t E E E D F F GE oF A t o .:l| r:r;l l iirS .:. ui l-i ol lJ ci o a *r, tt lm ro ,ct (} a ffi a r I &, I E T I I I I T MOCP I ! , +,' Hg.'= H MTGHAEL OTEDOLA COLLEGE OF PRTmARY EDUGATTON (MOGPED) NOFORIJA.EPE $ Edttorial The Journal, originally knr:wn as LAJOLL (LACOPED Journal of Languages and Literatures) had her Maiden edition in OctoberA.lovember 1999 with the strong determination of the School Management to-launch her olllcial orgall to prornote scholarship. Due to unforeseen recess in, the life of the College for a while, publication of subsequent volume(s) was crippled. [Iowever, MOJOLL came to be r,vith the change in the College's nomenclature from LACOPED to MOCPED (Michael Otedola College of Primary Education) in 2006. MOJOLL, the second edition of the Journal of Languages and Literatures is dedicated to publishing scholarly works on Languages, Literatures and Cultures. The content reveals topics on different aspects of Language study. While articles are presented in Arabic, English, French and Yorub6 languages, making the Journal quite representative of the four departments in the Schobl of Languages. Special thanks go to the Provost and Chief Executive of the College - Prof. Anthony Oguntoye for financial support to the Schocl of Languages during the last National Language Conference held between 5 - 8 May, 2008 which rejuvenate this Journal I also appreciate the Dean of the School, Mrs. T.O. Olabode, who relentlessly gave every support needed towards the rebirth of this Joumal. I equally appreciate the Secretary to the Editorial Board, Mr. O.K. Odeseye. who inspite of his tight schedule rvork vigorously torvards the success of the Joumal. Above all, I thank the Almighty God who has seen us through and made it possible for this Jour:ral to see the light of the day. The Editorial Board accepts full responsibility of undetected oversight. Thank you and God bless. Idorvu-Osho, O.'Kemisola Heqd of Yon$a Departntent Ediror-in-Cltief I l a il EDITORIAL BOARD Dr.'Kemisola O. Idowu-Osho Editor-in-Chie/' Members'. Secretary EDITORIAL ADVISERS Dr. M.O. Folorunsho Mr. S.O. Idowu Mr. T.O. Yusuf Mr. K.N. Yekini Mrs. O.T. Olabode Mr. O.K. Odeseye Osun State College of Education, Ilesa, Osun State. Tai Solarin College of Education, Omu Tai Solarin College of Education, Omu Emmanuel Alayande College of Education, oyo Mr. C.O. Onanuga Mr. V.K. Ogunola Mr. E.O. Akinpelu O MOCPED Journal of Languages and Literatures ISSN: 1595 - 0013 .4 I I correspondence to : Editor-in-Chief \IOJOLL \IOCPED Journal of Languages and Literatures P.\f .B 1018 Noforija. Epe. Laeos State. Nigeria. Publi-shcrl hr TertL:n'^-. P-l i.i::-s. IL,:Jan. (-,-(,),1I j-37626 MOJOLL MOCPED JOURNAL OF LANGUAGES AND LITERATURES Volunre 2 No. I November 2009 Contents Prof. Bisi Ogunsina Language, Literature and the Development of education in Nigeria Prof. Amidu Sanni Language, Literature, and Development of Education Some Issues Dr. Ayo Ogunsiji The Power oflanguage ll 29 4t Dr. 'Kemisola O. Idowu-Osho Literary and Stylistics Devices in Erungbe N.A. Adegbite English as a Tool for Securing Social Justice for Women: A Case Study of the Women Rights Advancement and Protection Alternative (WRAPA) 55 Isah Bala Masuga English Language and the National Policy on Education: The Challenges for English Teachers 67 Ewu N 89 L6ko L6frg{: Ardbd Edd Yorub6, Trinra Mri, Odd N Gb6rdre 73 M. M. Aderibigbe (Mrs.) Ebohon Godfrey Oghuan The Place of Literature in Enhancing Reading Culture among Nigerians 8l T.O. Yusuf Relevance of Arabic to Education and History in Nigeria 89 Olabdde, Olirwak6mi T6iwo (Mrs) The Place of Yorubii Literature in Odpsdyg, Olettnd6 K6rno16fe Educational Development: The Compass Experience 99 I I ra Uche Sholokrvu Ohen, Carol C. Language and Forei-en Relalions in West Africa Falade, Michael Olukayode Representation of Bioethics and Ethical Dilemma in Onrobou'ale's The President's Plwsicart Soyele, R.A Developing Positive Language Attitudes to Policy Implementation at the Lori'er Basic Education System In Nigeria Balogun, K.Y The Role of Arabic Language in the Revised Universal Basic Education Programme in Nigeria Ar.'ilara Oloko The lrnperatives of Language Focused Educational Policy Oludipe Oladele The Eflect of English artd Yoruba Languases (\lired) as N4edia of Instruction on Pupils ^\chier enrent in Primary Science Fostering Sub-Regional Integration: Language, A Sine Qua Non 109 115 t2t 129 137 147 153 Language Issues In Unir ersai Basic Education For National Developnrent 179 Oladeji F.F. (\lrs.) The Teachrng end Leanrinc of Children's Literature and Its Eftect on the Educational Development in \igena. 