Teacher Education and Sustainable Arabic Studies in the Nigerian Educational System

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dc.contributor.authorJAMIU, Akano Ishaq
dc.date.accessioned2023-08-28T14:31:39Z
dc.date.available2023-08-28T14:31:39Z
dc.date.issued2016-12
dc.descriptionThe National Policy on Education (2004) states that “No educational system can rise above the quality of its teachers and as such teacher education will continue to be given a major emphasis in all its educational planning”. Teacher education therefore becomes an enviable channel through which a nation could realize not only her overall educational goals, but more importantly, her overall national objectives as a nation. Language is a very crucial and usually a very controversial one in many nations of the world today. Thus, its relevance and importance cannot be rubbished away in any society. In the Nigerian society, some languages, whether foreign or local, have become very relevant because of their importance and deep-rooted connection with the populace. Arabic is one of such languages, for a larger percentage of Nigerians need it in their academic, social as well as religious pursuit. In this paper, therefore, the sustainability of Arabic as a school subject is critically examined and the need for government to accord Arabic language its rightful position in the present Nigerian educational system.
dc.description.abstractIntroduction; The concepts of sustainability and sustainable development; Teacher education in Nigeria; The concept of teacher education; The objectives of teacher education; Conclusion; Recommendations; References.
dc.identifier.urihttps://nigeriareposit.nln.gov.ng/handle/20.500.14186/888
dc.language.isoen
dc.publisherDepartment of Arabic Studies, Emmanuel Alayande College of Education Oyo, Oyo State:
dc.titleTeacher Education and Sustainable Arabic Studies in the Nigerian Educational System
dc.title.alternativePacesetter: Journal of Emmanuel Alayande College of Education. Vol. 20, No. 1, December, 2016. Pg. 83-94
dc.typeArticle
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