Almajiri system

By AbdulMajid Haruna

Several policies on education span across four decades, and yet Nigeria is still grappling with the menace of out-of-school children. Recent statistics from UNESCO projected a figure hovering around twenty million, with a significant portion of the children being the Almajiri Quranic students. 

Issues such as inconsistent government policies, poor implementation, inadequate funding, and limitations in terms of the scalability and scope of interventions provided by non-state partners and international donors have hindered efforts to address the problem. However, cultural and religious resistance remains a significant barrier.  

The classical system of Quranic Almajiri education imbibes Islamic teaching that every Muslim must acquire religious knowledge. However, culturally, the system aims to instill self-reliance and a sense of responsibility in the social and moral training of the child through hardship, toil, and hunger.

Sufism, the doctrine on which the system was founded, frowns at self-indulgence and believes asceticism and humility to be the hallmarks of a seeker of knowledge. This sentiment was echoed in the Weekend Triumph Newspaper of August 26, 1989, by Abdulkareem A. Bello, who describes the system as “the old wine in an old bottle”. 

In this article, Samaila Ado, an Almajiri in the Kano municipality, was reported to have said, “Our deplorable and wretched condition is a symbol of selflessness and humility.” According to Samaila, a true Almajiri is not concerned with worldly gains but rather is busy preparing for eternal life, which is more paramount.

Historically, the system had flourished owing to the support from the state’s public finances, the local community, and the philanthropic efforts from elites that catered to the modest needs of the children. During this time, the Almajiri scholars were artisans who, during their lecture-free hours, engaged in farming, fishing, well construction, production, masonry, trade, and tailoring. Most were farmers of the iconic Northern Nigerian cotton and groundnut pyramids. Some engaged in leather tanning and shoe and bag making in the old Sokoto empire. 

Sadly, however, the system has failed to adapt to the realities of the twenty-first century, with the modern Quranic Islamiyyas overshadowing the traditional Tsangayas and the Western secular education providing the safest route to climb up the socio-economic ladder. But more worrisome is the report that said six out of ten Almajiri pupils never find their way back home, and many lose their lives through street violence, ritual killing, kidnapping, disease and hunger.

Over the years, Integration has proven difficult due to the inadequacy of our policies. A careful analysis of the failure of Jonathan’s Almajiri integrated Model Schools by the Former Director of the Universal Basic Education Commission, Professor Ahmed Modibbo Mohammed, at Arewa House In Kaduna revealed that the lack of sensitisation and mobilisation of the nation affected the level of buy-in leading to a decrease in support and acceptance of the new system.  

Qualitative assessment research corroborated this analysis, carried out among Almajiri communities in Adamawa State. It demonstrated that including secular subjects was one of the major reasons parents did not welcome the program. 

Time and again, our policymakers have underplayed the subtle but widespread sentiment among the Islamic traditionalists who fear the new order poses the danger of erasing the cultural identity of the people. In a 2021 report published by The Resource Centre for Human Rights and Civic Education (CHRICED), Sheikh Bakura Assusaawi was remarked to have said: “Every Islamic scholar had gone through the system which shows us that there is indeed a great benefit in that system which we cannot afford to lose. There is no other help apart from helping the religion, and when we all neglect to do that, there is never a way forward.”

This allegiance to the old system and aversion towards Western education is rooted in the early events of the 20th century. On October 9, 1902, Fredrick John Lugard replaced Arabic & Hausa-Ajami (Hausa written with Arabic alphabets) with English & Romanized Hausa as the official language of Northern Nigeria. 

This single act in history changed the region’s educational scholarship trajectory. Not only did it render the rich knowledge produced in Ajami in the fields of humanity, science, and social science by the preeminent Sokoto caliphate obsolete and dying, but it relegated those proficient in this script to the background because to be “literate” and “employable” means to speak English and to write in the Roman script.

