ISLAMIC RELIGIOUS STUDIES

JAMB SYLLABUS ON ISLAMIC RELIGIOUS STUDIES



GENERAL OBJECTIVES:

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Islamic Studies isto prepare the candidates for the Board’s examination. It is designed to test their achievement ofthe course objectives, which are to:

1. master the Qur’an and Sunnah as foundations of Islamic and social life;

2. be familiar with Islamic heritage, culture and civilization;

3. be acquainted with the tradition of Islamic scholarship and intellectual discourse;

4. demonstrate knowledge of Islamic moral, spiritual, political and social values;

5. be prepared to face the challenges of life as good practising Muslims.



DETAILED SYLLABUS

PART 1: THE QUR’AN AND HADITH
TOPICS/CONTENTS/NOTES
OBJECTIVES, Candidates should be able to:

1. Revelation of the Glorious Qur’an

(i) Visits of the Prophet (SAW) to CaveHira

(ii) His reaction to the first revelationand its importance

(iii) Different modes of revelation(Q.42:51): inspiration behind theveil, through an angel, etc.

(iv) Piecemeal revelation (Q.17:106)(Q.25:32)
(i) analyse the Prophet’s (SAW) visitsto Cave Hira and the purpose;

(ii) describe the Prophet’s reactionto the first revelation and itsimportance;

(iii) differentiate between the modes ofrevelation;

(iv) explain why the Glorious Qur’anwas revealed piecemeal.

1b. Preservation of the Glorious Qur’an

(i) Complete arrangement

(ii) Differences between Makkah andMadinan suwar

(iii) Recording, compilation and standardization of the GloriousQur’an

(iv) The role played by theCompanions of the Prophet (SAW)
(i) identify the personalities involved in thearrangement of the Glorious Qur’an;

(ii) differentiate between Makkan and Madinansuwar

(iii) analyse how the Glorious Qur’an was recorded,compiled and standardized;

(iv) evaluate the role played by the companions ofthe Prophet (SAW)

1c. Importance of the Glorious Qur’an

as a source of guidance in spiritual,moral, economic, political andsocio-cultural matters.
(i) examine the importance of the Glorious Qur’an.

1d. Proof of the Divine authenticity of theGlorious Qur’an (Q.4:82) (Q.41:42)

(i) Uniqueness of the GloriousQur’an (Q.39:27) (Q.17:88)(Q.75:16-19)

(ii) Divine preservation of the Glorious Qur’an(Q.15:9)
(i) evaluate the proof of the divine authenticity ofthe Glorious Qur’an;

(ii) evaluate the uniqueness of the Glorious Qur’an;

(iii) examine the ways by which the GloriousQur’an was preserved.

2. Tafsir

(i) Historical development of Tafsir

(ii) Importance of Tafsir

(iii) Types of Tafsir
(i) trace the origin and sources of Tafsir;

(ii) evaluate the importance of Tafsir

(iii) compare the types of Tafsir.

3. Introduction to Tajwid (Theory andPractice

(i) examine the meaning and importance ofTajwid

4. Study of the Arabic text of the followingsuwar/ayats with tajwid

(a) al-Fatihah (Q.1)

(b) al -Adiyat (Q.100)

(c) al -Qari’ah (Q.101)

(d) at -Takathur (Q.102)

(e) al -Asr (Q.103)

(f) al -Humazah (Q.104)

(g) al -Maun (Q.107)

(h) al -Kawthar (Q.108)

(i) al – Kafirun (Q. 109)

(j) al- Nasr (Q. 110)

(k) al -Masad ((Q.111)

(l) al -Ikhlas (Q.112)

(m) al -Falaq ((Q.113)

(n) an-Nas (Q.114)
(i) recite with correct tajwid the Arabic texts ofthe suwar;

(ii) translate the verses;

(iii) deduce lessons from them;

(iv) evaluate the teachings of the verses.