161 Ajelvole-Orimogunje, C,O. Benefits oi Literanrre tbr Conrmunicative Cornpetence anci Intjir rdual Der elrrpinent 169 Ogunniyi, J.O Bakare,O.B. Adegbenjo, Abimbola Olunike Problems of Usins Intbrmation and Adebayo, Tairvo Omoleye Communication Technoltrg)' (lCTl in Prinrary School: The \\'ar Fonrard 187 Relevance of Arabic to Education and History in Nigeria Yusuf, T.O. Depcu'tnrcnt of Arubic Miclurcl Otedola Colle ge oJ' Prinrtry Educcttiou Noforiiu Epe ABSTRACT The outcry of imbalance of education between the North and tlre South in Nigeria is nothing, but international and calculated attempt from the concerned attempt from the concerned quarters in undermining the lofty contribution of Arabic to education and history in Nigeria. Therefore in order to appreciate Arabic n'lore as one of the most acceptable and recognized international language and a medium of instruction in class-room situation, this paper intends to highlight some contributions of Arabic to literary and historical development of our great nation, Nigeria. as a panacea for enhancing its study in our institution of learning. Introduction The language Arabic is the language with which the Glorious Quran was revealed and as such it is the divine language of the Muslim constitution, therefore, from the scholastic point of view, Arabic is the language of the religion of Islam. The other Ianguages for instance, English and Jewish languages are popularly known as language of Christianity and Judaism respectively. The three notable foreign languages in Nigeria in order of preference are: Arabic, English and French. Among the above mentioned language, Arabic remains distinct and closer to Nigeria and Nigerians spiritually, socially, historically, culturally and linguistically than other foreign language. Lawal (2001), ;rsserted that Arabic has been with us in Nigerian since 9tr'C.E till toda-r,. It could be understood from the above assertion that Arabic as a language has been playing different roles for several centuries before the advent of British Colonialists. It has been affirmed and re-affirmed that Arabrc has contlrbuted trernendousll, to the world civilization in general and to the derelopment of Iiteracy and document of histoly cf Africa. particularlv. Nigeria. l-awal (2001) mentioned further. Nigerian as a multilingual country has a cornplex lingrristic cliurate. At least three international ianguages complete with over 250 local languages. The three tnajor languages are: Arabic, English and French. Arnong the threc languages, Arabic has the nrosL enviable rcputation in the hrsbry thls nation. Derenri (2004). was of opinion '77 90 [.(). l'u,stt.l' that before a single West African son knew a word of English or French some of this most have learnt Arabic and in many cases stated to write various African lan-cuages in Arabic characters. just as English and French are written in Roman characters. Due to the standard and acceptability of the language by majority of people, it rvas adopted as official language of the Sokoto caliphate, the ernpire r.vhich later spread to Nupe and Yoruba land. Frorn the foregoing statement and assertion made by various scholars, on the meaningful contribution of Arabic to all spheres of life ever before the advent of the British colony, it could be observed that, there is need for enhancing the teaching and learning of the language in our educational institutions. It is in the light of the aforesaid contributions and achievernents that this paper would highlight some educational and historical account benefit accruable from Arabic, as a Catalyst for re-awakening interest in study of Arabic language. Language Defined Patrick (1979), defined language as the method of human communication, either spoken or written of consisting of the use of words in a structured and conventional way. Olaoye (1998) in Yusuf (2008) ,asserted that language is a purely human and non- instinctive way of communication ideas, emotion and desires, by means of voluntarily produced symbols. Language could also be defined as "a systern if arbitrary vocal syrnbol which permit all people, in a given culture to communicate and interact. Any language, Arabic inclusive is fundamentally, a series of sounds. which become meaningful only when these sounds are grouped together in certain defi ni te arran gelnent. Kwoife (2000) in