ALMAJIRI SYSTEM OF EDUCATION, THE OTHER SIDE OF THE COIN: A CALL FOR RESTRUCTURING AND INTEGRATION

Abstract

The Almajiri system of education in northern Nigeria, a traditional Islamic educational framework, has long been a subject of debate due to its perceived negative social, economic, and educational impacts. Initially designed to provide religious education, the system has evolved into a structure that often leaves its participants vulnerable to poverty, exploitation, and marginalisation. This paper explores the Almajiri system from a critical perspective, focusing on its administrative, economic, social, and religious roles within Nigerian society. Rather than advocating for the outright proscription of the system, this paper calls for its restructuring and integration with formal education to enhance its efficacy and provide a more balanced approach to the needs of the children involved. It highlights key strategies for restructuring, including the introduction of a dual curriculum that combines Qur’anic and secular education, the incorporation of vocational training, the improvement of infrastructure, and the training of teachers. The author concluded that combining religious education with practical, skills-based learning, the Almajiri system can contribute positively to the development of both individuals and society, ensuring that these children are equipped to participate fully in modern economic and social life. The author therefore recommended that there is a need to integrate formal and Qur'anic Education by the government to help achieve a dual-curriculum approach, where students receive a comprehensive education that includes Islamic teachings alongside literacy, numeracy, and vocational skills. Also, there is a need to improve the infrastructure of Almajiri schools by the Government and non-governmental organisations to provide better living and learning conditions, such as adequate shelters, learning materials, and trained teachers who are capable of teaching both religious and secular subjects.