5. Study of the Arabic text of the followingsuwar/ayats with tajwid

(a) al-A’ala (Q.87)

(b) ad-Duha (Q.93)

(c) al-Inshirah (Q.94)

(d) at-Tin (Q.95)

(e) al-Alaq (Q.96)

(f) al-Qadr (Q.97)

(g) al-Bayyinah (Q.98)

(h) al-Zilzal (Q.99)

(i) Ayatul-Kursiy (Q.2:255)

(j) Amanar-Rasul (Q.2:285-6)

(k) Laqad jaakun (Q.9:128-129)
(i) recite with correct tajwid the Arabic texts ofthe suwar;

(ii) deduce lessons from them;

(iii) evaluate their teachings;

6. Hadith

(a) History of Hadith literature -Collection of Hadith from the time ofthe Prophet(SAW) to the period of thesix authentic collectors of Hadith

(b) Authentication of Hadith

(i) Isnad (Asma’ur-rijal)

(ii) Matn

(iii) Classification of Hadith into SahihHassan and Da’if
(i) evaluate the history of Hadith from the timeof the Prophet (SAW) to the period of sixauthentic collectors.

(ii) analyse the Isnad;

(iii) analyse the Matn;

(iv) distinguish between Hadith Sahih, Hassanand da’if.

(c) The relationship between Hadith and theGlorious Qur’an

(i) The importance of Hadith

(ii) The similarities and differencesbetween Hadith and the GloriousQur’an
(i) examine the importance of Hadith;

(ii) distinguish between Hadith and theGlorious Qur’an.

(d) The six sound collectors of Hadith –biographies and their works.
(i) evaluate their biographies and works

(e) Muwatta and its author – Thebiography of Imam Malik and thestudy of his book
(i) evaluate his biography;

(ii) analyse his work.

(f) The study of the Arabic texts of thefollowing ahadith from an-Nawawi’scollection: 1,3,5,6,7,9,10,11,12,13,15,16,18,19,21, 22,25,27,34, and 41
(i) interpret the ahadith in Arabic

(ii) apply them in their daily lives.

7. Moral lessons in the Glorious Qur’an andHadith

(a) General moral lessons contained in theadmonition of Sage Luqman to his son(Q.31:18-20).
(i) use the teachings of the verses in their dailylives;

(b) Goodness to parents (Q.17:23-24)
(i) apply the teachings of the verses to theirdaily lives;

(c) Honesty (Q.2:42)(Q.61:2-3)
(i) demonstrate the teachings of the verses intheir daily lives.

(d) Prohibition of bribery and corruption(Q:2:188),

alcohol and gambling(Q.2:219) (Q.5:93-94),

stealing andfraud (Q.5:41) (83:1-5),

smoking, drugabuse and other intoxicants (Q.2:172-173, 195 and 219) (Q.4:43) (Q.5:3)(Q.6:118-121)

arrogance (Q.31:18-19)and

extravagance (Q.17:26-27)(Q.31:18-19)

(e) Dignity of labour (Q.62:10) (Q.78:11)

Hadith from Bukhari and Ibn Majah:

“that one of you takes his rope…….”

“never has anyone of you eaten……”.
(i) apply the teachings of the verses in theirdaily lives.

(f) Behaviour and modesty in dressing(Q.24:27-31) (Q.33:59)
(i) demonstrate the teachings of the verses intheir daily lives.

(g) Adultery and fornication (Q.17:32)

(Q.24:2),

homosexuality (Q.11:77-78)and

obscenity (Q:4:14-15) Hadith – “No one of you should meet a womanprivately …… “Bukhari
(i) apply the teachings of the verses in theirdaily lives.

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

(h) Leadership (Q.2:124) and justice (Q.4:58and 135) (Q.5:9) Hadith – ‘take careeveryone of you is a governor …..concerning his subjects” (al-Bukhari andothers)
(i) apply the teachings of the verses and theal-Hadith to their daily lives.