Idowu- Osho (2007), says "language is vital to human life and is man's important and efficient rvay of communicating. Idowu -Osho holds the view that language is regarded as the most precious asset/ treasure orvned by rnan as the basis of foundation of all his creative thought. From the above- mentioned definitions, it could be infered that potentiality of any language particularly non- indigenous language to be adopted as L2. officially Ianguage or as a rnedium of instruction in class roorl situations depends gleatly on acceptability frorn the perceptive of positive r-ontriblrtion to nation development and lrow well structured and organized :h.'llrngulue is. Lrnsuase is a rneans of disserninating information(s).Therefore Ianguage \rll.i; En-clish. French or Geman would remain as language subject kt r .:. 'Lr) stLrdies for nlore understanding of its components. Erlually. ' .'l,l: u.rruld rernain as krtorvled-qe no matter hor,r, tlte culture that '. :-:f th:' .o-callr-d knori,ledge rs. It is the scholastic opinion. thltl: al lint i: :,,. ,, li Lt.\'uti ltrgltuti. ukltadtcttt" rneaning: krtou lc-clS.' is krro*'lcclgc TVOJOLL Vol. 2 No. I November 20A9 q l 'Ihus. Arabic is the language of culture of Islam and Islamic civilizatron which transcend tlre activities of Ibadah. As one of the Sernitic languages. it is the language with which the noble Quran rvas revealed to the Prophet as a result of the firrnness of structure and abundance vocabulary. Influx Of Foreign Language Into Nigeria It is on record that Nigeria as a nation witnessed the influx of non-indigenous/ foreign languages. Among tlre three notable foreign languages remains the first language that came into Nigeria through trade even before Islam. Prior to the penetration of lslam and Arabs into North Afi'ica, the Rornan and the Greeks were known to be ruling the area. During their period, they initiated commercial interactions between North and West African countries. Wlien North Africa carne under the rule of the Muslim Arabs in the 7tl' century, they took over the commercial activities from Romans and the Greeks. Thus-the Arabs become involved in the long distance large-scale lucrative business transaction with African .countries. This is to re- establish the fact that Arabic language is the first non-indigenous language to have arrived Nigeria ever- before the coming of other foreign languages. The other foreign languages particularly, English and Frenclr came later to Nigeria and other African countries when the Europeans came to Africa to practice different colonial policies and exercise similar influences on their colonies. This could be more understood in the educational policies of both Britain and French in Nigeria and Senegal. While Arabic also exercised some influence as other foreign languages, in the area of education the language and Muslirn Arabs are distinct in tlre area of practicing any fbrm of colonial policies in Nigeria. One of the attributes of Islam and Arabic as is vehicle, according toBzzarti (1979) was tlrat Islam spread fast over lands lvith various intellectual tendencies. civilization and cultures and among peoples of high intellectual caliber. Arabic and Educational/Literary Development in Nigeria Patrick (1979). described education as the act or process of acquirine knowledge. Education is also seen as the process of shaping rndiridual's behaviors for adequate adjustrnent in the society. One oi th: prcmrnent educationists in Nigeria, Fafunrva (1974). sees education rs "th- a-rgregate of all the process which a child develop abilities. and othr-'r forrns of behaviors which are positive value to the societv. Alimi (2007), submitted that for educatjon to be northuhile. it should be able to prodr:ce a refined Inind. bodv atrd s,-iLtl. It could be understood from 111s shorc highliglited definitions that the utmost goals of education is to rnculcate and inrbibe in individuals the ability to read and rvrite and comrnunicate effectiveli'. Therefore. going b1, the histor.v of education in Nigeria. It could be observed that Arabic as a language and rnediurn o{ rnstrLrction in education processes had been in the rnain streanr of literary de veloprnerit as lar hach as 6(X) years back. Thcn the systern is popLrlarly knorvn as Qurarric system of I u:l 92'l'.