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The purpose of this paper is to give another perspective on the definition of doubtful activities (Shubuhat) in the context of Islamic finance activities.

This study used qualitative approach from interviews with experts in Islamic finance and religious scholars.

This study highlights the synthesized Shubuhat definition from the previous studies and the contemporary religious experts. Therefore, the definition of Shubuhat has been conceptualized to Islamic finance in this study. This proposes a novel operational definition of Shubuhat from the Islamic finance perspective.

This study would enlighten the Ummah and contribute to knowledge to provide clarification on the Shubuhat fundamentals for further investigations and with more detailed description of the Shubuhat. Also, this study introduces a value chain of Sharīʿah-compliance by adding the elements of Shubuhat to the general understanding of Sharīʿah-compliance which has been generally understood as having the elements of halal and haram.

This chapter examines the dynamics of the Boko Haram insurgency in northeastern Nigeria and its effects on higher education in Nigeria. Insurgency has affected all the nook and crannies of northern Nigeria and has gone unabated, owing particularly to the institutional framework adopted to manage peace and resolve the conflict with severe implication on higher education in the region. Insurgency has caused catastrophic humanitarian crises through widespread infrastructural devastation, and massive dislocations and losses of human life. The incidence of insurrections, insurgencies, and counter insurgency activities in each of the conflict clusters in the northeast geo-political zone of Nigeria has been associated with widespread human insecurity and displacement of populations. Using both primary and secondary methods of data collection, the chapter examines how the role of government and policies has become central to educational development in the country. It also shows the extent to which the activities of the Boko Haram insurgency have affected students’ school enrolment and performance in northeastern Nigeria. The chapter further examines internally displaced persons (IDPs) and access to education in northeastern Nigeria and interrogates the role of the Nigerian state and agencies responsible for the management of IDPs in meeting their education needs in camps. It also examines the extent to which stakeholders in the management of IDPs have gone in initiating policies and programs that promotes access to education in IDP camps in northeast Nigeria. It concludes that the number of schools available in the conflict spots has reportedly been reduced because of the fact they are now occupied by IDPs. Most of the students in high school as well as universities in Adamawa, Borno, and Yobe states have had their opportunities for higher education severely constrained. The chapter recommends among others that protection of staff, students, and education workers working in the northeast region is imperative. In order to do so successfully, changes must be effected in the provisions contained in the 1999 constitution of the Federal Republic of Nigeria that relate to the management of IDPs.

This chapter examines Nigeria’s relationship with her immediate neighboring countries in the fight against terrorism. It probed the challenges of national security following the internationalization of Boko Haram terrorist threats, particularly around the Lake Chad basin, and the responses of countries such as Cameroon, Chad, and Niger. These countries, like Nigeria, share borders around the Lake Chad and are the core contributors to the Multinational Joint Task Force (MNJTF). Nigeria is an English-speaking country (former British colony), while these other neighbors are historically French colonial territories. Hence, their political, cultural, military, and economic affinities are with France. The varying backgrounds have accounted for the challenges in the subregion including the Boko Haram insurgency and the efforts at military cooperation in tackling it. Consequently, these questions are examined: what factors led to the formation of MNJTF and what role has it played in the counterterrorism strategies of the country? In what ways has the nature of Nigeria’s relations with these countries impacted on the operation of the body? What are the roles of external powers such as France with her domineering influence on these countries in the war against terrorism and how has it promoted Nigeria’s national security interest? The chapter relies on documented materials to interrogate the questions and proffer necessary policy recommendations premised on the findings.

The purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools.

Qualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting.

Major findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication.

Educational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement.

Boko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.