CHAPTER THREE

3.1 Emergence and Study of Faith-Based schools in Oro, 1990-2024

The emergence of faith-based schools began in the early 1940s with the
development of faith-based schools in Oro and was influenced by both religious
and educational factors. Although religious bodies had been involved in
educational activities before the 1990s, the foundation for the growth of modern
faith-based schools had already been laid through the efforts of Christian and
Muslim organizations within the community.

Evidence from oral interviews revealed that faith-based schools began to gain
prominence in Oro during the early 1980s. One of the key figures associated with
this development was the late Imam Adam Adeyiola, the former Chief Imam of
Oro Kingdom, who established Jamat Nasril Islam Grammar School, Okeola Oro,
all the way back in 1981. The establishment of this school marked an important
stage in the expansion of Islamic-based education within the community.
Similarly, Christian organizations have also contributed to educational
development through schools such as Christian Comprehensive High School,
Ijomu-Oro.¹

The emergence of faith-based schools in Oro did not occur by chance. Several
factors contributed to their establishment. According to information obtained from
respondents, the presence of numerous Arabic schools (Madrasas) in Oro created a
strong foundation for Islamic education. In addition, many indigenes of Oro had
travelled to places such as Ilorin, Abeokuta, Iwo, and Lagos where they were
exposed to both Western and Islamic education. These experiences influenced their
desire to establish schools that would combine religious instruction with formal
academic learning.²

Among the earliest faith-based schools established in Oro were the Muslim
Community Primary School, Oro, founded in 1947, Jamat Nasril Islam Grammar
School, Okeola Oro, established in 1981, and Ansarul Islam Secondary School,
Ijomu-Oro. These institutions played a significant role in increasing educational
opportunities for members of the Muslim community while also promoting
religious values and moral discipline.³
The establishment of these schools was made possible through the efforts of
notable individuals and religious organizations. Respondents identified
personalities such as the late Imam Adam Adeyiola and the late Imam
Abdulkareem Aribidesi of Okeola Oro as important pioneers of Islamic education
in the community. Religious organizations such as Jamatul Nasril Islam (JNI) and
Ansarul Islam Society also contributed significantly to the founding and
management of schools. On the Christian side, the Anglican Church and the
Catholic Church continued to support educational development through the
establishment and maintenance of mission schools.⁴

The response of the community to the establishment of faith-based schools was

generally positive especially among Muslim members of the community. Interview
findings showed that many residents welcomed the development, in Muslim-
dominated areas such as Okeola Oro, Ijomu-Oro, Isalemole in Otun Oro, and
Agbeola Oro. This positive reception was partly because many of the earlier
schools available in the area were Christian mission schools. The establishment of
Islamic faith-based schools therefore provided Muslim families with educational
institutions that reflected their religious beliefs and values.⁵

Despite their importance, the early faith-based schools faced several challenges.
Low student enrollment, shortage of qualified teachers, and inadequate funding
were among the major problems encountered during their formative years. Like
many developing schools in rural communities, these institutions struggled to
obtain sufficient resources for effective administration and teaching.⁶

However, the schools survived largely because of community support and

collective efforts. Wealthy Muslims and other concerned members of the
community contributed towards the development of the schools through the
donation of buildings, educational materials, and financial assistance. Some also
helped in recruiting part-time teachers to address the shortage of qualified
personnel. These efforts strengthened the schools and enabled them to continue
operating despite the challenges they faced.⁷

By the 1990s, faith-based schools had become increasingly recognized and

solidified as important educational institutions in Oro. Their emphasis on academic
learning, moral training, and religious values attracted growing support from
parents and community members. This early foundation later contributed to the
expansion and consolidation of faith-based education in Oro between 1990 and
2024.
3.2 Expansion of Faith-Based Schools in Oro (1990–2024)

Following their emergence and early growth, faith-based schools in Oro

experienced significant expansion between 1990 and 2024. This expansion was
reflected in an increase in student enrollment, the establishment of additional
schools, improvement in educational facilities, and growing community
acceptance. During this period, faith-based schools became an important part of the
educational system in Oro and contributed to meeting the educational needs of the
population.
One of the major factors responsible for the expansion of faith-based schools was
the emphasis placed on moral and character development. According to
information obtained through oral interviews, many parents preferred faith-based
schools because of their commitment to teaching good morals and instilling
positive societal values in children from an early age. Respondents noted that these
schools were not only concerned with academic achievement but also with the
moral upbringing of students. This combination of academic and moral education
made faith-based schools attractive to many families within the community.