(.). l'tr.rrt.l' education. Governor Shekerau of Kano State, in an attetnpt to address the outcry over imbalance of edttcation between the North and South. and to wash away the costly insult ntelted on the people of North, and backrvardness attribLrted to Arabic, and Islarnic Studies was reported to have said that: Western educatiott has only existed in the cottntry lor 100 years. Quranic System if education has been in existence tn the Nortl-r for 600 years. What this nteans is that the North and part of South, (Yoruba land) lrad long known educatiott before the instruction of the western having received Quranic education, it rvould therefore be erroneous to say the North is land lagging behind educationally. (The Sun) The Govemor further stated his experience of a trip made to Libya, rvhere he discovered in that country's achieves a letter written from kano to a Libya comurunity some 700 years ago in Arabic writing and (logically) asked what is literacy if not the ability to read and write and communicate. The Governor was equally reported to have maintained two fundamental positions as far education is concerned. The positions are: o Literacy is not all about the acquisition of Western education. This position is explained further that the different between the parts of the country is only in quantity, borne out of the fact that Western education was introduced in the southern part of the country 50 years before it made an inroad into the North. o It is \\1rong, for anyone to use Western systenl to lneasure litetacy in the North (and the South based on historical accounts). If rhe assertion that for educatron to be rvorthu'hile. it should be able to produce a refined rnind. bc'dr and soul. then the high qualitl' of Quranic education svstem had in the past produced eminent leaders of higher repute, like Alhaji Tafa*a Baleua. \l.rllam Anrinu Kano and Alhaji Shehu Shagari. And in the present the tu in ireld ol .\r.rbic & Islanric studies can Lroast of a number of professors. For instance. protessor Isaac O-sunbiri a Christian and the first professor of Arabic in Yoruba land. professor Z.l Osent. professor Amidu Sanni, professor A.I Larval and a host of other across the six geographical zones in Nigeria. It is at this point that one would appreciate the scholastic view that "Knowledge is Knorvledge re-eard Iess of the langul-ee riith rvlticlr it is acquired. How could one cornpare the outcry of source imbalance of e-ducation between the North and Soutlr uitli the understanding of Bola Ajilrloa of imbalances and inequalities of education'l Bola Aiibola was reported to ltave said. tvloJoLL vol. 2 No. I November 2009 g-1 The imbalance and inequalities in the world today are actually a by-product of neglect of the education of the people. The Afr"ica continent has been a rnajor causality of this hnbalance as it stands as the rnost backrvard of all. Hence. the continent is daily replete with violence, ethic Crises, political instability, econornics vices, con'uption, wars, disputes, Health problems and environmental degradation. T'his wide imbalance has been brought about through lack of education. A reasonable balancing of the inequalities can be achieved through qualitative edu-cation for the people. (The Tribune). T'he opinion of Governor Shekarau would continue to be maintained that when talking about qualitative education in Nigeria, it is wrong (and absurd) for anyone to use Western system of education to measure literacy and quality of education in Nigeria. Arabic and Historical Documentation in Nigeria An attempt would be rnade at this juncture, to established relevance of Arabic to Nigeria history. It could be said that prior to the advent of colonialism, there were numerous historical materials written in Arabic language on various kingdoms and on the caliphate by Nigerians and non-Nigerians alike. These Arabic works have playered an important role in uncovering the true historical account in Nigeria. For instance, there are Arabic sources that contained the record of almost all history of Kanem/ Bomo right back to the 1ld'century (Lawal, 2008 in Ogunbiyi 1987:10) Accordingly, the full histoiy of Hausa land in the ftrst fifty years of l9'1' century and later depends on Arabic materials. The founder of the caliphate. Shaykh l-Ithrnan B. Fodio was reported to have written rnany Arabic riorks. While his son, Muhammed Bello, and his brother. Abdullah B. Fodio. riere said to have written about 115 and 107 works respecti\L'l\. erttong other writers. Records have shorvn that at least about 511 ut)rks rrere crcdited to the Sokoto scholars alone and considerable nurnbers ot tire uorks are devoted to history. From the foregoing statenrents. it could be undelstood that Arabic during the period under revielv had beett recognized as tlte official l:rnguage o1'the calrphatc. Lawal (2008), rnentioned some valuable Arabic rvork majorly on ltistory as follows. L-:, \ 94 7.0. l'usu.