An Empirical Perspective On Reforming Almajiri Education And Addressing Out-of-School Children Crisis In Nigeria; By Nuraddeen Nuhu

THIS MEMO responds to the National Commission for Almajiri and Out-of-School Children’s Education’s call for ideas, suggestions, and expertise on reforming Almajiri education and tackling out-of-school children in Nigeria. The country faces a critical challenge with the rising number of out-of-school children, a significant portion of whom are part of the Almajiri system.

The Almajiri educational system, traditionally rooted in Islamic learning, has in recent years, due to socioeconomic factors, become inadequate in providing a comprehensive education that meets the needs of contemporary society. Even more concerning is the system’s association with issues such as poverty, neglect, social exclusion, street begging, and general underdevelopment.

In the past, several attempts have been made by both state governments and the Nigerian federal government to reform the Almajiri education system. Most of these efforts aimed to provide relief to Almajiri children by offering food, clothing, and learning materials. Other initiatives sought to integrate basic education into the Qur’anic curriculum. A notable example is the Almajiri Education Program, launched in 2012 under President Goodluck Jonathan’s administration. This program aimed to establish modern Almajiri schools, equipped with facilities, to provide a blended curriculum of Islamic and secular education.

Following a research project conducted in Kano and Katsina to investigate the plight of Almajiri education system in Northern Nigeria, this memo outlines the key problems of the current Almajiri system, offers proposals for reform, and suggests incorporating an entrepreneurship program to better prepare Almajiri children for the demands of modern life. By implementing the strategies outlined in this memorandum, Nigeria can make significant progress in ensuring that all children have access to quality education, thereby securing a brighter future for the nation.

Introduction

The Almajiri education system is a traditional Islamic educational practice in northern Nigeria, primarily focused on teaching young boys (called Almajirai) the Qur’an and Islamic studies. The term “Almajiri” originates from the Arabic word “Al-Muhajir,” meaning a person who migrates in search of knowledge. Historically, Almajiri education was respected and supported by the community, with students living with Islamic scholars, called Mallams, to learn Qur’anic teachings, Islamic jurisprudence (Fiqh), and moral instruction. Students were often provided with food and shelter by the community as part of their contribution to Islamic learning.

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In the pre-colonial era and early post-colonial periods, the system was well-integrated into local communities, with students also learning vocational skills alongside religious education. However, as population growth surged and societies underwent cultural and social transformations, the Almajiri system’s infrastructure and societal support eroded significantly. This decline has resulted in many Almajirai now living in harsh conditions, often forced to roam the streets to beg for food and money for survival.

Today, the Almajiri education system, once a revered institution for Islamic learning, has devolved into a system that perpetuates poverty, neglect, social exclusion, street begging and underdevelopment, affecting millions of young boys in Nigeria. The Almajiri system contributes significantly to the large number of out-of-school children in Nigeria, particularly in northern states. These children, though enrolled in informal religious education, miss out on basic literacy, numeracy, and other essential skills required for modern life. The Nigerian government estimates that there are over 10 million out-of-school children, a substantial portion of whom are Almajirai.

Consequently, urgent reforms are crucial to addressing the challenges in this vital education sector. Breaking the cycle of poverty and equipping young Almajiri students with the skills they need to become tomorrow’s leaders will enable them to contribute meaningfully to society. These reforms require a comprehensive approach involving government commitment, community engagement, poverty alleviation, and educational transformation to ensure that children receive both religious and modern education.

During my visits to the Almajiri schools, I observed firsthand the deplorable living conditions in which the students reside. These schools, often located in dilapidated structures, lack basic amenities and are overcrowded, with extremely poor sanitation and limited access to clean water. The environment is not conducive to learning; the so-called learning spaces are in disrepair, and there is a general shortage of mats for the students to sit on while learning. These harsh conditions raise serious concerns about the well-being and educational development of the Almajiri children.

In the past, several attempts have been made by both state governments and the Nigerian federal government to reform the Almajiri education system. Most of these efforts aimed to provide relief to Almajiri children by offering food, clothing, and learning materials. Other initiatives sought to integrate basic education into the Qur’anic curriculum. A notable example is the Almajiri Education Program, launched in 2012 under President Goodluck Jonathan’s administration. This program aimed to establish modern Almajiri schools, equipped with facilities, to provide a blended curriculum of Islamic and secular education.