Tragically, the British also failed to recognise the Almajiri schools and abolished their state funding, tagging them as mere religious schools. This linguistic displacement brewed an identity threat in the people’s social psyche, igniting disdain and antagonism for the new system introduced by the colonial state and the Christian missionaries. 

Unfortunately, a century gap is still not enough to change the thought patterns of the Almajiri community. A recent story shared by a Twitter user about his late colleague’s son aptly drives home my point: 

The colleague had died, and the possibility of sponsoring the child’s education was hanging in the balance because the grandmother was standing in the way. She wanted the son to be enrolled in an Almajiri Quranic school instead of a secular Western school. 

The Twitter user was baffled because the grandma wouldn’t budge even when it was suggested that the child attend a formal school on weekdays and the Almajiri school on the weekends.

Many juxtaposing factors remain underpinning enrolment in traditional Almajiri education, barring socio-religious commitments and an aversion to Western education. These include rural-urban migration in search of greener pastures, disbanded families due to divorce or the death of the breadwinner, poverty, irresponsible parenting, and bad governance. 

Integration begins by fixing the stated problems, but reorienting society to the limitations of this age-long conservative approach to Islamic scholarship takes precedence.  Ever since the pilot scheme of 1964 to modernise Islamic schooling in the Northern Nigerian government headed by Sir Ahmadu Bello that ran successfully for few years before coming to a halt after his assassination, subsequent education policies namely Universal Primary Education (1976), National Primary Education Commission (mid-1980s), Universal Basic Education Act(2004) and Ministerial Committee on Madrasa Education (2009) which led to the establishment of President Jonathan’s Almajiri Model Schools have suffered detrimental setbacks.

Policies are cathedrals in the grand scheme of things; reality is the quicksand sinking them to the bottom. The government and relevant stakeholders must develop the political will to implement policies to their very ends. Most importantly, they must engage in intensive enlightenment, mobilisation, and re-orientation of the populace through the mass media, town hall meetings, and active involvement of the traditional Ulamas and leaders. 

AbdulMajid Haruna is an education thought leader and an inclusive education advocate primarily focused on vulnerable Almajiri children. He can be reached via abdoulmajeed570@gmail.com.

By Dahiru Kasimu Adamu

The word “almajiri” emanated from the Arabic word used earlier to refer to the companion of the prophet Muhammad (peace be upon him), who migrated on his instruction for the sake of Islam from Mecca to Madina.

Later, “almuhajirun” refers to knowledge seekers who move from one place to another in search of religious knowledge, predominantly the holy Qur’an.

Therefore, the word “Almajiranci” refers to the traditional method of acquiring and memorising the glorious Qur’an, where boys at a tender age are sent by their parents or guardians to other villages, towns, or cities to acquire Qur’anic education under a knowledgeable Islam scholar called “Malam.”

The Almajiri system of education involves somebody who migrated for learning or for the sake of advocating Islamic knowledge.

This migration is tied to a system in which people in a particular community gather male children of school age and hand them to a teacher yearly. The purpose is for Malam to teach those young children the basics of Islam through Qur’anic schools, popularly known as “Tsanagaya or Makarantun allo”.

The pupils are taught how to read the Qur’an and write the Arabic alphabet. They also learn strict discipline and aspects of living.

Due to environmental distractions, the malam may relocate his pupil to a distant area, such as a town or city and camp them there. Almajirai (plural of Almajiri) learn self-reliance and discipline in the camp.

History shows that the population provides free accommodation and leftover food for the pupil and their teacher; even though the food may not be enough, Malam sends his students into the neighbourhood to solicit food. One reason compelling Almajiri to beg is to let them experience and appreciate the hardship and necessity they will face in life.

According to the record, after the efforts of various communities and later Native authorities around the twentieth century, a modernised version of Makarantun allo-cum-Islamiyya schools emerged. This gave birth to at least four types of Islamic schools: Quranic Schools (Makarantun allo, Tsanagaya), Islamiyya Schools, Public and private model Quranic schools, and government Arabic and Islamic institutions.