[ Tarikh Mai'idris Wa Ghazawatuhu Ahmad B. Fartuwa wrote the historical work. The u'ork contain histon' of the first eleven years reign of the authors prtron Mai'Idris.\lonr.r of Kanern- Borno. Tazyin al-Waraqat Tlris lristorical rvork belong to Abdullah B. Fodio. The rrork rs a rnrrture of prose and poem and devoted to the historical of the Sokoto caliphate. the jihad and the event that led to it. Rawd al- Raydhan The work was written by Muhammad al-Bukhari B. Ahrnad. It is a historical record of a despite between the Sultan Abdur-Rahnran and chief of Anka. on the one hand, and between him and the Emir of Mafara on the other. Tartitr al-Ashab Said B. Abdur- Rahman, thc author of the historical document explains the work Abdullah is tenure as Emir and the dispute benveen him and Muhammed Bello. Sard al- Kalam Muhammed Bello B. uthman B. Folio author the historiacal material. It is mainly on dipute between Shayky Uthman B. Foiio and an Areua Mallam known as Shaykh Abdus-Salam. The work also conteins r arious conespondence exclrange between the two warring parties during the conflrct. Infaq al-NIa]'sur This is an important historical rrork ever produced as far as Nigeria as a countr\ is concerned.. It is rintten br \{uhamrlad Bello. The uork uas edited b1 C.E.J \\'hiting in l9-19 end published in London in 1951. author edition was published in 196-1. th: historical docurlrent are mainlr deroted to the history of Sokoto Jihad rnd speciiic infomation about sonte neighboring communities. particularlr \-orubi lrnd r ii.rs gir en in the bookt. In addition the importance of -\r.rL,rc lirgu:s: rn the understanding of the early history and civilization of \\-est -{fn;.r J-rrnrrt be or er enrphasrzed.(for instance), history of the ancient Kingdonts rrf Ku:h. Kunrbr. Timbuktu, Gao, Kanem Bornu, Mali, Songbai, Darfur. Se-uu. Sokot.-, ,,',;rs d.rir ed lar,uely fi'om Arab travelers and historians, Iike Ibn Battuta. Leo.{fricalrus. ro rnention just a few. (Infact), the re-assessment of the civilization of rlte great bend of the Niger between -500 and 150 it was partly based on a fuller knouledge of the people and their tradition-knorvledge that rvas collected b1 Hen rich Bartlt and partly on a fuller knorvledge of written records b1 notable Arab and Berbel historians and geographer. and to this must be added the u'riting of the scholars of tlre Western Suclan itself becaLrse it provide much of rvlrat is knou'n of the sub.ject. (Seriki 2000, 8l) t i J l I I I ! I t a : l I l l t { t I J I t I c"r MOJOLL Vol. 2 No. I November 2009 e-i Seriki (2000). also subrnittecl that cluring l4'l' century, Kanem scholars and poets (had) achieved a very lrigh standard in writing of classical Arabic language as evident hy a letter written by chief scriber of Kanem court in 1392, Historically. it coLrld bc dedtrced from the above assertions and statements that Arabic has significantly contribution to the existence of Nigeria as a Nation. It was the official language of Kingdorn of Kanern Bornu, and equally recognized as suclr during the Sokoto caliphate as evident by literary works and manuscripts produced by the scholars of both kingdorn respectively. In addition, the authentic history of Nigeria had been for seen to be drawn from abundant Arabic lristorical document at our disposal. This statement could be understood more from the submission made by Professor K.O. Dike as quoted in Lawal (2008), as follow: It is through their work on the enormous amount of Arabic materials in Archives and libraries both public and private, that we shall be enable to put together a coherent picture of Northern Nigeria history based on our own in indigenous source materials and not as in the past, chiefly on the report of colonial administrator and foreign travelers, valuable througlr. Much of this material is the significance of this new generation of Nigeria students in schools and colleges can hardly be over emphasized. The Arabic scholars of the present. drarving upon the writing of the Arabic scholars of the past will be able to bring before us the events and happening of the past ages of We may rightly call our own. Calculated Attempt to Undermine Arabic in Nigerian Educational Institutions Despite the huge educational and historical