(i) Trust and obligations (Q:4:58) (Q.5:1)and promises (Q.16:91) Hadith ‘he has(really) no faith …. Not fulfilled hispromise” (Baihaqi)
(i) demonstrate the teachings of the verses andthe Hadith in their daily lives.

(j) Piety (Taqwa) (Q:2:177) (Q.3:102)(Q.49:13) Hadith 18 and 35 of anNawawi
(i) apply the teachings of the verses and theahadith in their daily lives.

(k) Tolerance, perseverance and patience(Q.2:153-157) (Q.3:200) (Q.103:3)Hadith 16 of an-Nawawi
(i) Interpret the teachings of the verses and theHadith in their daily lives.

(l) Unity and brotherhood (Q.3:103)(Q.8:46) (Q.49:10) Hadith 35 of an-Nawawi
(i) demonstrate the teachings of the verses andthe Hadith in their daily lives.

(m) Enjoining what is good and forbiddingwhat is wrong (Q.3:104 and 110)(Q.16:90) Hadith 25 and 34 of anNawawi
(i) apply the teachings of the verses and theahadith in their daily lives.
PART II: TAWHID AND FIQH
TOPICS/CONTENTS/NOTES
OBJECTIVES, Candidates should be able to:

(a) Faith

(i) Tawhid

Its importance and lessons
(i) analyse the concepts of Tawhid

(b) Kalimatush-Shahadah

(i) Its meaning and importance

(ii) The Oneness of Allah as contained in thefollowing verses: (Q.3:19) Q.2:255)(Q.112:1-4)
(i) evaluate the significance of kalimatushshahadah;

(ii) identify the verses dealing with the Onenessof Allah.

(iii) The servanthood and messengership ofthe Prophet Muhammad (SAW) ascontained in the following verses(Q.3:144) (Q.18:110) (Q.48:29) and(Q.34:28)
(i) determine the significance of theservanthood of the Prophet Muhammad(SAW);

(iv) Universality of his message (Q.7:158)(Q.34:28)
(i) evaluate the significance of the universalityof Prophet Muhammad’s message;

(v) Finality of his Prophethood (Q.33:40)
(i) examine the significance of the finality ofthe Prophethood of Muhammad (SAW).

(c) Shirk

(i) Beliefs which are incompatible withthe Islamic principles of Tawhid:

- Worship of Idols (Q.4:48)(Q.22:31)

- Ancestral worship (Q.4:48and 116) (Q.21:66-67)

- Trinity (Q.4:171) (Q.5:76)(Q.112:1-4)

- Atheism (Q.45:24) (Q.72:6)(Q.79:17-22)
(i) determine what actions and beliefsconstitute shirk;

(ii) Determine the implications beliefs andactions of shirk;

(iii) avoid such actions.

(d) General practices which areincompatible with Islamic principles ofTawhid:

- Superstition (Q.25:43) (Q.72:6)

- Fortune-telling (Q.15:16-18)(Q.37:6-10)

- Magic and witchcraft(Q.2:102) (Q.20:69) and 73)(Q.26:46)

- Cult worship (Q.17:23)(Q.4:48)

- Innovation (Bid’ah) (Q.4:116)and Hadith 5 and 28 of an-Nawawi
(i) identify those practices that areincompatible with the Islamic principles ofTawhid;

(ii) determine those practice that areincompatible with Tawhid;

(iii) shun off those actions;

(iv) demonstrate the teachings of the verses andthe ahadith in their daily lives.

9. Article of faith

(a) Belief in Allah

(i) Existence of Allah (Q.2:255)(Q.52:35-36)

(ii) Attributes of Allah (Q.59:22-24)

(iii) The works of Allah (Q.27:59:64)

(b) Belief in Allah’s angels (Q.2:177 and 285)(Q.8:50) (Q.16:2)

(c) His books (Q.2:253) and 285) (Q.3:3)

(d) His Prophets: Ulul-azmi (Q.4:163-164)

(e) The Last Day: Yawm-al-Ba’th(Q.23:15-16) (Q.70:4)

(f) Destiny: distinction between Qada andQadar (Q.2:117) (Q.16:40) (Q.36:82)
(i) examine the significance of the article offaith;

(ii) examine the attributes of Allah;

(iii) examine the works of Allah;

(iv) examine the belief in Allah’s books;

(v) identify the verses on Allah’s books;

(vi) identify the belief in the Prophets of Allahand its significance;

(vii) analyse the belief in the Last Day and itssignificance;

(viii) evaluate the belief in destiny and itssignificance.