Another factor that encouraged expansion was the academic success recorded by
many faith-based schools. Interview findings revealed that students from these
schools consistently performed well in external examinations such as the West
African Senior School Certificate Examination (WASSCE) and the National
Examination Council (NECO) examinations. As a result, public confidence in
faith-based schools increased, leading to higher student enrollment.

The strong academic performance of students helped change the perception of

many parents and encouraged them to enroll their children in such schools.²

Community support also played an important role in the growth of faith-based

schools in Oro. Respondents explained that host communities actively contributed
to the development and maintenance of these schools. Such contributions included
the construction and maintenance of school buildings, provision of science
laboratories, well-equipped libraries, sports facilities, and scholarships for
deserving students. Through these efforts, many which are held yearly usually at
community meetings demonstrates their commitment to educational development
and helped improve the quality of learning within the schools.³

The success achieved by the early faith-based schools further encouraged the
establishment of additional institutions within the community. According to
respondents, the positive reputation of pioneer schools motivated religious
organizations and community leaders to invest in new educational projects. This
led to the emergence of more faith-based schools across Oro. An example is the
establishment of Anglican Girls Grammar School, Iludun Oro, which expanded
educational opportunities, particularly for female students. The establishment of
such schools reflected the growing confidence of both religious bodies and
community members in the faith-based educational system.⁴

The expansion of faith-based schools also brought improvements in infrastructure

and educational services. As enrollment increased, many schools invested in
additional classrooms, libraries, laboratories, and sporting facilities to
accommodate the growing number of students. Some schools also introduced
scholarship programmes and extracurricular activities aimed at promoting
academic excellence and holistic development. These improvements helped
strengthen the position of faith-based schools within the educational landscape of
Oro.
Despite this progress, respondents observed that some challenges continued to
affect the growth of faith-based schools. One issue frequently mentioned was the
impact of government takeover policies on some schools originally established by
religious organizations. According to respondents, government control sometimes
weakened the original vision and mission of the schools, while inadequate
maintenance of infrastructure also affected educational standards.

Nevertheless, many faith-based schools continued to expand through the support of

religious bodies, parents, and community members.⁵
Overall, the period between 1990 and 2024 witnessed considerable expansion in
faith-based education in Oro. Increased enrollment, improved academic
performance, strong community support, and the establishment of additional
schools all contributed to this growth. As a result, faith-based schools became
important institutions for educational development, moral training, and community
advancement within Oro.
3.3 Contemporary Developments in Faith-Based Schools in Oro (2010–2024)

The period between 2010 and 2024 witnessed significant developments in faith-
based schools in Oro. During these years, many schools introduced modern
educational facilities, adjusted their policies to align with contemporary
educational standards, and adopted programmes aimed at preparing students for the
demands of a changing society.

These developments helped strengthen the position of faith-based schools within

the educational system and contributed to their continued relevance in the
community.

One of the most notable developments during this period was the improvement of
educational facilities through the support of religious organizations and other
stakeholders. According to information obtained from oral interviews, various
faith-based organizations introduced intervention programmes aimed at improving
learning conditions in their schools. For example, In 2014, members of the
community donated heavily to selected schools in the town, and also the Kwara
State wing of the Jamatul Nasril Islam Society provided Information and
Communication Technology (ICT) facilities, furniture, and power generators to
schools under its management. Such interventions helped improve the learning
environment and provided students with access to modern educational resources.¹
The introduction of ICT facilities represents an important shift in the educational
approach of many faith-based schools. In an increasingly digital world, schools
have recognized the need to equip students with technological knowledge and
skills. The provision of computers and other digital learning tools has enhanced
teaching and learning activities while helping students become familiar with
modern technology. These developments have enabled faith-based schools to
compete more effectively with other educational institutions.