benefits accruable from Arabic frorn time in memorial, it is an established fact that Arabic and Arabic schools in Nigeria are currently in identify crisis within Nigerian educational system. It could be said emphatically that the identify crisis emanated from the overlapping of educational policy statement and insincerity of the Governments, particularly, states and federal sovenrnent. Towards enhaucing the study of Arabic in our institution of learning and elevating the socretal status of the holders of Arabic certificate in Nigeria, particularly, in the south. It is quite unfortunate that the gorrernment that approved the establishrnent of Arabic scltools has turned round now to indirectly or directly dernolished the structure. not only that and withdrawn the recognition given to Arabic certificates issued by the Traditional Arabic Schools in one hand that of govcrnmeut established Arabic schools in the other hand. The pertinent cluestions ought to be asked at this juncture ure as follow: I t's q6 7'.( ). Yttsttl' Are the holders of Arabic certificate, be it foreign or local Arabic certificate not true citizen of Nigeria'? Are the holders of Arabic certificate could be seen ignr)rant. because of not acquiring their knowled-{e through the famoLrs coioriial language, Englislr and French? Why afier six decades of the existence oi Arabic schools. as riell as their gradLrates and their certrficate, that it is only no*' that ther rr ould be-de-recognized? (Ndagi 2008) 'Ihe calculated attempts to undermine Arabic in Nigeria ctruld bc noticed in the following area: o Lack of recognition of Arabic certificate issued nationallv and internationally for the pursuance of hi-eher educatirrn. be rt colle-ees of education or uni'u,ersitr'. particularlr in the South. Refusal of the -so\ernments Io re-e\aluate Arabic curriculum at Senior Secondarl' Schools. to determine the suitabilitl of the ccntents according to the current trend in the filed. o Refusal of the teachers registration council (TRCt to recognize diploma in Arabic and Islamic studies certificate obtainable from government established institute, for instance. school of .+rabic studies Kano. as a teaching qualifrcation in prirnary' school even through holders of this certificate go on teaching practice dunne thelr three year-year period of study to acquire the certificate. r Lack of cun'iculum for Arabic studies at the primarl' school lerel in past, and not making available the designed cun'iculunr for the level in the present. The lukewanrl approach to Arabic reaclred the ciirnate rvhen a pou'erful delegate was sent on February 2007 to seek audience riith the fonner president Olusegun Obansanjo on the three rnain issues. to nro\ e study of religions and Arabic specificallv forriard. The issues according to Ndagi (2008) are: To make religious studies tlslarnic and Clrristian) compulsor'1 for student in our schools (prirnarl' throuch secondarl') To give Arabic language the sarne status as French lancuage in the primary and junior secondary school cumculum. Govemntent should integrate Qur'anic schools into the public sclrools. -Ihe rcaction of the former presrdent ra'as a disappointing respurse to i.he issue seriorrsly aflecting Aratric as a :;ubject Lrerrtg taught in our educati,rn institutions. The Presidenl \\,as reportcd to have said that: Ot all thc'language knorvn to hirn. hc had lrevef seeu onL- \\ritirll fronr light to lelt exccpt ."\rat'ric. rvhich makes [-Iiur to dislikc it r cp a a a a a a -l IVIOJOLL Vol. 2 No. I November 2AA? e: Ndagi (2008), got the president reminded that Chinese language is wrrtten frorn all sides: right, left, up and down. So therefore, the systern of writing Arabic should not surprise the president to the extent that holders of Arabic certil'icates should be relegated to thel lorvest ebb in the society. For the former president to have uttered this costly stalernent is a ptayer accepted for the enhancing and elevating of Ar;rbic in Nigeria and not particularly the North. This is because people who had this belief prior to that tirne had been vindicated. and those who do not have the belief would henceforth know where lie the problems of Arabic in Nigeria. Summarily, the identity crisis presently witnessing by Arabic schools, be it private or public is a calculated attempt on the part of the constrtuted authorities to relegate Arabic in Nigerian education system Suggestion The following suggestions are hereby forwarded for enhancing the teaching and