10. Ibadat and their types

(a) Good deeds (Q.3:134) (Q.6:160) (Q.2:177)(Q.31:8) (Q.103:1-3) 26th Hadith ofan-Nawawi
(i) determine what constitutes acts of ibadah;

(b) Taharah, its types and importance (alistinja’/istijmar, alwudu’, at-tayammum andal-ghusl (Q.2:222) (Q.5:7) Hadith 10 and23 of an-Nawawi.
(ii) distinguish between the different types oftaharah;

(c) Salah

(i) Importance: (Q.2:45) (Q.20:132)
(Q.29:45) and Hadith 23rd ofan-Nawawi

(ii) Description and types of salah

(iii) Things that vitiate salah
(i) assess the importance of salah to aMuslim’s life;

(ii) analyse different types of salah;

(iii) identify things that vitiate salah.

(d) Zakah

(i) Its types and importance (zakatul-fitr,zakatul mal, al-an-am and al-harth(Q.2:267) (Q.9:103) 3rd Hadith of an-Nawawi

(ii) Collection and disbursement (Q.9:60)

(iii) Difference between Zakah andsadaqah
(i) differentiate between the various types ofzakkah and the time of giving them out;

(ii) determine how to collect and distribute zakah;

(iii) distinguish between zakah and sadaqah.

(e) Sawm

(i) Its types and importance (fard, sunnah,qada and kaffarah) (Q.2:183-185) 3rdHadith of an-Nawawi

(ii) People exempted from sawm

(iii) Things that vitiate sawm
(i) compare the various types of sawm;

(ii) determine the people who are exemptedfrom fasting;

(iii) determine things that vitiate fasting.

(f) Hajj

(i) Its importance (Q.2:158 and 197)(Q.3:97) (Q.22:27-28)

(ii) Type (Ifrad, Qiran and Tamattu)

(iii) Essentials of Hajj (Arkan al Hajj)

(v) Conditions for the performance ofHajj

(iv) Differences between Hajj and Umrah
(i) examine the importance of Hajj;

(ii) differentiate between the types of Hajj;

(iii) determine the essentials of Hajj;

(iv) evaluate the conditions for performance ofHajj;

(v) differentiate between Hajj and Umrah.

(g) Jihad: Concept, kinds, manner andLessons (Q.2:190-193) (Q.22:39-40)
(i) examine the concepts of jihad and its type;

(ii) evaluate the manner of carrying out jihadand its lessons.

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

11. Family Matters

(a) Marriage

(i) Importance (Q.16:72) (Q.24:32)(Q.30:20-21)

(ii) Prohibited categories (Q.2:221)(Q.4:22-24)

(iii) Conditions for its validity (Q.4:4)(Q.4:24-25)

(iv) Rights and duties of husbands andwives (Q.4:34-35) (Q.20:132)(Q.65:6-7)

(v) Polygamy (Q.4:3 and 129)

(b) Idrar ill-treatment of wife (Q. 65:1-3)
(i) analyse the importance of marriage;

(ii) determine the category of women prohibitedto a man to marry;

(iii) examine the conditions for validity ofmarriage;

(iv) determine the rights and duties of thespouse;

(v) evaluate polygamy and its significance.

(iv) examine the ill-treatment of wife inmarriage

(c) Divorce

(i) Attitude of Islamic to divorce (Q.2:228)(Q.4:34-35) Hadith “of all thingslawful … most hateful to Allah..”(Abu Daud 15:3)

(ii) Kinds (Talaq, Khul;, Faskh, Mubara’ahand Lian) (Q.2:229-230) (Q.24:6-9)
(i) analyse the attitude of Islam to divorce.

