AN ASSESSMENT OF THE CONTRIBUTIONS OF AL-IMAN SCHOOL

LAFIA TO THE DEVELOPMENT OF EDUCATION IN NASARAWA STATE

By
Muhammad Tanko Aliyu
baitullahh@yahoo.com
mtankoaliyu@gmail.com
Islamic Studies Unit
Department of Religious Studies
Nasarawa State University, Keffi
P.M.B. 1022, Keffi
08065355243, 08128044111

1
 AN ASSESSMENT OF THE CONTRIBUTIONS OF AL-IMAN SCHOOL
LAFIA TO THE DEVELOPMENT OF EDUCATION IN NASARAWA STATE
1.0 Introduction

Nigerian system of education is bedevilled with multi-faceted problems in

context and content. All stakeholders share the blame for the system, which is

described by a critical review as "a long tale of growth without development,"1 but the

government takes the lion share. This is because of its deliberate poor funding of the

education sub-sector, non-implementation of educational policies, frequent changes in

policies, non-provision of adequate human and physical resources, absence of

effective supervision and quality control among other reasons.2 This sad fact led many

Nigerians to conclude that the Nigerian Government at all levels pay but lip-services

to education even if it appears in their budgets and agenda.

The crises in the Nigerian public schools precipitated the debuting of private

schools to cater for quality education. Religious private schools also proliferated for

same reason and for the glaring low spiritual and moral training in the public schools.

The Islamic Education system though discouraged by the colonial rulers and

successive Nigerian Governments, who neglected it to promote the western system at

its detriment, proves to be resilient and continued to flourish partly for the reasons

mentioned above and for the Da'wah activities of individuals, groups and Islamic

Organizations. One hardly finds an Islamic Organisation without an Islamic school to

its credit. Another reason is the Muslims' view of the western education as alien to

Islam in its fundamental philosophical foundations which include the relegation of

God to the lowest ebb in its curriculum, excessive materialism, over dependence on

contradictory philosophies, a culture of skepticism, absolute dependence on

techniques, and tight compartmentalization of disciplines among others.3

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 Islamic School is generally defined as "a school where the training provided

does not in any way contradict Islamic philosophy, concept and objectives."4 These

schools differ in their operations and standards as well as resources and approaches to

teaching and solving educational problems.

It has been generally observed that Islamic Schools in Nigeria are of low

quality in terms of educational standard, physical and human resources.5 This is true

depending on the type of Islamic Schools in view, for Islamic Schools are classified

into traditional and model schools, whether they are private, community or public

schools.

However, this study presents an Islamic school which is relatively developed

in its approach and quality of education so that the model be spread and perpetuated

for the general advancement of Islamic Education. This is Al-Iman School, Lafia

(herein after referred to as Al-Iman). The study is significant to Muslim

philanthropists, educators, parents and Islamic organisations. Al-Iman is probably the

most popular Islamic School in Nasarawa state but it seems there is no serious study

undertaken to explore its achievements and contributions to education.6

2.0 Islamic Schools in Lafia

Lafia is the capital of Nasarawa State in the North Central political zone of

Nigeria. The town, founded by some Kanuri Muslim Emigrants from Borno in about

1770 C.E.,7 is predominantly a Muslim settlement. It has all the categories of Islamic

Schools that exist in most parts of Northern Nigeria; the Qur'anic Schools, the Ilmi

Schools, the Islamiyyah Schools and the Model Islamic Schools.8

The popularity of Lafia for its Qur'anic school system which was most

pronounced in the 1980s remains to date quite high in the region. The Qur’anic

schools of Lafia attract students from virtually every home in the town and from the

3
surrounding villages and towns. It is rare to find an indigene of Lafia who had not

attended a Qur’anic school.

The Ilmi schools, which provide the secondary level after the Qur’anic

schools, are also popular in Lafia, and are found in every ward of the town.

Attendance to the Ilmi schools are by custom not compulsory as the Qur’anic school

would appear to be, and exceptional for brighter students who have achieved

considerable literacy in Qur'an.

The Islamiyyah Schools are those schools that adopt the formal setting of the

modern system of education, but they teach only Islamic subjects in addition to

English language and Mathematics. There is a handful number of this type in Lafia.

They were established mainly by Islamic Organisations and do receive a good

patronage among the people of Lafia. The Model Islamic Schools are those who teach

Islamic education alongside the modern secular subjects in natural sciences, social

sciences, and humanities. Al-Iman belongs to this category.