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However, the program faced significant challenges, including insufficient funding, lack of political will, resistance from some religious leaders, and poor implementation. Against this background, many observers and scholars began advocating for legislation that would address the unique needs of the Almajiri education system in Nigeria. This advocacy led to the enactment and signing into law of the Almajiri and Out-of-School Children Education Act by the Muhammadu Buhari administration.

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There is no doubt that the current initiative to reform Almajiri education, led by the National Commission for Almajiri and Out-of-School Children, represents Nigeria’s boldest move yet in tackling this issue. Reforming the Almajiri educational system and addressing the issue of out-of-school children in Nigeria is crucial for the country’s socio-economic development. By integrating basic education, vocational training, and entrepreneurship into the Almajiri curriculum, we can provide these children with the tools they need to build better futures for themselves and contribute positively to society. It is therefore crucial that all stakeholders seize this opportunity and collaborate to address this long-standing, complex problem that has defied solutions for decades.

The State of Almajiri Education System in Nigeria

My inquiry into the Almajiri education phenomenon began in 2015 when a professor from Texas University and I commenced research examining child labor as a dark side of entrepreneurship. My fieldwork took me to several towns in Katsina and Kano, where I observed many young children engaged in various forms of child labor. These children, aged between six and thirteen, were involved in menial jobs ranging from working as laborers at construction sites to washing dishes in restaurants—when they should have been in school.

This observation sparked our curiosity, leading us to push our research further to gain a deeper understanding of the lived realities of Almajiri children, their parents, and the educational institutions that serve them. Our study involved direct visits to several Almajiri schools, as well as to the home villages of Almajiri students, where we conducted detailed interviews with the children, their parents, and key stakeholders, including Almajiri scholars (Mallams). To triangulate our findings, we also interviewed government agencies that interact with the Almajiri system, such as the National Agency for the Prohibition of Trafficking in Persons (NAPTIP) and the Hisbah Board in Kano. Additionally, we supplemented our research by interviewing renowned Islamic scholars and academic experts to gain an outsider’s perspective. The data collected informs the recommendations presented in this memo, highlighting the need for government intervention, community engagement, and targeted policies aimed at reforming the Almajiri system and addressing the broader issue of out-of-school children in Nigeria.

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During my visits to the Almajiri schools, I observed firsthand the deplorable living conditions in which the students reside. These schools, often located in dilapidated structures, lack basic amenities and are overcrowded, with extremely poor sanitation and limited access to clean water. The environment is not conducive to learning; the so-called learning spaces are in disrepair, and there is a general shortage of mats for the students to sit on while learning. These harsh conditions raise serious concerns about the well-being and educational development of the Almajiri children. See some pictures below:

Furthermore, the insights gathered from my interviews revealed that the persistence of the Almajiri system is deeply rooted in poverty and the dynamics of rural-urban migration. The majority of Almajiri children come from rural, impoverished families. Many parents, driven by economic hardship and the lack of opportunities in their rural communities, send their children to Almajiri schools at urban centers in the hope that they will attain both religious education and economic prosperity. However, the reality often falls short, as these children find themselves in environments ill-equipped to support their educational and personal development. It is worth noting that during our search, we did not encounter any Almajiri parents who had sufficient wealth to adequately care for their children. When asked why she sent her six-year-old child to Almajiri school, Maryam replied:

I had no other option. If I left him at home, he would starve. But if I send him to an Almajiri school, at least people will pity him because of his age, and they will give him food.

During my visits to the Tsangaya’s, I observed how young Almajiri children must beg on the streets to support both themselves and their teachers (mallams). What was once seen as a practice of humility and self-discipline has now become a survival mechanism for both the students and the teachers. In the words of an agent from a federal government agency:

There was a time we arrived at Sabon Gari and saw an Almajiri boy. In fact, he told us he hadn’t eaten since the previous day. We bought food and offered it to him, but he refused to eat. We asked him why, and he explained that if he ate and returned to school, he would be punished. He said the only way he could eat the food was if we bought an additional plate for him to take to his mallam. He told us there are monitors at the school who check. They smell both his hands and mouth, so if he had eaten, they would know. So, you can see the exploitation.