The information indicates that begging was not involved during pre-colonial times, and Almajirai were doing menial jobs. They have not been abused before they could get a job. Their noticeable hygiene and good manners can simply identify them.

Islamically, it is responsible or necessary for a parent to provide moral education to their children. But the kind of Almajiri system being practised today is an entirely bastardised system compared to the one practised in the past, as mentioned above.

Now, children are seen wandering, begging for food; Almajirai are seen and identified by their unwanted hygiene, unkempt, tattered clothes, and disease-afflicted and ulcerated skins.

Many Almajirai spend most of their time on the street, which can lead some of them to intermingle with different people, including criminals. Several reports indicate how some of them engage in theft, drug abuse and other crimes. Also, lack of food has made them vulnerable to some diseases.

In summary, as the Qur’an mentions, Islam has identified several rights granted to children. These include the right to a stable family, proper development, showing love towards children, being mindful of education and spiritual growth, and having the right to the good life (chapter 19:98).

But nowadays, due to some factors, including economic hardship and extreme poverty,  most parents are running away from their economic responsibilities enshrined in Islam, sending their children at a very tender age to mallams in towns and cities. This led to behavioural changes among all age groups.

The research found that other factors include some parents who obtained only the knowledge of the glorious Qur’an without understanding its inner meaning, always supporting the Almajiri system, and some seeing Malams benefit from the size of the Almajiri studying under him because school size increased the Malam’s life.

Due to the street begging among Almajirai and other activities, hunger and lack of moral upbringing, many Almajirai are not observing proper Islamic values in their daily life. Some take it just as traditional because if it’s education, everyone can study in his locality.

To address these issues, all hands must be on deck. Leaders must be committed to fighting against extreme poverty, illiteracy and unemployment.

Come out with a new master plan towards a new method of the Almajiri system. This includes verification of all teachers to participate in teaching Almajirai because some are not even qualified to teach, allocating the number of children every mallam should teach, and he should not allowed to exceed the number assigned to him.

Parents and mallams should at least create a new way of accommodating and feeding the pupils. There should be the right place where pupils or Almajirai could get food instead of begging on the street. This includes the total elimination of street begging.

The authorities, Malams, and stakeholders should be sensitised about the importance of this educational sector, and they should provide shelters, health care services, clothes, and other essential things that will end street begging.

This can also be achieved by empowering pupils with vocational skills to sustain themselves and improve socioeconomic standards. There should be a good record of the numbers of Almajiri in each locality, state and country at large. In addition, the fundamental human rights of Almajirai and Malam should be promoted.

Good teaching and learning materials and a conducive atmosphere for learning should be provided for both Malams and Almajirai. Seminars, workshops, lectures, campaigns, and other mobilisation activities should be carried out to counsel Almajirai, other stakeholders, and the general public on career development. Almajirai should be included in acquiring Western education and skills.

By working on all the items mentioned above and more activities, the Almajiri system would be reformed and improved. All Almajiri,malam, and society’s socioeconomic standards will improve out of illegal nature and other sundry.

Dahiru Kasimu Adamu, Argungu, Kebbi State, is a young journalist and Mass Communication student at UDUS. He can be reached at dahirukasimuadamuargungu@gmail.com.

By Muhammad Isyaku

I closed late in the shop the other day at around 11:00 pm and went straight to our plaza’s parking space to take my bike since our shop was upstairs. I drove earnestly home, knowing it was already night and there was nothing I had to buy. From Malumfashi’s township market to our community is a journey. I have to pass many communities before reaching ours. 

Along my way down home, around the Gwamutsawa community, I saw a small boy of 7 to 8 years crying loudly and terribly on the other side of the road. The road has a long-cemented expressway that divides it for motorists’ passage. I had to stop by and call the boy to cross the road by climbing the expressway to come and meet me where I parked. He did as I instructed but still kept on crying, which utterly moved me. I have to overpower the pity and emotions to interrogate him. 

