Northern Nigeria: A Call to Ban the Almajiri Education System, By Prof Baba El-Yakubu
By Prof Baba El-Yakubu
I cried when I watched a viral video of the famous Quran reciter Sheikh Ahmad Sulaiman displaying his captivating melodious voice at a thanksgiving session welcoming back Alhaji Bello Bodejo, the President of Miyetti Allah Kautal Kore. The Sheikh is my favorite reciter. Every Ramadan, I follow the tafsir of Sheikh Kabir Gombe – not only to enjoy its infotainment; but to listen to the beautiful voice of Sheikh Sulaiman reciting verses of the holy Quran. As you must guess, that day, mine were not tears of joy, but those of despondency. In the video, it was clear to me and many viewers that the sheikh lent his voice in a circumstance inconvertible with his status. Many social media commentators showed negative views and some posted despicable comments against him. I was really despondent and saddened. Being a non-digital native; I found it unnecessary to share my views on social media. As I wiped my warm tears, I wondered whether the Shiekh’s case was the ultimate learning outcome of the current Quranic schooling or Almajiri Education System in northern Nigeria. The Sheikh is a very good example of a successful Almajiri. However, that success doesn’t translate into knowledge, skills, or attitudes that meet most 21st-century societal needs. Apart from this, other challenges make the current system not fit for purpose.
It is important to remember that the Almajiri education system was designed for a very useful purpose. Initially established to provide Quranic education, the system has become an entrenched structure where young boys are sent away from their families to study under Islamic teachers or Mallams. It has long been intertwined with Islamic tradition and the cultural fabric of northern Nigeria. However, over time, the system has evolved into one that promotes neglect, child exploitation, and socioeconomic dysfunction. Despite its historical roots, the Almajiri system is increasingly seen as outdated and ill-suited to meet the demands of the modern world.
I have a long and fervent interest in developing solutions to the Almajiri Problem. My recent encounter was in the summer of 2017. There was an animated debate on social media about the Almajiri education system in Nigeria. I joined the debate and challenged those concerned to walk-the-talk. Instead of just debating, we should propose an actionable way forward, I argued. Later, I donated two days to a meeting that led to the creation of a Zaria-based NGO called ASRI – Almajiri School Remodeling Initiative. Many other groups announced different initiatives to address the predicaments suffered by Almajiri. However, so far, none of these groups seems to demonstrate the expected impact. This is perhaps due to the lack of clear analyses of the underlying sub-problems before attempting to proffer solutions.
Let us look at three important nagging issues associated with the Almajiri system today. One of the most damning aspects of the Almajiri system is the systemic neglect of children. Almajiri students often sent away from their homes, are left to fend for themselves with minimal resources or support. It is very common to see Almajiri roaming around the streets and hanging around local restaurants or motor parks. This is simply because most Almajiri schools cannot provide proper care, food, and shelter, forcing children into begging to survive. This exploitation not only denies them the right to a proper childhood but also exposes them to abuse, malnutrition, and psychological trauma. According to many studies, these exposures lead to troubling teenage life and low-capacity human capital for adults. In turn, these conditions for young adults make them susceptible to recruitment by extremist groups. The lack of opportunities and social integration for Almajiri fuels radicalization and poses a significant threat to national security.
Another important limitation of Almajiri schooling is the use of an outdated curriculum that lacks skills for modern life. The curriculum is almost entirely focused on rote memorization of the Quran, leaving students with limited exposure to other subjects that are essential in today’s global economy, such as mathematics, science, literacy, and technology. This narrow educational focus effectively locks children out of opportunities for upward mobility and ensures that they remain trapped in cycles of poverty. The lack of modern education also means that Almajiri students grow up with limited employable skills, making it difficult for them to contribute meaningfully to society or gain decent employment. Today, our population’s median age is 17.9 years. According to recent estimates, Nigeria will be the world’s third-largest population by 2050, with a population of about 500m. By that time, our current teenage Almajiris will be in their mid-40s and their will be millions of them. On their shoulders will be the heavy burden of responsibility for the North’s economic development, despite the onslaught of aggressive competition from countries such as China and India. Unfortunately, already we are rigging the system against them by allowing a curriculum that is based on rote memorization and lacks employable skills. Is there any wonder why Shiekh Sulaiman ends up offering prayers at Thanksgiving parties? Can you imagine what awaits the rote memorizers of the more complex world of 2050?
