Evaluation of arabic language curriculum in selected universities in Nigeria and its relevance to the national policy on education (NPE)

Abstract

This study attempts to evaluate the design and implementation of Arabic education and its curriculum in an effort to revive the curricular of Arabic education in Nigerian higher education system. It is undertaken in the context of the persistence request from various intellectuals and educators to revitalize the curriculum of Arabic language in Nigerian universities in order to be inconformity with the aims and objectives of the Nigeria’s National Policy on Education (NPE). The study explored illuminative evaluation model by using triangulation mix-method approach of both quantitative and qualitative paradigms. The qualitative aspect consists of the review of necessary documents on Arabic language and semi structured interview for the Arabic teachers and Arabic students of the selected universities. The language programme officer in the National University Commission was also interviewed. The quantitative aspect measured the language needs analysis of the students by using descriptive statistics. The major findings of the study have both strengths and weaknesses. Among the strengths are; lecturers’ involvement in the curriculum review, Arabic as a general course, Extra-curricular activity and Teacher-student’s relationship while the weaknesses include, lack of practical curriculum content, lack of native speakers’ support, lack of acculturation programme, lack of community input, disparity in admission criteria, inadequate resource materials and facilities, ineffective methods of teaching second language and using other languages as medium of instruction in second language teaching. The study reveals that Arabic programme in Nigerian institutions is not in conformity with the aims and objectives of the NPE and the present Arabic curriculum has not been able to achieve the aims and objectives of teaching Arabic as a foreign language. The study recommends several suggestions for the development of the language in Nigeria and also proposes a framework for the proper integration of Arabic language into the Nigeria’s Universal Basic Education.