Another significant development has been the willingness of faith-based schools to

adapt to changing educational policies and standards. Traditionally, many of these
schools operated according to strict religious principles and doctrines. However,
respondents revealed that in recent years, several schools have modified some of
their practices in order to comply with government educational requirements and
promote inclusiveness. For instance, many Muslim-owned schools now offer
Christian Religious Studies (CRS), while some Christian-owned schools also
accommodate students from different religious backgrounds and encourage
religious tolerance.
This adjustment reflects the growing recognition that schools must balance
religious identity with national educational objectives. By adopting more inclusive
practices, faith-based schools have been able to attract students from diverse
backgrounds while maintaining their religious values and moral teachings.
Contemporary developments have also been observed in the academic programmes
offered by faith-based schools. Interview findings revealed that many schools have
reduced excessive subject loads and shifted greater attention towards practical and
skill-based education. This change is consistent with broader educational reforms
aimed at preparing students for employment, entrepreneurship, and self-reliance.
As part of these efforts, many faith-based schools have introduced basic digital
literacy programmes and vocational subjects into their curriculum. Students are
increasingly exposed to practical skills that can help them function effectively in
modern society. Vocational and trade-related subjects provide opportunities for
students to develop useful skills beyond traditional classroom learning.

These programmes have become particularly important in a period characterized

by technological advancement and changing labor market demands.
The introduction of skill-based learning has also contributed to a more balanced
educational system within faith-based schools. While academic excellence remains
a major objective, schools now place greater emphasis on practical knowledge and
career development.

This approach is intended to produce graduates who are not only academically
competent but also capable of contributing meaningfully to society.
Furthermore, the period witnessed improvements in school management and
educational planning. Many faith-based schools strengthened their administrative
structures, improved teacher supervision, and invested in staff development
programmes. These efforts have contributed to better educational outcomes and
enhanced the reputation of faith-based schools within Oro and beyond.
Despite these achievements, challenges such as funding, maintenance of facilities,
and compliance with changing educational regulations still exist. Nevertheless, the
ability of faith-based schools to adapt to modern realities demonstrates their
commitment to educational development and continuous improvement.
3.4 Role of Religion and Religious Institutions in the Development of Faith-
Based Schools in Oro (1990–2024)

Religion and religious institutions have played a significant role in the

development of faith-based schools in Oro between 1990 and 2024. Both Christian
and Islamic organizations have contributed to the establishment, growth,
administration, and sustainability of schools within the community. Their
involvement has gone beyond religious instruction to include financial support,
infrastructural development, moral training, and educational advancement.

The development of faith-based schools in Oro was largely influenced by the

activities of religious leaders and organizations. Oral interview findings revealed
that prominent Islamic scholars such as the late Imam Adam Adeyiola, the former
Chief Imam of Oro Kingdom, and the late Imam Abdulkareem Aribidesi of Okeola
Oro played important roles in promoting Islamic education within the community.
Through their efforts, schools such as Jamat Nasril Islam Grammar School, Okeola
Oro, and other Islamic educational institutions were established to provide both
religious and Western education to students.

Apart from individual religious leaders, organized religious bodies also contributed
significantly to educational development. Respondents identified organizations
such as Jamatul Nasril Islam (JNI) and Ansarul Islam Society as major promoters
of Islamic education in Oro. These organizations assisted in the establishment and
management of schools and encouraged members of the Muslim community to
support educational development. Similarly, Christian organizations such as the
Anglican Church and the Catholic Church played important roles in establishing
and maintaining mission schools within the community.

One of the most important contributions of religious institutions has been the
provision of financial support to schools. According to respondents, churches,
mosques, and religious societies regularly assist schools through scholarships and
financial aid to deserving students. These scholarship schemes have helped many
students from less privileged backgrounds gain access to quality education. Such
support has also reduced the financial burden on parents and encouraged higher
school enrollment.