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This ugly practice has resulted in societal stigmatization and has exposed the Almajiri children to various forms of abuse, including trafficking and exploitation. According to a respondent from Kano State Hisbah Board:

These people have already accepted street begging as a legitimate means of self-sustenance. The parents have accepted it, the mallams have accepted it, and sadly, society has also accepted it. However, we know that many of these children often go to bed hungry because they cannot find enough goodwill while begging on the streets. How do you expect such a child to grow up with any respect or sympathy for parents who neglected him or for a society that discriminates against him, treating him as a second-class citizen?

The Need for a Census

Historically, the absence of reliable data has consistently hampered efforts to reform the Almajiri system and integrate these children into the formal education system. A detailed census will serve as the foundation for evidence-based policy formulation and efficient resource allocation, ensuring that initiatives are both effective and equitable.

A comprehensive census to count all Almajiri children is a critical first step towards reforming the Almajiri education system and addressing the broader issue of out-of-school children in Nigeria. A one-size-fits-all solution will not address the diverse needs of Almajiri children who are spread across different Northern cities and towns. When asked to assess the scale of the Almajiri problem in Northern Nigeria, a respondent from NAPTIP opined:

While there are several estimates, the truth is that no concerted effort has been made to systematically count the Almajiris and gather data that would accurately reflect the extent of the problem. Without such data, it will be difficult to fully understand the scale and magnitude of the issue. All we know for certain is that the numbers are huge.

The census will lay the groundwork for effective policy interventions and sustainable educational reforms. Firstly, it will provide accurate data on the number, demographics, geographic distribution, and socio-economic conditions of Almajiri children nationwide. This will allow the National Commission for Almajiri and Out-of-School Children to design informed and targeted interventions. Second, it will enable the development of tailored educational and social programs that address their specific needs. Accurate data will also guide resource allocation and budgeting, ensuring that funding is appropriately distributed.

Historically, some Almajiri schools engaged students in agricultural and vocational activities, so entrepreneurship is not entirely foreign to the system. Modernizing this approach by incorporating structured entrepreneurship training aligns with cultural traditions while addressing contemporary economic challenges. However, community buy-in is crucial for the program’s sustainability, ensuring that it addresses the specific needs and aspirations of the communities it serves. Therefore, it is essential for the Commission to engage with local communities in designing and implementing the entrepreneurship program.

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Furthermore, the census can leverage modern technologies such as biometric registration and digital mapping, the census to track the progress of reform programs and initiatives. Finally, the census will account for regional and cultural variations, allowing for reforms that respect local traditions while implementing modern educational and social reforms in the Almajiri educational system. This memorandum calls for a comprehensive database comprised of rosters, organized ward by ward, local government by local government, and state by state, to account for every Almajiri child, including all their relevant and vital statistics.

Some suggestions:

The National Commission for Almajiri and Out-of-School Children should take the lead in ensuring that the federal and state governments demonstrate strong commitment to reforming the Almajiri system and addressing out-of-school children by allocating adequate resources and ensuring policy coherence. The Commission should also work to encourage partnerships between the government, private sector, and non-governmental organizations (NGOs) to fund and support educational initiatives targeting Almajiri children and out-of-school populations. Additionally, other stakeholders such as community leaders, religious scholars, and parents need to be engaged to build support for the reforms and ensure they align with cultural and religious values. It is essential to find an effective way to dispel the myth that Islamic education is incompatible with Western education, as well as the notion that the government is opposed to Islamic education. One of the respondents from NAPTIP emphasized this point:

There is a widespread belief in those communities that the federal government established NAPTIP to fight Islamic education. This misconception is very unfortunate. What we are actually fighting for is the rights of children. If their rights are not protected, neither you nor I will be able to sleep peacefully. This is the reality we are facing.

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Furthermore, robust monitoring and evaluation mechanisms should be established to track the progress of reforms and the effectiveness of strategies in reducing the number of out-of-school children. Establish clear metrics to monitor the progress of the reforms, including student attendance, literacy rates, and post-graduation employment. In addition, the Commission should implement feedback systems that allow students, teachers, and parents to voice concerns and suggest improvements to the reform process.