3.0 Al-Iman School Lafia

Al-Iman was established on the 27th August 1990,9 by Muhammad Arif

Zabadne, a Syrian Dāiyah and philanthropist, through his organisation; Light of Islam

(Nurul Islam) which is funded and run by his (Zabadne's) engineering construction

company; Shinco Nigeria Limited, Jos. The school was established at the request of

late Isa Muhammad, the then Military Governor of the defunct Gongola State.10 It has

been the tradition of Shinco Nigeria Ltd to contribute to every society where it

executed a contract by establishment and sustenance of an Islamic School.11 It was

after establishing one in Yola that the late Isa Muhammad requested for the

establishment of a similar school in his hometown-Lafia which was then in need of a

school of that kind and standard.12

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 When the proprietor accepted the request, the Governor informed the Emir of

Lafia; Alhaji Isa Mustapha Agwai I, and requested for his support. The Emir

zealously sensitized the people of the town and called for their contribution with plots

of land for the building of the school. Many people responded positively and donated

their farmlands which were used to establish the school. The Light of Islam

Organisation then sponsored the building of the school.13

Al-Iman is located at Shendam Road beside Eīd Prayer Ground, opposite

Unity Bank Plc, in Lafia town. The physical structure of the school at present

comprises administrative block, school hall, library/laboratory block, seven blocks of

class rooms and a mosque.14 The administrative structure of the school comprises the

Principal, two Vice Principals (administration and academics), Head master, Assistant

Headmaster, Diploma Coordinator, JSS coordinator, Heads of Departments, Heads of

committees and Class Masters.15

Al-Iman operates six levels of education as follows: Pre-Primary (Nursery),

Primary, Pre-JSS (a one year training class for deficient candidates in either Arabic or

English at the JSS entrance exams organised annually), Junior Secondary, Senior

Secondary16 and Diploma in Arabic/Islamic Education.17 The first two levels operate

in the morning between 8.00am and 12.00pm. The Diploma programme operates on

weekends and the rest operate in the afternoon between 12.30 pm and 6.00 pm. The

school working days for primary section are Sunday through Thursday, and Saturday

to Thursday for secondary section with last Saturday of every month as a free school

day. The school has Qur'anic recitation and Memorization (Tahfiz) section, which

opens in the morning between 8.00am and 11.00am for secondary school students and

in the evening between 4.00pm and 6.00pm for primary school pupils.18

5
 Al-Iman receives unalloyed support of the Lafia community and the

neighbouring towns and villages for its educational breakthrough. It witnessed rapid

growth in students' enrolment and staff employment. The school at present

(2010/2011 session) has approximately one thousand three hundred and eleven (1311)

students and a total number of ninety two (92) teaching staff of different academic

qualifications from various national and international institutions of higher

education.19

4.0 Contributions of Al-Iman to Education

Al-Iman as a model Islamic school is unique among the primary and

secondary schools found in Lafia and Nasarawa State in general. It has recorded a lot

of success and numerous achievements. Some of these are briefly explained in the

following:

4.1 Spread of Islamic Education

Islamic Education covers a wide range of subjects taught in Al-Iman. These

include Qur'ān, Hadīth, Sīrah, Tahdhīb, Tauhīd, Tārīkh, Tafsīr, Fiqh, Usūl al Fiqh,

Ulum al Qur'ān Mustalah al Hadīth and Arabic subjects.20

It was Al-Iman that popularised the recitation of the Qur'ān with Tajwīd and

the rendition of Hafs in Lafia. It was probably the first Islamic school in Lafia to

organise Qur'ānic competitions and win prizes at local, state and national levels. In

1998 when Nasarawa State bagged most of the national prizes in Qur'ānic recitation

competition, the winners were students of Al-Iman.21 In that year, Abubakar

Abubakar won the first prize in 20 hizbs and Hauwa Ahmad Danmama won the first

6
prize in two hizbs. In 1999, Abubakar Abubakar won the third prize for 20 hizbs in the

International Qur'ānic recitation competition held in Saudi Arabia.22

Al-Iman's Tahfīz section, which was started very early in the history of the

school, has probably produced not less than thirty memorisers of the whole Qur'an

and uncountable memorisers of significant portions of it.23 In addition, majority of the

students in the school recite the Qur'ān fluently; observing basic rules of Tajwīd.