Religious institutions have also contributed to infrastructural development within

schools. Interview findings indicated that churches and Islamic organizations have
supported the rehabilitation of dilapidated school buildings and the construction of
religious facilities such as chapels and mosques within school premises. These
efforts have helped improve the learning environment and create conditions that
support both academic and spiritual development. In addition, some religious
bodies have donated educational materials such as chalkboards, chalks, markers,
exercise books, and other teaching aids required for effective learning.⁴
Another important area of contribution is the promotion of discipline and moral
values among students. Faith-based schools are generally known for emphasizing
good character, honesty, responsibility, respect for elders, and obedience to
authority. Religious institutions work closely with Parent-Teacher Associations
(PTAs) and school management to maintain discipline within schools. Through
regular religious activities, counseling, and moral instruction, students are
encouraged to develop positive attitudes and behaviors that contribute to their
personal growth and social responsibility.⁵

The influence of religion is also visible in the administration and management of

faith-based schools. Religious organizations often participate in decision-making
processes concerning school development, staff welfare, and student affairs. Their
involvement helps ensure that schools remain committed to the visions and
objectives upon which they were founded. In many cases, religious values continue
to guide school policies and educational practices.

Furthermore, religious institutions have contributed to community development

through education. By establishing schools, providing scholarships, supporting
infrastructure, and promoting moral values, they have helped improve literacy
levels and educational opportunities within Oro. Their activities have
complemented government efforts and strengthened the overall educational system
in the community.
3.5 Government and Community Involvement in Faith-Based Schools in Oro
(1990–2024)

The development and sustainability of faith-based schools in Oro between 1990

and 2024 were influenced not only by religious organizations but also by the active
involvement of government agencies and local communities. Both groups
contributed in different ways to the growth of these schools and their ability to
provide educational services to members of the community.
Government involvement in faith-based schools has largely been through
administrative supervision and educational support. According to information
obtained through oral interviews, the government plays important roles in the
placement, transfer, discipline, and remuneration of both teaching and non-
teaching staff in some faith-based schools. Through these responsibilities,
government authorities help ensure that schools operate within approved
educational guidelines and standards.¹
Apart from personnel management, the government has also contributed to
infrastructural development within some faith-based schools. Respondents noted
that government agencies have assisted in the rehabilitation of dilapidated school
buildings, construction of new classrooms and administrative blocks, and the
provision of school buses. These interventions have helped improve the learning
environment and support educational activities in some institutions. Such
assistance demonstrates the government's recognition of the important role faith-
based schools play in educational development.
The local community has also made significant contributions to the growth and
sustainability of faith-based schools in Oro. Interview findings revealed that
community members often work closely with Parent-Teacher Associations (PTAs)
to support school development projects. Through this partnership, communities
assist in the provision of teaching and learning materials and sometimes contribute
towards the employment of part-time teachers where there is a shortage of staff.²
Community involvement reflects the long-standing tradition of communal
participation in educational development within Oro. Residents generally regard
schools as important institutions for community growth and therefore consider it
necessary to support their activities. The willingness of community members to
contribute resources and services has helped many faith-based schools address
some of the challenges associated with funding and staffing.
Furthermore, the relationship between schools and their host communities has
encouraged greater participation in educational programmes. Parents, community
leaders, religious organizations, and school management often cooperate in
promoting educational activities and ensuring the smooth operation of schools.
This collaboration has strengthened the position of faith-based schools within the
community and contributed to their continued growth.
Despite these positive contributions, respondents expressed concerns regarding the
impact of certain government educational policies on faith-based schools.
According to interview findings, some educational policies introduced by the
government have affected the quality and disciplinary standards traditionally
associated with faith-based schools. One example frequently mentioned was the
reduction or elimination of corporal punishment in schools. Respondents argued
that this policy contributed to an increase in student indiscipline and made it more
difficult for schools to enforce strict behavioral standards.³
In addition, some respondents believed that government policies and
administrative control occasionally limited the ability of faith-based schools to
operate fully in accordance with the visions and principles of their founders. They
argued that certain regulations reduced the autonomy of school management and
affected the distinctive religious and moral character that originally attracted many
parents to these schools.

Nevertheless, faith-based schools in Oro have continued to thrive through the

combined efforts of religious organizations, government agencies, community
members, and parents. The cooperation among these stakeholders has contributed
to educational development, infrastructural improvement, and increased access to
quality education within the community.

NOTES AND REFERENCES

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2. Fafunwa, A. Babs. History of Education in Nigeria. London: George

Allen & Unwin, 1974.

3. Akintoye, S.A. A History of the Yoruba People. Dakar: Amalion

Publishing, 2010.

