2017 L- - -ar - :'3V _ -.le : .-^3|'i '. - :=1, E- C'i ! 'lL] T n N0. r RELIGIOUS FORUM ACADEMIA voL. tz, N0. I ' '1any cases, teachers develop their own curricula, often refining and - :'oving them over years, although it is also common for teachers to adapt :: sens and syllabi created by other teachers, use curriculum templates and : - les to structure their lessons and courses, or purchase prepackaged "icula from individuals and companies. ln some cases, schools purchase rprehensive, multigrade curriculum packages often in a particular subject ,':a, such as mathematics that teachers are required to use or follow. - -'riculum may also encompass a school's academic requirements for : .aduation, such as the courses students have to take and pass, the number of .":dits students must complete, and other requirements, such as completing a '-lslale-plEeqlor a certain number of community-service hours. Generally ,:eaking, curriculum takes many different forms in schools-too many to :'nprqhensively catalog here." s important to note that while curriculum encompasses a wide variety of ::tential educational and instructional practices, educators often have a very :-ecise, technical meaning in mind when they use the term. Most teachers .rend a lot of time thinking about and analyzing curriculunr, and many = lucators have acquired a specialist's expertise in curriculum :evelopment-i.e., they know how to structure, organize, and deliver courses i ways that facilitate or accelerate student learning'u. -he above denotes that our Curriculum mustentaile all if not more :cmprehensive than stated above. An investigation to Nigerian tertiary rstitution Arabic Curriculum revealed that the program planner needs to rpdate the Curriculum to address global expansion, so that, graduates of the subject will be relevant without going for additional qualification in other field. The Curriculum planners should take recognition of the following reform as righlighted by Great Schools Partnership: 101 REFA, July, 2017. rg that have littb rcturing e Country, rNigerian lntation? rurArabic ,e themes iculum of rition and ught in a owledge learning nits and tudents; course; student -I rilable AQ letr n f tr RELIGIOUS FORUM ACADEMIA vol,. tz, N0. I VI REFORM Since curriculum is one of the foundational elements of effective schooling and teaching, it is often the object of reforms, most of which are broadly intended to either mandate or encourage greater curricular standardization and consistency across states, schools, grade levels, subject areas, and courses. The following are a few representative examples of the ways in which curriculum is targeted for improvement or used to leverage school improvement and increase teacher and graduate effectiveness A. Standards requirements: When new learningstandards are adopted at the state, district, or school levels, teachers typically modify what they teach ani bring their curriculum into alignment with the learning expectations outlined in the new standards. While the technical alignment of curriculum with standards does not necessarily mean that teachers are teaching in acbordance with the standards-or, more to the point, that students are actually ach ievi ng those learn ing expectations-learni ng standards remain a mechanism by which policy makers and school leaders attemptto improve curriculum and teaching qualityr. 2. Assessment requirements: Another reform str:ategy that indirectly influences curriculum is assessment, since the methods used to measure student learning compel teachers to teach the content and skills that will eventually be evaluated. The most commonly discussed examples are standardizedtesting and high-stakes testing giving rise to a phenomenon informally called "teaching to the test." Because federal and state policies require students to take standardized tests at certain grade levels, and because regulatory penalties or negative publicity may result from poor student performance (in the case of high-stakes tests), teachers are consequently under pressure to teach in ways that are likely to improve student performance on standardized tests-e.g., by teaching the content likely to be tested or by coaching students on specific test-taking techniques. While standardized tests are one way in which assessment is used to leverage curriculum reform, 142 REFA, July, 2017. f T a ( t i t ! c c 5 3. by wit cal an( mo SEC 4. RELIGIOUS FORUM ACADEMIA vol.. tz, N0. I 3, curriculum alignment: Schools may try to improve curricurum quality :y bringing teaching activities and course expectations into "aliqnment" 'vith learning standards and other school cours€S:-a practice generally :alled "curriculum mapping." The basic idea is to create a more consistent and coherent academic program by making sure that teachers teach the -rost important content and eliminate learning gaps that may exist between seq uential courses and g rade levels. 4, Curriculum philosophy: The design and goals of any curriculum reflect the educational philosophy-whether intentionally or unintentionally-of the educators who developed it. Consequenfly, curriculum reform may occur through the adoption of a different philosophy or modelof teaching by a school or educator. 