(ii) examine the different types of divorce;

(iii) differentiate between the various kinds ofiddah;

(iii) Iddah, kinds, duration and importance(Q.2:228 and 234)
(i) analyse its duration and significance.

(iv) Prohibited forms of dissolution ofmarriage. (Ila and Zihar) (Q.2:226-227) (Q.58:2-4)
(i) determine the prohibited forms of endingmarriage.

(v) Custody of children (Hadanah)
(i) determine who has the right to custody ofchildren.

(d) Inheritance

(i) Its importance

(ii) Heirs and their shares (Q.4:7-8, 11-12and 176)
(i) evaluate the significance of inheritance.

(ii) identify the categories of the Qur’anic heirs;

(iii) determine the share of each heir;

12. Sources and Schools of Law

(i) The four major sources (the Qur’an,Sunnah, Ijma and Qiyas)

(ii) The four Sunni Schools of law
(i) analyse the four major sources of Islamiclaw;

(ii) examine the biography of the sunni schoolsof law;

(iii) examine their contributions.

13. Islamic Economic System

(i) Islamic attitude to Riba (Q.2:275-280) (Q.3:130) (Q.4:161) Hadith 6thof an-Nawawi

(ii) At-tatfif (Q.83:1-6)

(iii) Hoarding (ihtikar) (Q.9:34)

(iv) Islamic sources of revenue: Zakah,Jizyah, Kharaj and Ghanimah

(v) Baitul-mal as an institution of socioeconomicwelfare

(vi) Difference between the Islamiceconomic system and the Westerneconomic system
(i) analyse Islamic attitude to Riba;(ii) relate at-tatfif and its negativeconsequences;

(iii) examine ihtikar and its implications onsociety.

(iv) identify the sources of revenue in Islam;

(v) evaluate the disbursement of the revenue.

(vi) determine the uses of baitul-mal in theUmmah.

(vii) differentiate between the Islamic andWestern economic systems.

14. Islamic Political System

(i) Allah as the Sovereign (Q.3:26-27)

(ii) The concept of Shurah (consultation)(Q.3:159( (Q.42:38)

(iii) The concept of Adalah (justice)(Q.5.9) (Q.17:13-14 and 36) andMas’uliyah (accountability) (Q.4:58)(Q..102:8)

(iv) The rights of non-Muslims in anIslamic state (Q.2:256) (Q.6:108)

(v) Differences between the Islamicpolitical system and the Westernpolitical system.
(i) analyse the concept of Allah’s sovereignity;

(ii) examine the concept of shurah in Islam;

(iii) evaluate the concept of justice andaccountability;

(iv) examine the rights of non-Muslims in anIslamic state;

(v) differentiate between the Islamic andWestern political systems.
PART III: ISLAMIC HISTORY ANDCIVILIZATION
TOPICS/CONTENTS/NOTES
OBJECTIVES, Candidates should be able to:

15. Pre-Islamic Arabia (Jahiliyyah)

(i) Jahiliyyah practices: idol worship,infancticide, polyandry, gambling,usury, etc.

(ii) Islamic reforms
(i) distinguish the different types of practicescommon to the Arabs of al-Jahiliyyah;

(ii) trace the reforms brought about by Islam tothe Jahiliyyah practices.

16. The Life of Prophet Muhammad (SAW)

(i) His birth and early life

(ii) His call to Prophethood

(iii) Da’wah in Makkah and Madinah

(iv) The Hjrah

(v) Administration of the Ummah and therole of the mosque (Q.3:159) (Q.4:58and 135)

(vi) The Battles of Badr, Uhud andKhandaq: causes and effects

(vii) The Treaty of al-Hudaibiyyah and theconquest of Makkah

(viii) Hijjatul-wada (the farewellpilgrimage) sermon, and lessons.