What was the matter, and from where is he? He told me he is an Almajiri of one Malam at Hawan-Usman-Lado. He added that he was hungry and didn’t want to go to school because their Malam would beat him. I asked what you did to him. He answered that he didn’t return to school for the evening lesson, for which the offence attracts a penalty. 

I admonished him to return to school on time so that he would not miss any lessons that would make their Malam flog him. He obediently said, “Okay, I would.” I asked him where he was from, and he said Maraban Jos. I further asked if his parents were alive, and he answered no. His answer nearly made me shed tears, as I thought only an orphan who is abandoned by his family and a child born by a careless parent could be sent to a traditional Qur’anic school in such a faraway place at this tender age. 

Two passers-by also met us on the spot and joined me in sympathy and condemnation. One of them even cursed the teacher (Malam) the child mentioned. The other person who didn’t curse the teacher, as his ally did, put his hand in his pocket and brought out some change, which he gave to the boy. I gave him my change, too, and asked him to climb my bike to take him to school and apologise to the teacher on his behalf. 

Upon hearing that, he continued to cry by firmly refusing to climb my bike. Those two people asked to follow me, and he said their teacher would flog him after I left. We insisted he climb, assuring him we would not allow him to flog him. He had no option but to climb, and he did, so I made a U-turn and headed to the community where he alleged their school was located.

Unfortunately for the boy, he started asking me to drop him off before I reached the roundabout, saying he would go by himself. I ignored him and continued moving until I reached the roundabout and saw a group of Almajirai by the other roadside. I asked them if they knew him and were from the same school; they said yes. I then asked him to use the money we gave him to buy food and eat after he should then follow them to school. 

They all started shouting ‘Dangari ne fa’, meaning he’s an indigenous boy! I was shocked by their confession. When I turned to him, he was nowhere to be found. They asked, “How much did you give him?’ I told them it was a small amount just for food.

I bid them good night and went home. However, I still questioned the kind of home training that boy was given and the level of his smartness for mischievously looking innocent and faking his identity. If a boy of such age could lie that way, then I wonder what he might be capable of doing if he grows into a full-fledged man.

In Allah, we seek rectitude!

By Umar Sheikh Tahir (Bauchi)

Columbia is an Ivy League University, one of the eight most prestigious institutions in the United States of America. Ph.D. students at this university undergo two years of coursework. One of the classes I took was Islam, Knowledge and Forms, which a visiting professor from Germany taught. Part of the course is a library visit to the exhibitions section under the project of Islamic Sciences, Science, Nature, and Beauty: Harmony and Cosmological Perspectives in Islamic Science (2022) at Butler Library, the largest library of Columbia University with millions of resources. 

The exhibition contained objects, images, rare manuscripts, and other learning materials. Two materials, among others, became the most astonishing factors in the exhibition: one of them is a rare copy of the Holy Quran, and the second is a locally handmade wooden tablet (Allo).   

The instructor asked everyone to talk about any material in the exhibition. Students gave their feedback on the experiences passionately; different things wowed everyone. When it came to my turn as someone who had known these items since childhood in my father’s private library, where we sneaked as children, which housed similar treasures. To us, these are the most useful items in his library as we do not read books; we only view images and magazines, such things that are not viewed as essential to the readers. Then, I shared my familiarity with these items, telling them I was exposed to most of the exhibited materials from my upbringing in Northern Nigeria, including “rare manuscripts” of the Quran. 

The Quran displayed was a giant copy of the original Uthmanic Quran, denoted to the third Caliphate of the Muslim nations who reigned (644/23H–656/35H). It was so amazing to all of us. As for me, the Quran is the most frequently read book in my entire life, and to their surprise, I can read this copy fluently without diacritical marks. I highlighted that memorising the holy Quran, even without understanding Arabic, is common in Northern Nigeria.  Most of my fellows never knew that sometimes people memorise it at an early age. I did not shock them with that, as I am one of them. 