learning of Arabic in our institution of learning. o Federal governments take drastic and radical steps toward ensuring that Arabic cuniculum at senior secclndary schools is re-evaluated, this is as a matter of urgency. o Federal government should enact law that would require the state governments to irnplement the policy statement that, state governments shall ensure the integration of formal basic education curriculum into Koranic and Islamiyali schools. This is because some state govemments are yet to put policy into action o The stakeholders should individually or collectively bring the unpalatable situation to the notice of education agencies. Bodies like. joint Consultative Committee on Education (JCCE) the National Council on Education (NCE) for elevation of the status accorded Arabic in our National policy on Education. o While appreciating the effort of universal basic education commission, for providing Arabic curriculum for Basic 1-9, Federal Governrnent slrould assist. in the area of making the desr-cned cuniculum available to all and sundry Federal Government should assist with all sinceritf in resu>citrting the National Board for Arabic and Islarnrc Studies. t\BAIS) and bodies should be provided with all that u ould nrake it nrore functional again. Federal Ministry of Education (F\IOEt through National lJniversity Commission (NUC) and National Commission for Colleges of Education (NCCE), should reli-eiously encourage the use of Arabic as a mediurn of instruction in the class-roorn. Conclusion The main thrust of this paper is to establish the relevauce of Arabic withrn the Nigeria Educational systern. The relevancy is made knou,'n through the role and lofty contributiorrs of Arabic to hoth education and hist<;ry of our great I t I / e"7 98 T.O. Yusu.f nation, Nigeria. lt equally submitted that history of Nigeria as a nation call never be completed without relying mostly on Arabic historical dcrcuments in fonn of manuscripts in achieve and libraries rvithin and outsrde Nigeria. It is the belief of this papers, that despite huge beneflit accruaLrle tlonr Arabic particularly. tlte area of literary developrnent, sonre issue adrersell' affectirrg not only the language but also its study in our educational s)'stent has been addresses ivith levity on the part of the constituted authorities. To this end, sorne calculated attempts towards undermining Arabic arnong other non- indigenous language are mentioned, and suggestions \\'ere made for enhancing the study of Arabic in our education institutions of learnin_s. References Alimi,A.A. (2007)" Factors Affecting The Teaching of Islamic Education in Secondary Schools: A case study of Ibadan South- West Local Governt.nent Area of Oyo State". A project submitted to National Teaching's Institution for the award of Post Graduate Diploma in Education (PGDE ) Ibadan Centre. Oyo State. Deremi, R.A (2004). the Interplay of Arabic and Yoruba Culture in South- Western Nigeria. Da'ru' l' llm publisher. Iwo. Nigeria. Fafunwa. A.B.(1994), History of Education In NigeriaGeorge Alien & Unriin Ltd. Great Britairr. Idowu Osho. O.O (2007) "Linguistics and literature. In the ,5' Republic: The stakeholders Expectations" A lead paper presentation at th. r'' National Conference of the school of laneua_ses.Federal colleee oi Educ,rtion. Osiele. Abeokuta. Laual. A.l (1000). " Tlre Relerance of .\rabic Languages Tc. \ige ria: The Need For El:rrtion of its status in the school Curriculum". A lead prper presented at the l" \ationll Conterence rri scht-r.rl Of Languases. .{OCOED. Ijanikin. Lar.r'al. A.l (l00Et. oi { Tongue.\nd Its \umerrrus "Faces": Th: storl of Arabic in Nigeria. A paper pr:sJnr.rti,.n Jt tl): .l/, In.ruqurul Lecturr,rl L.rcos- State University. Ojo. Ndagi. M.U(2008), "Arabic schools In ldentit', Crisis" In the \\'eeklv Trust Magazine. P.40 Patrick, H. (1979) Collin English Dictionarr \\'illranrs Coilin & Co. Great Britain. Seriki, I.A (2000). "The Contribution of the \Iuslim Ttr Thc Grori'th of Education in Nigeria" A Published Article in the Book of Reading in Arabic and Islamic Education. Vol.1. pg.81 'Ihe Tribi.rne. No 728. P.36 The Sun. No 535. Vol. 2 P. l7 Yusuf. T.O (2008). Problems Associated With Teaching / Leanring Of Arabic In Government Secondary Schools in Lagos - Metropolis. A project submitted to National Teachers Institute for the award of Post Graduate Diploma Education in Education (PGDE) Maryland Centre. Lagos. : I ri { -j :l i I ii I ut; ] { i I i i i ! I I l i i i ! I