International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VIII, August 2022 | ISSN 2454–6186

The evolution of Islamic Education in Northern Ghana

Imoro Fatawu* and Abubakari Yushawu
Department Social Sciences E.P. College of Education, Bimbilla, Ghana
*Corresponding Author

Abstract: This study examined the evolution of Islamic Education in Northern Ghana. It traced the history of Islamic Education through missionaries responsible for the introduction of Islamic Education, the methodology of instruction, the organisation of content and funding among others. It further looked at the rejection of western style of secular education by parents and early Islamic converts and their teachers. The study adopted qualitative methodology and used historical research design. A sample of 24 participants were purposively selected and interviewed. Data was also obtained from documentary analysis of articles, journals, archival records, books, letters and minutes from education commissioners of the northern territories. It was found that the Hausa, the Wangara, the Larbanga, etcetera who were mostly traders were those who introduced Islam and Islamic education in Northern Ghana, the kind of education introduced were neither organised nor formal and funding was done by the local people while the chiefs provided land to support the educational efforts of the missionaries. It was recommended that Ghanaian traders both men and women should emulate the example of the earlier traders by funding Islamic education not only in Northern Ghana but also the entire country.

Key words: Islamic Education, Northern Ghana, Zong Karim, Mallam.

I. INTRODUCTION

The Northern Ghana (NG) is the area situated north of the Black Volta River and the Volta Lake. It is divided geographically into five major regions. Viz: Northern Region, Upper East, North East, Upper West and the Savanna regions. There are about forty ethnic groups in these regions, each with their own distinctive languages. Among the various Northern Tribes are Islamic scholars who are also Islamic educators. Some major tribes in the north that influence Islamic education include: Gonja, Dagomba, Nanumba, Mampurusi, and the Waala.
Northern Ghana, (the five northern regions) covers about 133,564km2 and shares boundaries with Burkina Faso to the north; Togo to the East and Cộte D’ivoire to the West. Within Ghana, it shares boundary with Bono, Bono East and Oti Regions of Ghana. The area has a population of about 4,228,116.00 which represents 17.5% of Ghana’s population. The total Muslim population of NG is hovering around 2,038,794.086 and this represents 48.22% of the population of NG (Nortey, 2015). Comparatively, the Muslim Population is very significant and is mainly dominated by Muslims who have established a number of Islamic Mission schools under