(ix) Qualities of Muhammad (SAW) andlessons learnt from them
(i) account for the birth and early life of theProphet Muhammad (SAW);

(ii) provide evidence for the call of Muhammad(SAW) of Prophethood;

(iii) analyse the Da’awah activities of theProphet Muhammad (SAW) to Madinah;

(iv) account for the Hijrah of the ProphetMuhammad (SAW) in Makkah andMadinah.

(v) analyse the administration of the MuslimUmmah in Madinah.

(vi) account for the causes and effects of theBattles of Badr, Uhud and Khandaq;

(vii) trace the circumstances leading to theformulation of the Treaty of Hudaibiyya;

(viii) account for the Conquest of Makkah;

(ix) examine for the farewell pilgrimage and itslessons;

(x) analyse the qualities of Muhammad (SAW)their relevance to the life of a Muslim.

17. The Rightly Guided Caliphs

(al-Khulafa’urashidun) – the lives and contributions of the fourRightly Guided Caliphs
(i) trace the biographies of the four RightlyGuided Caliphs;

(ii) evaluate their contributions to thedevelopment of Islam.

18. Early contact of Islam with Africa

(i) Hijrah to Abyssinia

(ii) The spread of Islam to Egypt

(iii) The role of traders, teachers, preachers,Murabitun, Sufi orders andMujaddidun to the spread of Islam inWest Africa.
(i) evaluate their circumstances leading to theHijrah to Abyssinia;

(i) give reasons for the spread of Islamic inEgypt;

(i) account for the roles of traders, teachers,preachers, Murabitun, Sufi orders andMujaddidun in the spread of Islam in WestAfrica.

19. The Impact of Islam in West Africa

(i) The influence of Islam on the sociopoliticallife of some West AfricanEmpires: Ghana, Mali, Songhai andBorno

(ii) The impact of Islam on the economiclife of some West African states:Timbuktu, Kano and Borno
(i) analyse the influence of Islam on the sociopoliticalsystem of some West AfricanStates;(ii) evaluate the impact of Islam on theeconomic life of Timbuktu, Kano andBorno.

20. Contributions of Islam to Education

(i) The aims and objectives of IslamicEducation

(ii) The Glorious Qur’an and Hadith onEducation (Q.96:1-5) (Q.39:9)

(a) “The search for knowledge isobligatory on every Muslim” (IbnMajah)

(b) “Seek knowledge from the cradle tothe grave”

(c) “The words of wisdom are a lostproperty of the believer … a betterright to it…. “ (Tirmidhi)
(i) classify the aims and objectives of IslamicEducation;

(ii) assess the position of the Glorious Qur’anand Hadith in education;

(iii) examine the importance of seekingknowledge in Islam;

(iii) Intellectual activities of Islam inWest Africa (development of writtenhistory in Arabic and theestablishment of Sankore University)
(i) analyse the intellectual activities of Islamin West Africa.

(iv) Intellectual activities of Ahmad Babaof Timbuktu, Sheikh al-Maghili,sheikh Usman Danfodio, SultanMuhammad Bello and Ibn Battuta
(i) assess the contributions of Sheikh al-Maghili, Sheikh Uthman Dan Fodio, SultanMuhammad Bello and Ibn Battuta;

(v) Islamic Education Institutions: Houseof Wisdom in Baghdad, al-AzharUniversity in Cairo and NizamiyyahUniversity in Baghdad.
(i) account for the development of intellectualcentres in Baghdad and Cairo;

(vi) The lives and contributions of IbnSina, Al-Ghazali, Ibn Rushdi, ar-Razio and Ibn Khaldun to education.
(i) examine the contributions of Ibn Sina to thedevelopment of Medicine;

(ii) assess al-Ghazali’s contribution to Islamiceducation;

(iii) analyse Ibn Rushd’s contribution tophilosophy and fiqh;

(iv) assess ar-Razi’s contribution to philosophy;

(v) analyse Ibn Khaldun’s contribution tomodern sociology and method of writinghistory.

