For more than 800 years, the Almajiri method has been used in Northern Nigeria as a kind of Islamic education. Religious professors oversaw the Qur’anic studies of children who were moved to urban centres. However, because of a lack of formal Education and work possibilities, it is now linked to social isolation, chronic poverty, and vulnerability to radicalisation. According to UNICEF, there are a considerable number of out-of-school children in Nigeria—13.2 million in 2015, up from 10.5 million in 2010. Sixty-nine percent come from Northern Nigeria, and sixty percent are female.
According to data from UNICEF, the states with the largest populations of Almajiri and out-of-school children are Kano, Kaduna, Sokoto, and Katsina. The two primary reasons the system still exists are religious convictions that place a higher value on Qur’anic education than Western education and financial difficulties that keep households from being able to pay for formal education. In addition, 82% of uneducated girls marry before the age of 18, indicating that early Marriage is a common problem. Civil Society groups, the federal government, and UNICEF have all intervened in an attempt to address the problem.
Over 60,000 Almajiri children and teenage girls have gained empowerment.
States like Sokoto have implemented initiatives like Child Protection Centres, Digital Villages, and Vocational Training programs to teach skills like shoemaking, soapmaking, and tailoring. More than 60,000 Almajiri children and teenage girls who are not enrolled in school have gained Empowerment as a result of the intervention. In order to avoid child weddings, programs have also saved girls from being married young and offered mentorship. To increase access to education, government organisations, notably the Ministry of Education, have started programs like the Broader Quality Education and Learning Outcomes Programme and the Luminah Girl Child Initiative.
Deeply ingrained in the history of Northern Nigeria, the Almajiri system has developed over many years. It was first instituted more than 800 years ago as a way to teach Islamic education, but it has now evolved into a system linked to social isolation and poverty. The number of Nigerian children who are not in school has increased despite a number of measures, rising from 10.5 million in 2020 to almost 20 million by October 2022. This steady rise is caused by a number of variables. Higher dropout rates result from families being forced to put immediate survival ahead of schooling due to financial difficulties.
Personal accounts demonstrate the transforming effect of interventions.
Cultural customs that worsen the situation include early marriages, especially for girls. Furthermore, the efficacy of educational initiatives is impeded by limited money and infrastructure. Additionally, the COVID-19 Epidemic interfered with school operations, resulting in extended school closures and a rise in dropout rates. Personal accounts demonstrate how focused interventions can have a transforming effect. For example, Abdulkarim, a 13-year-old from Borno State, was a part of the Almajiri system for years, begging for six hours every day. After reuniting with his family with UNICEF’s help, he now hopes to pursue formal education and start his own business.
A 12-year-old Yobe State native named Abdusalim also returned home after years of being an Almajiri and is pursuing formal education with the goal of becoming a businessman. To attain long-lasting enhancements, particular policy measures are required. Integration of the Curriculum: To guarantee thorough learning, combine formal education with traditional Islamic education. Vocational Training, includes skill development courses to improve self-sufficiency and employability. Ensure cultural relevance and ownership of educational projects by including local communities in decision-making. Sufficient Funding: Provide enough money to develop infrastructure, educate educators, and supply educational resources.
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Using effective models from other countries, Nigeria can implement a community-driven development strategy. The Community and Social Development Project (CSDP) in Nigeria is an example of the effectiveness of incorporating communities in project development and implementation. It has benefited 23 million people by funding more than 16,000 micro-projects in 29 states. A multipronged approach is needed to tackle the Almajiri system’s problems as well as the larger problem of out-of-school children in Nigeria. Nigeria has the potential to significantly improve the quality of education across the country and decrease the number of children who are not attending school by incorporating effective models, including communities, and guaranteeing sufficient money.