In addition, we need to acknowledge that the Almajiri system is largely disconnected from the formal education curriculum and that this disconnection limits students’ opportunities for higher education and formal employment, perpetuating cycles of poverty. There is data showing us that the failure to integrate Almajiri education with the broader national education framework contributes to the large population of out-of-school children in Nigeria. Incorporating basic literacy, numeracy, and science education into the Almajiri curriculum is therefore paramount. This will ensure that students receive a well-rounded education that includes both religious and secular subjects. Moreover, teachers in Almajiri schools should be provided with continuous professional development opportunities to enhance their teaching skills, especially in modern pedagogical methods.

The current situation of the Almajiri child necessitates further advocacy for the passage of state laws mandating compulsory education. These laws should not only ensure the children’s right to free education but also protect them from exploitation and discrimination. Reports of Almajiri children being exploited for labor are widespread. For instance, a respondent from a Nigerian federal agency revealed:

There was a case in 2007 when we intercepted one hundred and five Almajiris being trafficked from a local government in Kano on their way to Abuja, along with three of their mallams. We were in the middle of the investigation when we received a call from the Emir’s palace, requesting our presence. Upon arrival, the emirate instructed us to drop the investigation, claiming the mallams were innocent. However, our preliminary investigation had revealed that the mallams were taking these children to Abuja, where they were being exploited for labor. Every day, the mallams received one hundred naira per child. The boys would spend around five to six months there before the rainy season began. When the children returned, the mallams would give each of them twenty thousand naira to take back to their parents. Yes, that is their reward. On average, within those six months, the mallam can earn around two hundred and fifty thousand to three hundred thousand naira, while his own children remain at home.

Also, given empirical evidence stemming from observations in my research work, the dilapidated, deplorable state of the Tsangaya’s requires immediate intervention. An unconducive learning environment directly hinders learning and overall development of the student. Thus, a Professor from Bayero University stated:

You will see these boys suffering from various illnesses. If you remove their shirts, you will find marks all over their bodies from being beaten, almost like animals. They mostly sleep on the floor, where they are bitten by all kinds of insects. There is no access to medical care. In fact, the scholar doesn’t even believe in taking them to formal hospitals; at best, they might visit a traditional herbalist when a child falls ill.

Given the above, investing in the renovation and building of Almajiri schools is highly important to provide a conducive learning environment. The government, in partnership with NGOs and the private sector, should invest in upgrading Almajiri schools’ infrastructure. This should include proper classrooms, dormitories, and sanitation facilities.

Entrepreneurship as a Solution to the Almajiri Crisis in Northern Nigeria

Across the globe, there are increasing calls for policymakers to consider entrepreneurship as a solution to poverty and related issues faced by local communities. The Almajiri education system presents unique challenges today due to its deep interconnection with poverty and the lack of opportunities in rural communities especially in Northern Nigeria. A large part of the solution lies in addressing poverty and destitution in the region. We must find ways to harness and transform the Almajiri students’ potential, converting previously unproductive hands and minds into productive enterprises.

Reforming the Almajiri education system in Nigeria offers a unique opportunity to address not only the educational needs of the children but also to equip them with skills that can ensure their long-term socio-economic stability. Introducing entrepreneurship education can empower Almajiri students with practical skills that lead to self-employment and job creation. In a country where youth unemployment is a significant issue, providing these children with entrepreneurial skills can help reduce poverty and drive economic development.

Many Almajiri children lack a clear path to self-sufficiency and are forced to rely on street begging for survival, creating a cycle of dependency on societal goodwill. Entrepreneurship training offers them an avenue to become self-reliant, breaking this cycle and fostering independence.

Historically, some Almajiri schools engaged students in agricultural and vocational activities, so entrepreneurship is not entirely foreign to the system. Modernizing this approach by incorporating structured entrepreneurship training aligns with cultural traditions while addressing contemporary economic challenges. However, community buy-in is crucial for the program’s sustainability, ensuring that it addresses the specific needs and aspirations of the communities it serves. Therefore, it is essential for the Commission to engage with local communities in designing and implementing the entrepreneurship program.

The first step in this reform involves incorporating entrepreneurship programs into the Almajiri education system, making it a mandatory part of the curriculum. These programs should be tailored to the needs and realities of Almajiri students, including lessons on financial literacy, business management, innovation, business planning, and marketing, to teach students the basics of starting and running a business.

Following these introductory courses, vocational and technical training centers should be established within or alongside Almajiri schools. These centers will provide hands-on workshops where students can practice starting and running small businesses in areas such as agriculture, carpentry, tailoring, plumbing, and electrical work.