In the second incident, Professor Brinkley Messick invited me to speak in his class on Islamic Shariah Law as someone with experience with an Islamic Madrasa background and went to Azhar University in Egypt. The theme of the class is the Islamic madrasa. He is interested in the Islamic tradition, as evident from the cover of his book, “Calligraphic State.” 

The Professor brought Allo a wooden tablet to the class and circulated it to students. Everyone was looking at it with surprise. I named it to them as a personal tablet for inscription and memorisation of the holy Quran, and the students asked for more details. I said we write verses from the holy Quran for memorisation after repeating it several times; not everyone understands how that works, except those with Islamic background. However, when I told them when we wash the script, we drink it, everyone was left with open mouths, surprising our embodiment of the holy book, including the professor. They could not process as modernised individuals with high sensitivity to germs and bacteria. Again, as I told our class last semester, this is very common in Northern Nigeria. 

Coincidently, one of the attendees from a Saudi background added that people used some scripts for Talismite and protection from Djinn (Ruqyā in Arabic or Ruqiyya in Hausa) by reciting some verses in water. I told her this is true; we have that part in our culture too, but the biggest part is that we drink washed script for the embodiment and show respect for not letting a drop of that water on the ground as a sacred word. As kids, we were told that whatever verses we memorise from the holy Quran and drink will stay in our hearts for a long time.

In reference to that, American Professor of Islam in Africa Rudolph Ware published his book Walking Quran on the Madrasa system in West Africa. He referred to those Quranic students’ embodiment as the Walking Quran in relation to the narration of the Hadith reported in the books of Hadith such as Ṣaḥīḥ Muslim; Aisha was asked about Prophet Muhammad’s PBUH character, and she said he was a Walking Quran.  

Our cultural legacy, often undervalued by some of us in our region, gained recognition at Ivy League institutions. Those people appreciate a centuries-old Quranic educational tradition or Almajiri system and show their respect to our subregion. Even our way of drinking the washed script of the Quran mesmerised them. 

A professor dedicated his projects to studying a school system called Daara schools in Senegambia or the Tsangaya schools in Northern Nigeria, making it evident that our legacy is an astonishing point to those communities. Then, as indigenous Africans who were introduced to the colonial system of Education less than a century ago in Northern Nigeria, we should be more proud of our system by appreciating those communities who choose to preserve it, as they make our subregion a central point of high intellectual conversation around the world. 

We should not deny our legacy by stigmatising the Almajiri system of education. Instead, we should support it and create a way of modernising it to empower and preserve our centuries-old legacy.  Whoever shows kindness to the Quran and its reciters will receive people’s applauses in this life, including Western intellectuals, and God’s reward in the hereafter. Thanks to those state governments in Northern Nigeria who support and recognise this system of education.

Umar Sheikh Tahir is a PhD student at Columbia University, New York, USA. He can be reached via ust2102@columbia.edu.

By Aisha Yahya Ibrahim

Almajiri is a word deduced from the Arabic word “Almuhajir, “ meaning an immigrant. Almajiri is a localised Arabic word. It is from the root word called “Hijra”, which means migration from one place to another for the sake of ‘Allah’. This concept of migration implies that one could relocate from where he does find conducive for worshipping his creator (Allah) to where he could find a conducive environment for worshipping Allah.

At this height, Nigerians correlated this concept with relocating children from one place to another in search of knowledge of Islam generally or the Quran in particular. The reason could be traced to the followings:

1. We have observed the misconception and misapplication because the children are relocating to places without proper care and sponsorship. They’ve become a nuisance to society.

2. The reason for the migration is that it is not conducive due to oppression. Whether one is oppressed or violent against people seeking Islamic knowledge cannot be equated to such oppression or violence.

3. Children are moved from where the knowledge is available without care or sponsorship, e.g. moving children from Kano to Kaduna instead of remaining with their parents in Kano, where they can have proper care and support. This results in the children begging on the street for sustenance.