5. Curriculum packages: ln some cases, schools decide to purchase or adopt a curriculum that has been developed by an outside organization. When schools adopt a curriculum package, teachers may receive specialized training to ensure that the curriculum is effectively implemented and taught. ln many cases, curriculum packages are purchased or adopted because they are perceived to be of a higher ' quality or more prestigious than the existing curriculum options offered by a school. The Researchers, sample some international tertiary institutions that have goodpackages in their Curriculum and have prepared their student for global challenges Curriculum resources: The resources that schools provide to teachers can also have a significant effect on curriculum. For example, lf a district or school purchases a certain set of textbooks and requires teachers to use them, those textbooks will inevitably influence what gets taught and how teachers teach. Technology purchases are another example of resources that have the potential to influence curriculum. 103 REFA, July, 2017. vo.r I ooling and rtended to ltion and I courses. in which >rovement rdopted at they teach pectations :urriculum :aching in rdents are 'ds remain to improve indirectly ) measure ls that will mples are ise to a -.deral and tain grade nay result r, teachers [o improve re content lest-taking lssment is .E D n n Tl RELIGIOUS FORUM ACADEMIA vol.. tzn N0. I 4. lf all students are given laptops and all classrooms are outfitted with interactive whiteboards, for example, teachers can make significant changes in what they teach and how they teach to take advantage of these new technologies. ln most cases, however, new curriculum resources require schools to invest in pfofessionaldevelop hat helps teachers use the new resources effectively, given that simply providing new resources without investing in teacher education and ' training may fail to bring about desired improvements. ln addition, the type of professional development provided to teachers can also have a major influence on curriculum developmentand design. 5. Curriculum standardization: States, districts, and schools may also try to improve teachingquality and effectiveness by requiring, or sinrply encouraging, teachers to use either a standardized curriculum or common processes for developing curriculum" VII. AREA NEEDS TO TAILOR&EXPAND IN THE CURRICULUM. Having gone through some other institutions in other parts of the world and some other Universities in the Northern Nigeria, we discovered the following areas could be of useful to Curriculum planners for future development of Arabic program in Nigeria: Department Of Arabic and lslamic Studies Kogi State University, Anyigba, Kogi, Nigeria. Entrepreneurial Development The , Entrepreneurial Development course, ALL 31 1 : Arabic and Entrepreneurial Development are offered as one of its core courses at first semester 300 Level. Students should take note that this course is compulsory at that level and the credit unit must be earned for graduation. ALL 311 ARABTC & ENTERPRENURIAL DEVELOPMENT (3CU) lntroduction to Entrepreneurial Development and new venture creation, entrepreneurship in theory and practice, the opportunity, forms of business, staffing, marketing and the new venture, determining capital requirements, raising capital cost, financial planning & management, starting a new business, innovations, legal responsibility, insurance and environmental considerations and the role ofArabists'u 104 REFA, July, 2017. I f1g , ^as :eacl vilt. -.te s:-rd i :'de =cr e '1r I -len A = eOt lom - Cl1, ^e '/r 2n 'rt an " r,tn -^3 h rP : . rt - - "C :' ac -:-1p -:- r,! -a ei l n _tr I, N0. I cutfitted with re significant advantage of ,v curriculum ,lopmentthat ^ that simply Jucation and addition, the n also have a rcls may also ing, or sinrply :urriculum or LUM. he world and the following rvelopment of sity, Anyigba, Arabic and )urses at first s compulsory (3cu) rre creation, of business, :quirements, rting a new rvironmental E RELIGIOUS FORUM ACADEMIA voL. tz, N0. I -re above shows that kogi state is one of the states in Northern Nigeria that -as prepared some entrepreneurial work for their graduates apart from '=aching. This is a good innovation compared to other universities in Nigeria. ,,iII. METHODOLOGY -ie researchers of the present paper had interviewed three ex-students who '::died Arabic as a course and the university prepared them for other jobs in ,'derto be relevant. = cr ekample, '.ir Alongbejalawal Musa an ex-student of lslamic University, Niger, when - terviewed responded thus: AlongbejaLawal Musa, specialized in Arabtic Linguistics and ltectricity/computer Studies, 2000. No,w, I am a Managing Director, Atongbeja )omputer centre, lbadan, oyo Sfafe, Nigeria a registered. company and ^' ongbaj a pu bli shers, I badan." -le second person interviewed was Mr. Sulaimon AbdulAziz said thus in a : none interview: Mr. Su.laimon AbdulAziz, did Arabic and General Electricity/Art design, 2002, am now working as a General Secretary to lmam Matik College, lbadan and ',4anager, SUABLAZ Multipurpose Venture. For instatlation of satetlite dish, ,',,iring of building and Arabic Artistic designlo -re two above are the products of the University that makes the vocationaljob : cmpulsory during the normal class hour, They have prepared the students for 'rture'expansion. Another lnstitution in the world that prepares the students for ',ture expansion isAlAzhar University, Cairo, Egypt. Which according to the ex- =:udent when interviewed, said he had undergone an intensive compulsory :cmputer class before graduation. The program was made for four months : etween the hours of 5 -7pm. The Student by name is Dr. lbrahim AlliAdelani 3 A,(ed) 2005,Cairo,M.A, 2010, llUtvl&PH.D 2014,UPSI,he informed that he ;ustained his studentship during M.A. and Ph.D with the knowledge of editing ^e leantduring his undergraduate in Cairo'o 105 REFA, July, 2017. tr t'l tr tr