Mission-state Relations in Education: A Historical Study of Islamic Education in Northern Ghana

Abstract

The purpose of this study was to assess Islamic Mission relations with the State in the provision of Islamic religious and secular education in Northern Ghana. The critical importance of gleaning a better understanding of Islam and the perceived backwardness of Muslims in Ghana, notwithstanding the kind of education they (Muslims) pursue, motivated the study. The researcher used the qualitative historical research approach. Twenty (20) participants were purposively selected for semi-structured individual interviews and sevenmember focus group was also purposively selected for focus group discussions. So in all (27) participants were interviewed. Data was also collected from documents like articles, letters, newspapers, journals, periodicals, articles, journals, letters, periodicals, newspapers, and archival records. Inductive analysis resulted in the emergence of patterns and themes relative to the introduction of Islamic education and the management of Islamic education in Northern Ghana. It was found that participants showed mixed feelings about Mission-State relations in the provision of Islamic and secular education in Northern Ghana. While some felt the relations were positive, others disagreed, and some felt it was positive to some extent. Again, it was revealed that the Hausa, the Wangara, the Larbanga and other traders, brought Islam and her education to Northern Ghana. It was further indicated that colonial government did not manage Islamic education well. However, post-colonial government demonstrated interest in the growth and development of Islam and Islamic education. It was recommended that government should work with the Missionaries to improve the relations.