4. There are instances where the children are even moved from where the knowledge is available, and the environment is conducive to where the command is not open, e.g., children being moved from Kano to Abuja.

THE IMPLICATIONS ASSOCIATED WITH THE AL-MAJIRI SYSTEM NIGERIA.

The following are some of the apparent implications of the Almajiri system in Nigeria.

1. The children become vulnerable to health hazards regarding their food and clothes; in most cases, some of these children walk barefoot.

– The food they eat: In most cases, these foods are remnants, and the actual eaters are unknown how the food was cooked and kept.

– The clothes they wear: We often see these children wearing the same cloth for up to a week or more without washing them.

This can lead them to develop skin problems due to accumulated germs.

– Walking barefoot: Some of these children walk barefoot. As a result, it leads to them contracting fungal infections on the nails (Onychomycosis) or the skin of the feet (Tinea pedis), better known as athlete’s foot.

2. They tend to be influenced negatively in terms of behaviour, e.g. They become exposed to drugs, i.e., taking drugs.

There’s a high level of theft mainly carried out by these children, e.g. snatching people’s items on the road when they get the chance.

3. These children will grow into adulthood as lazy citizens who depend solely on what people give or forcefully take away from people for survival.

 In today’s society, mainly in Northern Nigeria, children living with their parents sometimes disguise themselves as Almajiris just to get free money and food from people. These children have become so lazy that they don’t want to work; they prefer to go out and beg.

It’s important to note that this is due to some parents not taking responsibility for their children. 

A CALL FOR ACTION

For a better society, it is high time the government at all levels came in and ensured that these children are taken off the street to ensure that these children don’t become a threat to society and its people.

WAY FORWARD

The government cannot do that alone to ensure that these children are taken off the streets.

A collaboration between Government at all levels, Non-governmental organisations, Islamic religious leaders and Traditional Rulers.

Religious leaders: Religious leaders here can ensure the actual concept of the word is correctly explained to their followers as well as the need for these children to be taken off the streets through enlightening the general public about the negative consequences and acts of sins that are incurred as a result of the misapplication and the need to bring lasting solutions to it, at this moment working together to ensure that the real thing is established and the actual aim achieved.

The religious leaders are responsible for enlightening the Quranic teachers of these Almajiris on the danger of allowing the children to flood the streets begging for food.

The religious leaders also have to mediate between the Quranic teachers and wealthy Muslims to educate the rich Muslims on the need for charitable work to feed these Almajiris. They are also responsible for alerting the government through the Ministry of Youth and Development on the need to aid these Almajiri institutions and their Quranic teachers because that’s part of the government’s social responsibility instead of letting them become a menace to society. 

Traditional Rulers: Traditional rulers here are the closest people to this institution. They can physically mediate between the Almajiri institution and the government. They can ensure no child is found roaming about through their local security outfit. They can quickly investigate where the children came from, who the parents are, and so on since we now have parents who no longer take responsibility for their children.

Non-governmental organisation: The non-governmental organisation here can assist through some charitable work. i.e. distribution of food and other relevant materials.

Government: The federal government’s role in combating this menace cannot be overemphasised. The government here can put laws in place to ensure that no child is roaming the street as an Almajiri. The government can help shelter these children, i.e., just as we have government orphanages, we can adopt the same method and other assistance through collaboration with religious leaders, Traditional rulers and non-governmental organisations.

Above all, agitation for eradicating the Almajiri institution won’t be right, but a reformation.

And I hope this gets to the appropriate authority!

Aisha Yahya Ibrahim  wrote via ibrahimaishat432@gmail.com.

By Sulaiman Maijama’a

Almajiri System, over the last few years, has come under intense pressure, greeted with mixed reactions by stakeholders, especially in northern Nigeria. Many people have written many pieces on the negative consequences of the system, ascribing it to be one of the underlying causes of poverty, hunger, and insecurity, among other social vices in northern Nigeria. For this reason, it has been a topic of debate. Some call for repositioning the system, and some agitate for its total abolishment. In contrast, others argue that it should remain as it is today.

