Faith and learning together
Education has remained one of the foundational pillars of Anwar-Ul Islam Movement of Nigeria since its establishment in 1916. The Movement was founded during a period when many Muslims expressed concern that Western education, largely provided through Christian missionary institutions, could undermine their religious identity and expose their children to religious conversion.
Recognising the importance of modern education for personal advancement and societal development, the founding members sought to establish an educational system that would provide access to Western knowledge while preserving Islamic faith, values and moral principles.
This vision became central to the objectives of the organisation, originally established as Ahmadiyya and subsequently known as Ahmadiyya Movement-in-Islam, Nigeria, before adopting the name Anwar-Ul Islam Movement of Nigeria in 1974.
From its earliest years, the Movement committed itself to promoting both Islamic and secular education through the establishment and management of schools and educational institutions.
Our educational mission & philosophy
To promote Islamic and secular education through the establishment and development of educational institutions that nurture academic excellence, moral discipline, intellectual growth and responsible citizenship.
The Movement's educational philosophy is guided by three principal commitments:
- Developing Individual Potential: Providing students with a conducive learning environment that enables them to discover, develop and maximise their talents, abilities and potential.
- Promoting Excellence and Character: Instilling the values of academic excellence, moral integrity, physical development and responsible leadership in students.
- Encouraging Honesty and Hard Work: Cultivating discipline, diligence, integrity and a strong sense of responsibility as essential foundations for personal achievement and societal progress.
Primary education · 1922
The Movement's contribution to formal education dates back to 1922, when it established the Talimul Islam Ahmadiyya Primary School at Elegbata, Lagos.
The establishment of this school represented an important milestone in the Movement's effort to make formal education accessible to Muslim children without compromising their religious identity.
The Movement subsequently expanded its primary education initiatives to other communities, including Epe, Agege, Ibadan and Benin City.
Among the individuals identified in the Movement's historical records as beneficiaries of its early primary education initiatives were Alhaji Nosiru Egberongbe, former National Chief Imam Alhaji A. B. Yoosuf, and Alhaji H. A. Hakeem Habeeb.
Secondary education · 1948
A major breakthrough in the Movement's educational development occurred in 1948, during the leadership of the late Alhaji Jibril Martin, with the establishment of Saka Tinubu Memorial Ahmadiyya High School at Olushi, Lagos.
The institution later became known as Ahmadiyya College and subsequently Anwar-Ul Islam Model College, Agege.
The first Principal was Mr. J. J. Thompson Hagan, a Ghanaian educationist, who was succeeded by Mr. Frederick Duncan Sotubo, recruited from Methodist Boys' High School, Lagos.
Scholarships & professional development · 1948
At the time, the requirement for graduate-qualified principals presented a significant challenge because of the limited number of Muslim graduates available to lead secondary schools.
To address this challenge, the Movement introduced a scholarship programme in 1948 to support the university education and professional development of promising Muslim students, including opportunities for overseas studies.
Beneficiaries identified in the Movement's historical records included:
- Alhaji Rabiu Balogun
- Alhaji Rasheed Folami
- Alhaji Abdul Ganiu Abdul-Razak, SAN
- Alhaja Azeezat Gbadamosi (née Animashawun)
- Alhaji Jimoh Adisa Gbadamosi
- Mrs. Sekinat Davies (née Tinubu)
- Hon. Justice Waheed Ajao Oshodi
This initiative demonstrated the Movement's commitment not only to establishing schools but also to developing qualified Muslim professionals and educationists.
Expanding education beyond Lagos
Under the leadership of Alhaji Jibril Martin and other committed members, the Movement extended its educational activities beyond Lagos.
Among the institutions established was Ahmadiyya Grammar School, Eleiyele, Ibadan, alongside other schools developed in various communities.
Prominent contributors to these educational initiatives included Pa B. D. Oshodi, Issa A. Williams, Y. P. O. Shodeinde, A. T. Adele and N. B. Kenku.
Their collective efforts contributed to the development and expansion of the Movement's educational institutions.
Teacher training & girls’ education · 1953
Another significant milestone was the establishment of a Grade III Teacher Training College at Ojokoro, Agege, in 1953.
The institution was made possible through the generosity of the late Alhaji Amodu Rufai Ajala, who donated his farmland and residential property to the Movement. Additional land was subsequently acquired to support the institution's development.
Following the government's discontinuation of Grade III Teacher Training Colleges, the Movement obtained approval to convert the facility into a girls' secondary school.
This led to the establishment of Anwar-Ul Islam Girls' High School, Ojokoro, further demonstrating the Movement's commitment to expanding educational opportunities for Muslim girls.
Alumni and public service
Over the decades, the Movement's educational institutions have produced accomplished individuals in law, public administration, medicine, engineering, banking, education, business and other professional fields.
