ABSTRACT
This chapter examines the contributions of private Arabic schools (PASs) to the survival of Arabic education in the South West region of Nigeria. It also seeks to answer whether the schools’ curricular activities are conducive to teaching and learning. Finally, it identifies some of the challenges facing the schools. School data was collected using a variety of tools (including questionnaires, interview schedules and assessments of school documents) to answer these questions. The data examined the aims of the schools, learners’ experiences, curriculum content, the teaching process and school textbooks. The study population included PASs in the South West region of the country. The sample was made up mostly of graduates of the schools who teach Arabic and Islamic Studies in South West Nigeria. The findings suggest that PASs have contributed immensely to the survival of Arabic education in the area under review, as at one time or another 94.59% of the university staff respondents had attended a PAS. Only a small percentage (5.41%) of the staff respondents did not attend a PAS. The findings also showed that many graduates who could further their education level occupy important positions in the country. Without the PASs, Arabic education cannot survive, not only in the region examined, but also within the country at large. It is recommended that the federal and state governments of Nigeria promote Arabic education by funding the PASs and that Nigerians should address the misconception that Arabic is meant only for religious purposes. Finally, modern methods of teaching involving technology-based approaches should be introduced into PAS classrooms.