Undoubtedly, the present-day Almajiri system is, to a greater extent, different from what was obtainable in the pre-colonial era, hence the need for a review. Before British colonisation, the system, aside from the authorities’  high recognition and promotion, had enjoyed the support of other major stakeholders, such as the community, the parents and the pupils. So also, the whole financial burden of the system was being taken by the authorities with public funds. These indicate that the Almajiri system in those days was somewhat formal and, therefore, more organised.

However, the magnitude of the attack the system has now come under has given it a distorted image. It has developed a stereotype in some people, so much so that on the mention of the word “Almajiri”, the first connotation that comes to mind is negativity – illiteracy, poverty, hunger, dishonesty, insecurity and all sorts of social vices.

The word “Almajiri” is a derivative of an Arabic word, “Al muhajirun”, which could be traced right from the migration of Prophet Muhammad (peace be upon him) from Makka to Madina. Those who migrated with the prophet to Madina were called ‘Al-Muhajirrun’, meaning migrants. In Nigeria, the word “Almajiri” refers to those, usually teenagers, who are sent by their parents from respective villages and settlements to urban centres in the quest for Qur’an knowledge.

2014 UNICEF report estimated the number of Almajiri conservatively to be 9.5 million in Nigeria, predominantly in the northern part. If all of them were a nuisance, as widely believed by some people, the situation of our region would be worse than we could imagine. 

There is no doubt that there are bad eggs among them, which applies to every category of people. But, as much as bad eggs, there are equally good ones among the Almajiris who have passed through the system and become successful in different facets of life.

Almajiris excelled

Adamu Garba, a former Nigerian presidential aspirant, in an interview with the Punch Newspaper, says the Almajiri system in northern Nigeria produced some of the wealthiest men, including Africa’s pride, Aliko Dangote and the founder of BUA Group, Abdul Samad Rabiu, amongst others. Garba said he was once an Almajiri before he acquired Western education.

When asked whether the Almajiri system promotes terrorism, Garba said Boko Haram has no connection with the Almajiri system because of the dichotomy between Islamic denominations in northern Nigeria. “So, it is very unlikely that you have an Almajiri man becoming a Boko Haram,” he told The Punch.

Garba also mentioned that many business giants are products of the Almajiri system. “Again, if you go to [the] Kano market, most of the rich people in the market are Almajiri. They came through Almajiri, they were able to get [the] necessary training in the Almajiri institutions, and they were able to get to where they are.”

Similarly, several renowned Islamic scholars were once Almajiris. A typical example is Sheik Muhammad Bin-Uthman.

Testimonies from people

Some people interviewed narrated how their encounters with some Almajiri lefts them with a memorable impression.

Abdullahi Muhammad, a resident of Kobi, an Almajiri-dominated area in Bauchi, narrated how an Almajiri once returned his valuable lost items.

“I once forgot my valuable properties around my house. I gave up finding them, but to my surprise, an Almajiri found and returned them to a nearby mosque. It was announced after a couple of days. I claimed ownership and recovered my items intact. I was surprised [at] how honest the boy was.”

In an interview, Aisha Abubakar, a housewife in the Kobi area in Bauchi, revealed that she had two little Almajis coming to help her with housework.

“Two little Almajis come daily to help me with some housework — they fetch me water, wash clothes, and sometimes I send them on an errand. I give them food and sew them clothing when they go home during holidays. For the past two years, they have been coming. They are honest”, she said.

Maryam Abdullahi, another housewife in the Gwallaga area, Bauchi, said she retained an Almajiri who, apart from helping her with housework, teaches her little children Arabic alphabets.

“I have an Almajiri that comes on Thursdays and Fridays to give Qur’an lessons to my children. I’m happy now that my children are good in the Arabic alphabet and Qur’an recitation, courtesy of the lesson they receive from this boy ( the Almajiri). I cannot thank him enough.”