Among the distinguished alumni associated with Anwar-Ul Islam Model College, Agege, are:
- Late Hon. Justice Y. O. Adio, JSC
- Hon. Justice M. A. Adio, former Chief Judge of Oyo State
- Hon. Justice I. A. Olorunnimbe, formerly of the Lagos State High Court
- Hon. Justice F. A. Adeyinka, Lagos State High Court
- His Excellency, Femi Pedro, former Deputy Governor of Lagos State
These achievements reflect the Movement's enduring contribution to intellectual development and the training of professionals who have served society in different capacities.
Government takeover of schools · 1976
In 1976, the government took over secondary schools previously operated by religious missions and private proprietors as part of its educational reforms.
This development affected schools belonging to Anwar-Ul Islam Movement of Nigeria and other mission-based educational institutions.
The takeover brought a significant change to the administration and management of the Movement's schools.
The return of Mission schools · 2001
A major turning point occurred on 2 October 2001, when the Lagos State Government, under Governor Bola Ahmed Tinubu, returned 48 previously acquired schools to their original mission and private proprietors.
Ten schools were returned to Anwar-Ul Islam Movement of Nigeria, marking a significant milestone in the restoration of the Movement's educational heritage.
The return presented considerable challenges, particularly in the rehabilitation of school infrastructure, restoration of discipline and improvement of academic performance.
Nevertheless, the Movement embarked on measures to reposition the institutions, strengthen administration and restore academic standards.
Renewal and educational achievement
Following the return of the schools, the Movement implemented initiatives aimed at improving teaching, learning, discipline and educational outcomes.
The Movement's historical records highlight improvements in students' performance in the West African Senior School Certificate Examination (WASSCE), with increasing numbers obtaining credit passes across five to nine subjects.
These achievements represented important progress in efforts to restore the educational standards and reputation of the schools.
Cambridge Advanced-Level initiative · historical
As part of its educational development initiatives following the return of the schools, the Movement pursued the establishment of a Cambridge Advanced-Level programme.
The initiative was intended to provide an additional pathway to university education for students seeking advanced qualifications in Arts, Commercial and Science subjects.
The programme was designed around the May/June and November/December examination periods.
Historical records also indicate that the Movement sought recognition as an examination centre through the appropriate Cambridge examination arrangements and its representatives in Nigeria.
The initiative reflected the Movement's determination to expand educational opportunities beyond conventional secondary school qualifications.
University aspirations · historical proposal
In furtherance of its commitment to educational advancement, the Movement developed proposals for the establishment of a private university.
The initiative was conceived as a means of expanding access to higher education, promoting research and developing graduates equipped with academic knowledge, professional competence and strong moral values.
Two proposed names identified in the historical planning documents were:
- Jibril Martin University
- Al-Anwar University
The final choice of name was reserved for consideration by the National Executive Council.
The proposed institution was intended to:
- Advance higher learning and provide educational opportunities without discrimination on the grounds of race, creed, sex or political conviction.
- Offer academic programmes and facilities across relevant disciplines.
- Promote research, innovation and intellectual development.
- Encourage academic excellence, professional competence and responsible citizenship.
- Undertake educational, research and community development activities consistent with the standards expected of a university.
Proposed faculties
The initial planning framework envisaged four faculties:
- Faculty of Arts
- Faculty of Science
- Faculty of Education
- Faculty of Business Administration
The proposed programmes were expected to operate within the applicable regulatory requirements and academic standards prescribed by the National Universities Commission.
Proposed governance and facilities
The historical framework also outlined a university governance structure comprising:
- Chancellor
- Pro-Chancellor
- Vice-Chancellor
- Deputy Vice-Chancellor
- Registrar
- Bursar
- University Librarian
It further envisaged the establishment of academic departments, research facilities, libraries, laboratories, lecture halls, student accommodation and other infrastructure necessary for a modern university.
The proposals demonstrate the Movement's long-term ambition to extend its educational contribution into tertiary education.
The university initiative described here represents a historical proposal. Its current implementation or regulatory status would require confirmation before being presented as an active project.
An enduring commitment to education
From the establishment of its first primary school in 1922 to the expansion of secondary education, teacher training, scholarship programmes and the recovery of its schools in 2001, Anwar-Ul Islam Movement of Nigeria has demonstrated a sustained commitment to education as a means of empowering individuals and transforming communities.
The Movement continues to recognise education as an essential foundation for spiritual development, intellectual advancement, economic opportunity and national progress.
Through its educational heritage and continuing institutional aspirations, AIMN seeks to nurture future generations of knowledgeable, disciplined, morally upright and socially responsible individuals.
Adapted from the Movement’s supplied educational history. Dates, achievements and historical names reflect that account.