4.2 Spread of Language Education

Al-Iman is a multi-lingual school. It teaches Arabic, English and French

Languages. Arabic being the language of the Qur'ān and the academic language of

Islamic Studies is given more emphasis. Then English language which is the official

and academic language of the country is also earnestly emphasised in the school.

Days are specified for students' interaction and communication with either Arabic or

English in the School.24 Members of the teaching staff were proscribed from speaking

with the students in Hausa or any language other than Arabic and English.25

This policy has helped in developing the verbal communication skills of the

students in the two academic languages of the school. The problem of having

secondary school leavers who cannot speak or write English in Nigeria26 is therefore

overcome by this policy in Al-Iman. There are only few Islamic schools that adopt

this policy all over the country.

4.3 Provision of Higher Certificates in Islamic Studies

Al-Iman trains students from primary to diploma level in Islamic Education.

The diploma is affiliated to the Institute of Education, Ahmadu Bello University

(ABU) Zaria. So there are now students with both SIS and diploma certificates

7
obtained from Al-Iman. These students provide a good manpower for other Islamic

schools as a meritorious contribution of Al-Iman to Islamic Education in the state.

The performance of Al-Iman students in both SIS and Diploma in Arabic and

Islamic Education is worthy of commendation. Muhammad Alhassan Yunus27 has

testified that there was no record of failure by any student in any subject in the SIS

examination up to the time he left the school in 2008.28 The first set of the diploma

had all graduated successfully within the prescribed period.29

In summation, Al-Iman has the best record of spreading qualitative Islamic

Education in the area in terms of performance in the examinations, quality of students

and standard in Arabic, Qur'ānic recitation and memorisation and award of Islamic

Certificates.

4.4 Spread of Modern Science Education

Al-Iman is a model Islamic School which combines Islamic subjects with

modern science subjects. In other words, it is an 'Islamic Science School'. It uses the

West African Examination Council (WAEC) and National Examination Council

(NECO) syllabi to train its students for examinations at graduation of secondary

school education.30

The school academic record of students' performance in WAEC and NECO

reveals a good standard of science education being imparted to the students.31

According to the principal, Al-Iman was the best school in Nasarawa State in both

WAEC and NECO examinations for the last two years.32

Al-Iman has successfully been participating in various science competitions

organised by different bodies in and outside Nasarawa State. Some of these

8
competitions include the Nigerian National Petroleum Corporation (NNPC) Science

Quiz Competition, and Science Teachers Association of Nigeria's (STAN)

competition.33 The performance of Al-Iman in science examinations is one of the

motivating factors for enrolment of the students in the school.

4.5 Female Education

The problem of girl-child education was reduced to the lowest level with the

establishment of Al-Iman, in Nasarawa State. The hesitant parents to formal education

generally and western education of female children in particular, repose confidence in

the school and do send their girls to it to be educated in both Islamic and modern

science education.

Al-Iman had opened all its sections for female children; from Pre-Primary to

Diploma Section. It was probably the first to produce a female memorizer (hāfizah) of

the Qur'ān among the Islamic Schools in Lafia. This is Raudatu Ahmad Maikasuwa in

1998.34 She is probably the first hāfizah of the Qur'ān in the history of Lafia town.

Many other female memorisers of the Qur'ān were graduated from the school.35

Fifteen (15) female teaching staff are currently in the payroll of Al-Iman to facilitate

female education. The school has approximately six hundred and thirty eight (638)

female students.36

4.5 Provision of Qualified University Candidates

Most of Al-Iman products are qualified university candidates by virtue of their

standard of learning and results in SIS, WAEC and NECO examinations. This study

gathered that Al-Iman had graduated at secondary level more than four hundred (400)

students from 2001 to 2010.37 More than eighty (80) of these students have

9
successfully graduated from various universities, federal and state colleges of

education and polytechnics across the country and abroad. Fifty four (54) of these are

degree holders from National and International Universities.38 Twenty (20) are

diploma holders and others hold HND and NCE certificates. Most of these graduates

graduated with no less than second class lower.39 The courses of these graduates are

mostly sciences and technology courses. Others are in Islamic Studies, Social

Sciences, Administration and Law.40

This study also gathered that more than two hundred (200) of Al-Iman

products are presently studying in various higher institutions of learning in and

outside Nigeria. Some of the international students are presently in Malaysia, Sudan

and Morocco. Those studying in Nigeria are found in almost all the faculties of the

Federal and State Universities in Northern Nigeria.41

4.6 Provision of Manpower in Educational Sector and Civil Service

Many of the products of Al-Iman serve as teachers of Arabic, Qur'an, Islamic

Studies and Sciences in both private and public primary and secondary schools across

Nasarawa State and beyond. Twelve of these are presently serving in different

academic and non- academic sections of Al-Iman as Qur'an, Arabic, IRS, Chemistry,

Physics, and Further Mathematics teachers, Secretary to the principal, Laboratory

Attendant and Discipline Master.42 Many Islamic Schools also have some of them as

their teachers.