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

A. RECOMMENDED TEXTS

Abdul, M.O.A. (1976) Studies in Islam Series Book 3, Lagos: IPB

Abdul, M.O.A. (1982) Studies in Islam Series Book 2, Lagos: IPB

Abdul, M.O.A. (1988)The Classical Caliphate, Lagos: IPB

Abdulrahman and Canham (n.d) The Ink of the Scholar, OUP

Ali, A.Y. (1975) The Holy Qur’an Text: Translation and Commentary Leicester: The Islamic Foundation

Ali, M.M. (n.d) The Religion of Islam, Lahore

Doi, A. R. I. (1997) Shariah: The Islamic Law; Kuala Lumpur: Noordeen

Hay Lal, M. (1982) The Life of Muhammad (SAW), Academic Press

Lemu, A. (1992) Methodology of Primary Islamic Studies, Lagos: IPB

Lemu, A. (1993) Islamic Studies for SSS, Book 1, Lagos: IPB

Lemu, A. (1993) Islamic Studies for SSS, Books, Minna: IET

Muhammad, S. Q. (2010) al-Burhanu fi tajwidil Qur’an Cairo: Shirkatul-Qudus

Opeloye, M.O. (1996) A Dictionary of Peoples and Places in the Qur’an, Lagos: Academic Press

Philips, A. A. B. (1997) Usool at-Tafseer, Kuala Lumpur: Noordeen

Quadri, Y.A. et al (1990) Al-Iziyyah for the English Audience, Ijebu Ode: Shebiotiuom Publication

Rahim, A. (1992) Islamic History, Lagos: IPB

Sambo, M.B. et al (1984) Islamic Religious Knowledge for WASC Book 1, Lagos: IPB

Sambo, M.B. et al (1984) Islamic Religious Knowledge for WASC Book 3, Lagos: IPB

Trimingham, J.S. (1993) A History of Islam in West Africa, Oxford, OUP

Free Will Donation

We know times are tough right now, but if you could donate and support us, be rest assured that your great contributions are immensely appreciated and will be for the progress of our work to help us pay for the server cost, domain renewal, and other maintenance costs of the site. Nothing is too small; nothing is too little.

Account Details

BANK: UNITED BANK FOR AFRICA PLC

ACCOUNT NAME: OFAGBE GODSPOWER GEORGE

ACCOUNT NUMBER: 2250582550

SWIFT CODE: UNAFNGLA

ACCOUNT TYPE: SAVINGS

CURRENCY: DOLLAR (USD) ACCOUNT

ADDRESS: 1. M. Aruna Close, Ughelli, Delta State, Nigeria

PHONE: +234805 5084784, +234803 5586470



BANK: UNITED BANK FOR AFRICA Plc (UBA)

ACCOUNT NAME: OFAGBE GODSPOWER GEORGE

ACCOUNT NUMBER: 2042116266

SORT CODE: 033243371

ACCOUNT TYPE: SAVINGS

CURRENCY: NAIRA ACCOUNT

ADDRESS: 1. M. Aruna Close, Ughelli, Delta State, Nigeria

PHONE: +234805 5084784, +234803 5586470



Your active support gives strength to our Team and inspires to work. Each donated dollar is not only money for us, but it is also the confidence that you really need our project!
AseiClass is a non-profit project that exists at its founders' expense, it will be difficult to achieve our goals without your help.
Please consider making a donation.
Thank you.


AseiClass Team

Facts about Teachers

● ● ● Teachers Are Great No Controversy.

● ● ● Teachers are like candles, they burn themselves to light others.

● ● ● Teachers don't teach for the money.

● ● ● Every great mind was once taught by some brilliant teachers.

● ● ● Teachers are the second parents we have.

● ● ● If you can write your name, thank your teacher.

Teaching slogans

● ● ● Until the learner learns the teacher has not taught.

● ● ● I hear and forget, I see and remember, I do and know.

● ● ● The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners