A longstanding educational and social challenge in northern Nigeria—the Almajiri system—continues to face deep-rooted problems despite decades of government interventions and policy initiatives.
Originally designed as a traditional Qur’anic learning system, the Almajiri structure has evolved into a complex issue marked by widespread poverty, neglect, and lack of institutional support. Across many northern states, young pupils enrolled in Qur’anic schools are often left without proper shelter, food, or healthcare, forcing many to resort to street begging for survival.
Harsh Living Conditions.
Investigations reveal that most Almajiri pupils live in extremely poor conditions. With little or no infrastructure, many sleep in overcrowded spaces such as unfinished buildings or open areas near their teachers’ homes. Basic needs like clothing, soap, and bedding are often unavailable, exposing the children to health risks and hardship.
Street begging has become a common survival strategy, even though it consumes time that should be dedicated to religious studies. While historically introduced as a way to instill discipline, the practice has now become a necessity due to economic hardship and systemic neglect.
Failed Reforms and Abandoned Projects.
Since Nigeria’s independence in 1960, multiple efforts have been made by federal and state governments—as well as international organizations—to reform the system. Notable among these were model Tsangaya schools introduced during the administration of former President Goodluck Ebele Jonathan in 2012.
These schools aimed to integrate Qur’anic education with formal subjects in a structured environment. However, many of the facilities have since been abandoned, with only a few still in operation.
Earlier initiatives by regional governments and agencies such as the Universal Basic Education Commission (UBEC) and State Universal Basic Education Boards (SUBEB) also failed to produce lasting results, often due to poor implementation and lack of continuity.
Key Challenges Identified.
Stakeholders point to several reasons why reforms have not succeeded:
Lack of government recognition and funding: Qur’anic schools are largely excluded from formal education policies and do not receive regular financial support or salaries for teachers.
Policy inconsistency: Projects initiated by one administration are often abandoned by successors.
Weak supervision and corruption: Mismanagement and lack of accountability undermine reform efforts.
Cultural resistance: Some traditional scholars fear that modernization could erode the identity of the Qur’anic education system.
Parental neglect: Many parents fail to provide adequate welfare for their children once enrolled.
Calls for a New Approach.
Islamic scholars and education experts suggest that meaningful reform must involve the active participation of traditional teachers (alarammas), who are central to the system. They argue that imposing external solutions without understanding the system’s structure leads to resistance and failure.
Some recommend empowering teachers with financial support, farmland, and vocational training to sustain their schools independently. Others call for integrating Qur’anic education into national policy frameworks, including budgetary allocations and teacher salaries.
A Social, Not Just Religious Issue.
Prominent voices, including former Emir of Kano Muhammadu Sanusi II, have emphasized that the Almajiri crisis is largely a social and economic issue rather than purely religious. Factors such as poverty, insecurity, and lack of access to formal education continue to drive the system’s persistence.
The Way Forward.
Experts agree that addressing the Almajiri phenomenon requires a comprehensive strategy that combines education reform, poverty alleviation, parental responsibility, and community engagement. Without sustained political will and inclusive planning, the cycle of neglect and hardship is likely to continue for generations.
Source: Dailytrust.
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