4. Peel, J.D.Y. Religious Encounter and the Making of the Yoruba.

Bloomington: Indiana University Press, 2000.

5. Falola, Toyin. The History of Nigeria. Westport: Greenwood Press,

1999.

6. Fajana, A. Education in Nigeria 1842–1939: A Historical Analysis.

London: Longman, 1978.

7. Babalola, J.B. “Missionary Activities and Educational Development

in Nigeria.” Journal of Religion and Education.

8. Oyetade, S.O. “Religion and Educational Development in

Yorubaland.” Journal of Yoruba Studies.

9. Sanusi, S.O. “Islamic Education and Muslim Communities in

Nigeria.” Ilorin Journal of Religious Studies.

10. Ozigi, A.O. and Ocho, L. Education in Northern Nigeria. London:

George Allen & Unwin, 1981.

11. Federal Republic of Nigeria. National Policy on Education. 6th

Edition. Abuja: NERDC Press, 2013.
12. Kwara State Ministry of Education. Annual Educational Reports.
Ilorin: Ministry of Education.

13. Irepodun Local Government Education Authority. Educational

Development Records. Omu-Aran.

14. National Teachers' Institute (NTI). Teacher Education and

Educational Development in Nigeria. Kaduna.

15. Historical Development of Private Secondary Schools in Nigeria.

Journal of Learning and Teaching.

16. Mission Schools in Nigeria: Past and Present. Scholarly Journal of

African Historical Development Studies.

17. The Historical Trajectory of Christian Education in Nigeria. Nigerian

Journal of Education and Development.

18. Return of Schools to Missions in Nigeria: Implications for

Educational Development. Historical Research Journal.

19. Self-Help in the Development of Western Education in Offa and

Ilorin, Kwara State, Nigeria. Port Harcourt Journal of History and
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20. Private Sector Participation in Secondary Education in Nigeria.

International Journal of Development Studies.

21. Kwara State College of Education, Oro. Historical Background and

Academic Handbook.
22. School Records of Jamat Nasril Islam Grammar School, Okeola Oro.

23. School Records of Muslim Community Primary School, Oro.

24. School Records of Ansarul Islam Secondary School, Ijomu-Oro.

25. Oral Interview with Mr Musbau Olasunknmi Yusuf, former teacher

at Jamat Nasril Islam Grammar School, Okeola Oro.

26. Oral Interview with Mr Kehinde Aribidesi, Vice Principal of Jamaat

at Jamat Nasril Islam Grammar School, Okeola Oro. 13th June 2026.

27. Oral Interview with Mr Saheed Olaiya, Teacher, Muslim

Community School, Okeola Oro. 8th June 2026.
28. Oral Interview with Mrs Monsurat Madandola, Principal 8th June
2026.

29. Oral Interview with Mrs Anne Adewuyi, a retired teacher. 4th June
2026.

30. Oral Interview with Mr Adeoye K.J, Former Principal. 13th June
2026.

31. Oral Interview with Mr Abdulsalam Musbau Kehinde Retired

teacher and principal. 13th June 2026.

32. Oral Interview with Pastor Olayioye Asanlu, St Andrews Diocese. 5th
June 2026.
33. Oral Interview with Mrs Alebiosu Grace Former teacher. 5th June
2026.

34. Oral Interview with Mr Ibrahim Razaq, Teacher.5th June 2026.

35. Oral Interview with Ganiyu Olawale Mustapha, Teacher, at Jamat
Nasril Islam Grammar School, Okeola Oro, 5th June 2026.

36. Oral Interview with Imam Ismail Olabode Akoshile, Chief Imam,
Oke Ola Oro. 5th June 2026.

37. Oral Interview with Alhaji Taiwo Mustapha, Community Leader,

Oro Descendants Union (ODU) 3rd June 2026.

38. Oral Interview with Alhaji S.B. Kadir, Chairman. 31st May 2026.

39. Oral Interview with Alhaji Raji Olayemi Ibrahim, Chairman,

Financial Committee, Jamat Nasril Islam Grammar School, Okeola Oro.
1st June 2026.

40. Oral Interview with Mr John Adefila, Christian Comprehensive High

School, Ijomu Oro. 1st June 2026.