To ensure the program’s success, the Commission should develop a support system that pairs Almajiri students with mentors from the business community who can offer guidance, support, and potentially seed funding for their entrepreneurial ventures. Additionally, partnerships between Almajiri schools and local businesses should be encouraged, creating opportunities for apprenticeships and internships that will provide students with real-world experience and increase their employability.

In conclusion, the insights gained from my field study provide a crucial foundation for developing effective policies and interventions aimed at reforming Almajiri education and addressing the broader issue of out-of-school children in Nigeria. The research findings highlight the urgent need for a comprehensive reform of the Almajiri education system. Improving the poor living conditions in these schools must be a priority, along with developing alternative educational models that cater to the unique needs of Almajiri children.

The Commission should also collaborate with microfinance institutions to provide small loans or grants to Almajiri graduates who wish to start their own businesses. This financial empowerment will enable them to apply their skills and create sustainable livelihoods. To encourage participation, incentives such as start-up kits or micro-grants should be offered to students who complete the entrepreneurship training and present viable business plans. These incentives will motivate students and provide them with the necessary support to launch their ventures.

A robust monitoring and evaluation framework should be implemented to track the progress of Almajiri students in the entrepreneurship program. This will involve regular assessments, feedback from students and instructors, and tracking the success rates of graduates who pursue entrepreneurial ventures.

Finally, Almajiri students should receive certification upon completing their training, providing formal recognition of their skills and improving their employability in the future.

Proposed Structure

To effectively integrate entrepreneurship training into Almajiri education, the program should be structured to complement existing religious education, ensuring that it is both culturally sensitive and contextually relevant. The proposed structure therefore includes:

Integration with Existing Education: The program will be integrated into the existing Almajiri curriculum, ensuring that religious and moral education continues alongside entrepreneurial training. Scheduling will be designed to avoid conflicts, with entrepreneurship sessions potentially held in the afternoons or evenings.

Modular Curriculum: The entrepreneurship curriculum should be delivered in modular formats to allow for flexible learning. Modules will cover basic business principles, financial literacy, and practical skills tailored to local economic activities.

Mentorship and Apprenticeship: To enhance the learning experience, the program will incorporate mentorship from local business owners and provide apprenticeship opportunities, helping students apply their learning in real-world scenarios.

Vocational Training Centers: Vocational training centers within or near Almajiri schools will offer students access to tools, materials, and spaces needed for hands-on learning in various trades.

In sum, integrating entrepreneurship training into the Almajiri education system is a forward-thinking approach that addresses both the educational needs of Almajiri children and their future economic well-being. By equipping these students with practical skills and entrepreneurial knowledge, we can empower them to become self-reliant and positively contribute to society, tackling the broader challenges of unemployment and poverty in Nigeria. Given the significant size of the Almajiri population, successful implementation of this initiative could greatly enhance the GDP of Northern Nigeria. However, this reform will require collaboration among various stakeholders and a commitment to continuous improvement.

Conclusion

In conclusion, the insights gained from my field study provide a crucial foundation for developing effective policies and interventions aimed at reforming Almajiri education and addressing the broader issue of out-of-school children in Nigeria. The research findings highlight the urgent need for a comprehensive reform of the Almajiri education system. Improving the poor living conditions in these schools must be a priority, along with developing alternative educational models that cater to the unique needs of Almajiri children.

Poverty and the lack of economic opportunities for parents perpetuate the current Almajiri system, as many parents view it as their only viable option to escape hardship. Beyond these contextual factors, it is essential to recognize that reforms often face resistance because the Almajiri system is deeply ingrained in cultural norms and traditions. Unfortunately, some of these norms allow the abdication of parental responsibility, thus legitimizing the practice of sending young children to distant locations, where they are left to fend for themselves under the guise of pursuing education.

Moreover, many mallams perceive secular education as a threat to religious learning, and there is significant mistrust toward government-led initiatives. Therefore, any effort to reform the Almajiri education system in Nigeria must prioritize eliminating cultural, traditional and religious biases while addressing the root causes of poverty and offering viable economic opportunities both in rural communities and within the Almajiri schools.

Being a Memorandum submitted to the National Commission for Almajiri and Out-Of-School Children’s Education by Dr Nuraddeen Nuhu, Assistant Professor of Business Administration, Bridgewater College, Virginia, United States.