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The Almajiri system predominantly serves children from poor families, who view this form of education as the only accessible option. However, instead of empowering these children, the system perpetuates their economic and social marginalization. While children from wealthier families attend formal schools where they receive a balanced education, Almajiri students are left with an incomplete and insufficient educational foundation. This unequal access to quality education exacerbates socio-economic disparities and further entrenches poverty. Based on these three issues, it is clear how neglect of children combined with outdated curriculum perpetuates a low-quality level of relevant knowledge and skills among the youth in the north. As you are probably aware, the stock of such desired knowledge and skills the local workers have; is what Economists call the Human Capital of that locality. They observe that local regions that have more Human Capital tend to have faster economic growth than places with less. Can you see why the Almajiri system is sapping our valuable capital? Can you see why abject poverty in northern Nigeria is a daily reality? In the tapestry of social life, everything is interconnected.
Therefore, there is a compelling case for the Almajiri education system to be completely banned. Allowing the system to persist only sustains child exploitation, poverty, and insecurity. The northern Nigerian governors must recognize that the Almajiri system is no longer fit for purpose and enact legislation that outlaws it in its current form. This ban should not be viewed as an attack on Islamic education but rather as a necessary step toward reforming an ineffective system that has been dragging us backward. Religious education must evolve to meet the needs of the 21st century, where children require a broad spectrum of knowledge and skills to succeed. Northern Nigeria will remain underdeveloped until we solve the Almajiri problem. Almajiri may attain the ultimate goal, to be an expert Quran reciter; but in most cases, this is not enough to be able to pay his bills in the current society.
There are many good examples of viable alternatives to acquiring Quranic and Islamic education without suffering the fate of Almajiri in Nigeria. Let me cite three examples.
Indonesia, the largest Muslim-majority country in the world, has successfully modernized its Islamic education system by reforming Islamic schools or madrasahs. In Indonesia, such schools are required to follow a national curriculum that combines religious studies with modern secular subjects such as mathematics, science, and social studies. This hybrid approach ensures that students receive both spiritual and academic education, preparing them for meaningful participation in the workforce. Therefore, Nigeria could adopt a similar approach by integrating the Almajiri system into the formal education structure. Schools should be required to follow a national curriculum that includes both Islamic studies and modern subjects, ensuring that students receive a balanced education. This reform would allow for the preservation of Islamic education while ensuring students gain practical skills for their future. Laws should be enacted to make it a crime to have a traditional Almajiri school.
Another good example is the Moroccan Model of Integrated Education. Morocco has reformed its Quranic schools by combining traditional religious instruction with formal education in subjects such as science, technology, and foreign languages. The Moroccan government has implemented a policy that makes it compulsory for all Quranic schools to teach secular subjects alongside religious studies. This integration has helped Morocco to produce graduates who are well-versed in both Islamic knowledge and the skills required for modern life. Northern Nigeria could benefit from following Morocco’s lead in integrating Islamic and secular education. Islamic schools could be required to offer core subjects like literacy, mathematics, and science, alongside Quranic studies, giving children the opportunity to pursue higher education and career paths in various fields.
The last good model is the Imam Hatip Schools in Turkey. Turkey’s reformed Islamic schools offer a powerful example of how Islamic education can be combined with modern learning. These schools provide a curriculum that emphasizes both religious instruction and vocational training, preparing students for careers in fields ranging from engineering and medicine to public service. The vocational aspect ensures that students graduate with skills that make them employable in the modern economy, while the religious curriculum maintains their Islamic identity. Northern Nigeria could reform its religious education system by establishing vocational and technical training programs alongside Islamic studies. This approach would enable students to gain practical skills in fields such as agriculture, trades, or information technology, helping them become productive members of society while maintaining their religious beliefs. This model may benefit from the recently announced, Federal government Skill Equivalency scheme under “Nigerian Skills Qualification Frameworks (NSQF). The idea is very simple. Skills acquired under any circumstance could seamlessly be mapped to a formally recognized category in the national education system. For example, a skilled Almajiri may be tested and offered a National Diploma in a relevant technical or vocational category.
The Almajiri education system in Northern Nigeria, despite its historical roots, is no longer tenable. It perpetuates neglect, poverty, and insecurity, and does little to prepare children for the challenges of the modern world. It is disheartening to see one of the most successful Almajiris or an expert Quranic reciter in a circumstance to appears to be flattering or praise singing the powerful. This simply suggests that his success doesn’t translate into knowledge, skills, or attitudes that offer sustainable employable opportunities. The system lacks clear desired learning outcomes. It must be banned in its current form, and a new educational model must be developed that integrates Islamic learning with formal education and vocational training. By drawing on successful reforms from countries like Indonesia, Morocco, and Turkey, Northern Nigeria can create an education system that empowers its youth with the spiritual, academic, and practical tools needed for a brighter future. The solution to Northern Nigeria’s education crisis lies in a new model of Islamic education that combines religious instruction with academic and vocational training. Northern Nigeria will remain underdeveloped until this crisis is resolved.
Baba El-Yakubu is the PTDF-Professor of Chemical Engineering at Ahmadu Bello University, Zaria, Email: [email protected]
