School administration in Nigeria is becoming much more issue that the society, the practitioners and all stakeholders discuss with concern, particularly with changing output of the system which some people condemn for reason, not far from retrogressive quality delivery. It is good to say that gone were those days that Nigeria was rated high in the practice of modern education. Today, it is clear that so many things are wrong. This paper is not to evaluate or assess how far the administration of school in Nigeria is faring, but tried to be historical in chronicling how we have come to where we are. The manifestations in the characteristics of school administration from colonial Nigeria, where colonial government was associated with educational administration while the missionaries and voluntary agencies with school administration. Now in the post-colonial period, where government is responsible entirely for educational administration with a number of regulatory agencies and private organisations/individuals, religious bodies and voluntary agencies are in the administration of schools. The paper used some templates from other advanced practice to further provide insights into what is obtainable in the contemporary Nigeria. The problems associated with school administration in general and specifically in Nigeria were highlighted, with some recommendations emphasizing that stakeholders should play by the rules.

The three known systems of education existing in Nigeria are the traditional/indigenous, Islamic and formal western education systems. The thrust of this paper therefore, is a retrospective examination of Islamic education system in Nigeria and its historical transformations. Reflecting on the past is like using a rear mirror to view what are the contemporary characteristics of Islamic education in Nigeria. Therefore, concepts associated with the subject matter were clarified, correcting the general misconceptions about the position of Islam on the Muslims' quest for knowledge. This is a qualitative study, hence the use of historical research method which relied heavily on both primary and secondary sources of data. The sources were also subjected to historical evaluation that focuses on the internal and external criticisms to establish the genuineness and authenticity of the two sources. The study ultimately analysed the data historically, adopting a content analysis that produced critical and contemporary submission about the then, the contemporary and the future prospect of Islamic education in Nigeria and among the Muslims. The findings revealed that both the Qur'an and Hadith which are the two major scriptures in Islam provided justification and clear acceptance of modern education among the Nigerian Muslims. The study further portrayed the efforts of individuals and Islamic organisations in promoting modern education amongst Muslims and in many diverse ways; not limited to establishment of institutions at all levels. Attention was accorded girls' participation in modern education and compensatory educational opportunity, through Non-Formal education programmes. Some suggestions were made, calling on the stakeholders to redouble their efforts and do everything to address the branding of Islam as being violent; by embracing peace which Islam is known for and using education as an instrument to reclaim the glory of Islam as people or architect of modern knowledge in the global history.

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The paper dwelt on exemplification of the role of early Muslim world in pioneering modern knowledge with a magnification of the legacies that these torchbearers in Islam bequeathed to the world. The peculiarity of Nigeria as a nation with more than half of its entire population as Muslims was retrospectively reviewed from the pre-colonial to colonial-era; focusing on scholasticism. The study was examined purely from the historical perspective, to appraise how the impressive efforts of the early Muslim pioneers of modern knowledge in Medicine, Chemistry, Physics, Astronomy, Geometry, Mathematics, History, Geography and Biological Sciences were undertaken. The study did not finish without the expression of concern on how the golden legacies of the early Muslim pioneers have been played down by the Muslims of today, where knowledge or groundbreaking discoveries are now credited to the West, making it look like stolen legacies or freely surrendered legacies to those who are currently worried about the development. Based on these genuine concerns, several wells thought out recommendations were penned down, not limited to a suggestion on growing above externally triggered wars and hostilities among Muslim nations, and giving peace and unity chance, to settle down to reflect on how sustainable progress can be achieved in the world of knowledge economy.

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