Some of the products of Al-Iman are already legal practitioners. Abubakar

Tijjani, of such, was recently appointed a Magistrate in the Nasarawa State

Judiciary.43

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 Al-Iman has also spearheaded the establishment of many other Al-Iman

schools by the mandate of the proprietor in Nasarawa, Taraba, Plateau and Kano

States.44 And many of its products work in those schools. In addition to this, many

others are in the payroll of government civil service and private organisations.

4.7 Manpower in Science and Technology

Al-Iman, being an Islamic Science School, most of its products who graduated

from various tertiary institutions, studied science and technology courses. More than

90% of those who are presently in tertiary institutions are also in the faculties of

Medicine, Sciences, Technology and Agriculture. Some of the graduates are already

working in hospitals as nurses.45

5.0 Factors for the Success of Al-Iman

Many factors contributed to the great successes and achievements of the

school, which could be summarised in the following:

1. The concerted efforts of the school Principals, especially Muhammad Sani

Idris; the real establisher of the school's glory. He spearheaded the school from

its inception to August 2003 when he became the Director of El-Kanemi

College of Islamic Theology, Maiduguri; the first and largest educational

establishment of the proprietor of Al-Iman Schools, in Nigeria. He devoted his

talent towards the development of the school and scouted for qualified and

devoted staff who worked with him. The school shall remain to be associated

with him for the job well done.

2. Dedication of the teaming qualified and patriotic Muslim teachers of the

school (all members of staff in the school are Muslims). These teachers view

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 their stay and service in Al-Iman as a service in the cause of Allah (Jihad).

They therefore devoted all their talents and times towards developing the

school.

3. The support, love and respect of the community for the school. This support

was first demonstrated by the Emir of Lafia; Alhaji (Dr.) Isa Mustapha Agwai

I and the PTA of the school. It later permeated the community as result of the

students output witnessed in different occasions.

6.0 The Challenges of Al-Iman

Al-Iman, like any other institution, notwithstanding its successes, faces

a number of challenges. These can be classified into administrative, educational and

economic challenges and are briefly discussed below.

6.1 Administrative Challenges

It is observed that there is no proper division of responsibly in the school.46

This probably leads to another; that there is weakness in the control of the school due

to the continuous growth of the school in population (of staff and students).47

External pressure on the administration in the implementation of its policies is

also identified as a challenge to Al-Iman.48 This partly may be attributed to the change

in the policy that affects the choice of the Principal.49 The system known of Al-Iman

Schools was that non-indigenes are appointed at the helm of their affairs in order to

forestall pressures that may arise from indigene's relatives, family-friends and close

associates which may lead to the violation of school's rules and regulations.50 Some

people believe that such pressure is working against the incumbent principal being an

indigene of Lafia.51

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 Lack of proper supervision and offering of professional advice to staff is also

another challenge in the school. One of the responsibilities of the Principal is to be a

curriculum and instructional supervisor. His functions as supervisor include obtaining

and making available to teachers educational information; visiting classrooms often to

observe and inspect teachers; their notes and class registers, diaries and teaching aids

and offering professional advice for their improvement.52 These are not fully observed

in Al-Iman as emphasis is reduced only to making sure that the teachers are present in

the classrooms on time.53

6.2 Educational Challenges

Availability of adequate physical resources in quality and quantity as well as

their maintenance is a common challenge to Islamic schools in Nigeria. Al-Iman is

not an exception in this. It faces the challenge of inadequate land space, library

materials, staff offices, and science/computer laboratories among other physical

resources.54 The inadequacy in physical resources, over-crowded classrooms and

continuous admission of students round the year are contributing factors for the

gradual falling of educational standard in the school.

The Principal, however, did not agree with the allegation of falling standard in

Al-Iman. He views such as a misconception which came as a result of establishment

of some new schools in the town and expresses his stand thus:

To me, the growing number of students in the school, professional and

qualitative teachers available, increment in their salary by the school and the
successes of the school in NECO and WAEC are good reasons to reject the
allegation of falling standard of education in Al-Iman.55

6.3 Economic challenges

The absolute dependence of the Management of Al-Iman on school fees for its

overhead costs, administrative operations and infrastructural development constitutes

13
its economic challenge.56 An additional source of income which is the assistance from

the proprietor comes only during critical conditions.57

Prudent management of resources is also identified as a challenge in the

school. This is manifested in the delayed payment of salaries in some months annually

and for many years. Though the management may attribute to lack of funds in the

school, its continuation of such for many sessions, may insinuate misappropriation of

resources. It should also be noted that the delay in payment of salary demoralises

staff.

The foregoing were the main challenges facing Al-Iman. The management of

the school is aware of and acknowledges some of these challenges and has been trying

to overcome them.

7.0 A Way Forward

Having delved into the successes and challenges of Al-Iman, it is now

appropriate to offer some suggestions which could serve as a way forward towards

sustaining and advancing the achievements and forestalling the challenges. Below are

these suggestions:

The Administration of the school should be reformed in such a way that

responsibilities of the management staff should be clearly stated and religiously

shared for the smooth running of the school. These management staff should always

update their professional skills. The management should be under a functional

governing board or council that supervises its practices and implementation of the

schools' policies.

Teachers should be motivated through cordial relationship and moral and

financial incentives to enhance teaching exercise. By so doing and through organising

14
workshops and seminars for them, sponsoring them to attend professional conferences

and allowing them to further their education, teachers would have been empowered to

represent the T-E-A-C-H-E-R attributes; Technical/tolerant, Enthusiastic,

Authoritative, Competent, Humble/humorous, Energetic and Resourceful.58

Proper record keeping through advanced modern techniques is paramount for

quality assurance in educational sector. Thus; the use of computer instead of manual

media in registration, compilation and computation of students' list and examination

results cannot be dispensed with. The school should introduce the use of the internet

and open a website that can give sufficient information about its history, structures,

programmes and activities to the world. This may be the intent of the former

Principal, when he suggested that the management of the school should keep abreast

of the current trends in Islamic and general education.59

Additional means of income should be pursued even if the fund accruing from

school fees suffices for the payment of staff salaries for maintenance and

developmental projects. To complement the existing means, the management should

establish good rapport with the government, PTA, Old Boys' Association, non-

governmental organisation (NGOs) and Muslim philanthropists for fund raising. It

can also venture into business to boost its economic strength.

Adequate physical resources in quality and quantity should be provided to

ensure quality and sustainable development in the school. The recommendations of

committees of interview on admission of students and recruitment of staff should be

duly considered in the exercise and the crowded classes should be decongested to

ensure quality control in teaching and learning exercise.

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 Islamisation of modern (westernised) sciences is of paramount importance in

shaping the ideology of students and checkmating the extremist abhorrence of

'western civilisation' by our youth. Some Model Islamic Schools have already started

the exercise and produced some Islamised science textbooks at primary level in

implementation of the various world conferences on Muslim education.60

The Islamic Education Trust (IET) has critically examined the syllabi of

subjects such as Health Science, General Science, Agricultural Science and Social

Studies and subjected them to rigorous Islamic revision. The revised syllabi have

since been adopted.61 Al- Iman can collaborate with the body to share ideas in order to

set the practice in motion. Adebayo has revealed the following information:

After the successful implementation of the Islamization of knowledge

programme in the IET pre-primary and primary schools, it started selling the
idea to other private Islamic schools in the country by compiling the list of the
schools and inviting them to a national seminar on Islamization of knowledge
in 1994. The 1995 seminar of same nature culminated in the birth of the
Nigerian Association of Model Islamic Schools (NAMIS) which is a
conglomerate of all registered private Islamic schools in Nigeria.62

8.0 Conclusion

The proliferation of Islamic Schools in Nigeria is a clear manifestation of the

current global Islamic resurgence. These schools therefore, need special attention and

proper funding and coordination to achieve their aims and objectives. Their students

should be well trained to represent true Islamic teachings and be able to contextualise

them with the modern realities in educational and social settings.

Al-Iman has made a giant step towards the realisation of its aims and

objectives. It has contributed immensely in the provision of qualitative Islamic

education combined with modern science education to Nigerians from Nasarawa State

and beyond. Al-Iman also provides Nigerian tertiary institutions with qualified

16
candidates and thereby contributes to the country with a formidable work force and

manpower in educational sector and civil service in general.

Female education in Arabic and Islamic Studies and modern science has also

been greatly facilitated by Al-Iman as it opens all its programmes at all levels to the

females' wing of the community.

This paper commends the efforts of the proprietor of Al-Iman in providing

education to Nigerians and appeals to him to benefit from the current trend in Nigeria

to establish a private University of the same or more advanced model to cater for its

(Al-Iman) graduates among others. It also appeals to the Muslim community in Lafia

and Nasarawa State to follow suit in establishing schools of Al-Iman's model to

maximize its benefits and provide for a healthy competition which shall surely assist

in upgrading its standard and overcoming its challenges.

Allah knows the best.

17
Notes and References

1
Ogunyemi, B., "50 Years of Nigerian Education" in The National Scholar, ASUU, vol.7, No.1,
November, 2010, p.11
2
Ekundayo, H. T., "Administering Secondary Schools in Nigeria for Quality Output in the 21st
Century: The Principals' Challenge" in European Journal of Education Studies, Ozean Publication, 2
(3) 2010, pp. 189-190.
3
Adebayo, R. I., "The Influence of the World Conferences on Muslim Education on Islamic
Education in Nigeria" in L. M. Adetona, Islamic Studies in contemporary Nigeria: Problems and
prospects, Lagos: Alamsec Gen Concept Ent., 2007, p.2
4
Ibid., p.136
5
Aminu Ya'u Chiranchi, "Developing Physical Resources in Muslim Private Schools in Nigeria," in
Al-Ijtihad, the Journal of the Islamization of Knowledge and Contemporary Issues. Kano: IIIT Nigeria
Office, Vol. 6, July 2005. Pp. 138, 140, 144
6
The writer is aware of two undergraduate projects devoted to it; one in the Islamic University in Niger
Republic, 2005 and the other in the University of Abuja in Nigeria, 2009.
7
Ministry of Information and Internal Affairs, Jos, This is Lafia, Zaria:Gaskiya Corporations, 1974
8
The last is called differently by different researchers. Some call it new Islamic school. See Masooda
Bano, Engaged but Yet Disengaged: Islamic Schools and the State in Kano, International Development
Department, University of Birmingham, 2009. pp. 9-13. M. S. Umar, Profiles of New Islamic Schools
in Northern Nigeria. Pp.15-29.
9
It should be noted that some researchers mentioned 2nd October, 1991 as the date of the establishment
of Al-Iman but did not refer to any source. This account is unfortunately a wrong one. See A. S. Idris,
et al., "Eastern Education in Nasarawa State" in Akinwumi O, et al., (eds.) Studies in the History and
Culture of the Peoples of Nasarawa State, Zaria: ABU Press Ltd, 2010, p. 204
10
Muhammad Sani Idris, (40) the Director of El-Kanemi College of Islamic Theology Maiduguri, and
the pioneer Headmaster and Principal of Al-Iman, gave the account in an interview with him on
02/12/2010.
11
Ahmad Rufai Tijjani, (38) The Principal of Al-Iman (2003 to date) in an interview conducted in his
office on 05/12/2011
12
Ibid.
13
M. S. Idris and A. R. Tijjani in the interviews mentioned above.
14
A. R.Tijjani, in the interview mentioned above.
15
Jamilu Aliyu, (37) The coordinator of JSS Al-Iman and the former, Vice Principal and Headmaster
of the school, in an interview conducted in his residence in Lafia on 20/11/2010
16
The account which narrates that Al-Iman Secondary School operates two sections namely; 'regular
secondary school and tahfeez secondary school …' is inaccurate. See A. S. Idris, et al., "Eastern
Education …" p.207
17
See A. R. Tijjani, The Principal Welcome Address during the visit of the Proprietor to the school
delivered on 12/03/2009. p.2
18
The writer of this paper headed this section from 1997 to 1998.
19
The statistic was gathered for this study with the help of some staff of the school.
20
Auwal Abdur-Razzaq, (29) a pioneer student of Al-Iman, its first Head Boy and presently a 400 level
Microbiology Student, Nasarawa State University, Keffi, in an interview conducted at his residence in
Lafia on 19/12/2010. Jamilu Aliyu in the interview mentioned above.
21
Auwal Abdur-Razzaq in the interview mentioned above.
22
M. S. Idris and Auwal Abdur-Razzaq in the interviews mentioned above.
23
Shakir Muhammad Jumu'ah, The Head of Tahfiz Section, Al-Iman School Lafia. "A History of the
Tahfiz Section of Al-Iman school Lafia", delivered on 12th may, 2009, pp. 4-5
24
Jamilu Aliyu in the interview mentioned above
25
This can be testified by anybody who visits the school.
26
See Ekundayo, H. T., "Administering Secondary Schools in Nigeria…," p. 188.
27
He has been one of the long serving teachers of Qur'an and Islamic Studies and a Vice-Principal in
Al-Iman. He taught in the school since 1994. He is presently a lecturer of Islamic Studies in Nasarawa
State University, Keffi.
28
He confirmed this in a conversation with him on 27th February, 2011.
29
As conveyed to me by the principal in a phone conversation on 27/02/2011
30
Jamilu Aliyu, in an interview mentioned above.

18
31
See for details, Jamilu Aliyu, "The Role of Private Schools towards the Development of Education:
A Case Study of Al-Iman School Lafia." An Undergraduate project submitted to the Department of
Sociology, University of Abuja, 2009, pp. 38-40.
32
A. R. Tijjani, in an interview mentioned above.
33
The principal, Al-Iman School Lafia Welcome Address during the Proprietor's visit to the school
delivered on 12/05/2009
34
This happened when the present writer was the Head of Tahfīz section in the school. And the lady is
now a lecturer in Arabic Studies Unit of the Nasarawa State University, Keffi.
35
S. M. Jumu'ah, Head of Tahfīz section of the school, listed fourteen (14) female memorizers
produced from the school as at May 2009. See, Jumu'ah, History…, p.5
36
The information is gathered by this study through the help of some staff of the school.
37
This study gathers the information from many graduates of the school with the assistance of
Abubakar Hussaini and with collaboration with the officials and staff of Al-Iman.
38
Ibid.
39
Ibid.
40
Ibid.
41
Ibid.
42
Sadiq Muazu, the Secretary to the Principal provided this information on 05/12/2010
43
That was on the 2nd August, 2010 as indicated in the appointment letter.
44
These are Al-Iman Schools in Keffi, Nasarawa, Nasarawa Eggon, and Azara of Nasarawa State; Al-
Iman Schools in Kurgwi and Shendam of Plateaus State; Al-Iman Schools in Jalingo, Wukari, Donga,
Mutun-Biyu of Taraba State; Al-Iman School in Kura, Kano State
45
Like Fatima Ma'aji and Amina Akuwa who work in Dalhatu Araf Specialist Hospital (DASH) Lafia.
46
This is alleged by some students and staffers of the school who prefer anonymity.
47
M.S. Idris in the interview mentioned above.
48
Ibid.
49
Auwal Abdur-Razzaq supported this view in the interview mentioned above.
50
M. S. Idris in the interview mentioned above.
51
Many parents as well as staff and old boys of the school support this assertion.
52
Ekundayo, H. T., Administering Secondary Schools…, p.190
53
This is gathered from many staff working in the school. Some suggest that this is probably because
the current Principal is not properly settled in such professional expertise, though he had been in the
system for a long time. He holds B. A. and M. A. in Islamic Studies and has recently concluded Post
Graduate Diploma in Education (PGDE). He has also headed Al-Iman Schools in Wukari and Keffi.
54
These and other challenges are contained in the school's Parents' Newsletter of 27/07/2010, The
"Principal's Speech" on Speech and Prize Giving Day for 2009/10 Session delivered on 27/07/2010,
and the "Situational Report about Al-Iman School Lafia" addressed to the Executive Governor of
Nasarawa State, dated 26/03/2009. All these documents are graciously supplied by the Principal.
55
A. R. Tijjani, in the interview mentioned above.
56
The principal's Speech on the Speech and Prize Giving Day for 2009/10 Session delivered on
27/07/2010, p.4
57
The Principal in the interview mentioned above.
58
See the elaboration of these attributes in U. A. Agidagba, Moral Conduct in Teaching,
http://www.khulafau.org/publications/moral-conduct-in-teaching.pdf assessed 05/12/2010, pp.8-9
59
A suggestion given in the interview mentioned above.
60
R. I. Adebayo, "The Influence Of The World Conferences…," p.7
61
Ibid.
62
Ibid.
http://www.khulafau.org/publications/moral-conduct-in-teaching.pdf

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