When asked how honest and disciplined she finds the Almajiri, she said, “I send him uncountable times with money to buy foodstuff and other items, and I always find him unblemished.”

Murtala Aminu (Ɗankasuwa), a trader in an Almajiri-dominated area, when asked how he finds the Almajiris around him, he asserted that their stay in the area is a blessing.

“They recite the Qur’an every blessed day and night. This gives us tranquillity and peace of mind. In addition, we cite them as an example for our children to emulate their hard work searching for knowledge. Many of them memorised the Qur’an by heart. What could be more delightful?”.

We take good care of Almajiris under our watch — Almajiri teachers

When interviewed, some Almajiri teachers revealed to us how they strictly manage the Almajiris under their tutelage to be well brought up and face the realities of life early.

Mallam Muhammad Shafi’u Inuwa, an Almajiri teacher in Sabon Gida Tsangaya school, said, “under our school, we have about a  hundred Almajiris. We raise them early in the morning to take classes between 5:00 am and 10:00 pm. In the afternoon, we allow them to work to earn a living. At night, between 8:00 pm and 10:00 pm, is also time for classes. We ensure that all the Almajiris return to their apartments when it is time for sleeping.”

On his part, Mallam Khamisu Ali (Gwani), another Almajiri teacher, said, “we try in this Tsangaya (Almajiri school) to imbue in them (the Almajiris) the spirit of hard work. Moreover, we encourage them to be self-reliant because to work and earn a living is better than to beg; that is why we allow them on school-free days (Thursdays and Fridays) to acquire skills.”

When asked whether the parents of the Almajiris come to check on their wards, Mallam Gwani said, “we are in contact with their parents. We face some challenges regarding this, but plans are underway to make it necessary for every parent to come in person and check on their wards at certain intervals.”

Regarding learning efficiency, Mallam Gwani stated that they had produced brilliant reciters, some of whom memorised the Qur’an by heart as teenagers.

Some Almajiris do not beg nor chant for food

In their efforts to face the realities of life and actualise self-reliance, some Almajiris interviewed claimed to have never begged nor gone to houses chanting for food

In this interview, a teen Almajiri, Zaharadden  Manu, explained how he sustains his life by harnessing and utilising the skill he learned back home before he was taken to Almajiranci.

“Every day after school hours, I go around nearby communities to do shoe shining, and it earns me a living. Then, on Thursdays and Fridays, I fetch water to housewives for food or money”, he said.

Musa Aliyu is an ambitious Almajiri who reconciles Qur’an learning and hand work. When asked where he sees himself in the decade, he said, “I see myself in the future as an educated person and a business owner with employees under me. I pursue this dream to the best of my ability.”

It was observed that on school-free days, markets and commercial centres get populated with Almajiris who do different works to earn some money to live on.

Give Almajiris the atmosphere to harness their full potential – Educationist

Comrade Abdullahi Yalwa, an educationist lecturer with the Department of Crimes Management and Control, Abubakar Tatari Ali Polytechnic, Bauchi, opined, “I think that abolishing the system may not be realistic or so easily achieved. What should be done is to review and revise to align with realities. There is a correlation between nature and nurture, and the two must synchronise to give an effective and responsible person. If one is bound to succeed if given a better condition, he would be double or triple or would be in the book of record for the exceptional display of talent.”

Comrade Yalwa further said, “to maximise the benefits and reduce or eliminate the negative effects of the system. Parents need to be responsible by sponsoring their children when searching for knowledge. They should give them enough resources to manage themselves, visit them periodically, give them what they need in terms of their basic need and also appreciate the person taking care of them in order not for him to use them as slaves.”

On what the government and relevant authorities should do, Comrade Yalwa recommended that “the Almajiri teachers ought to be registered by the government, and a maximum number of students should be allotted to each, and they should have the basic necessities, especially accommodation facilities, where people have a responsible and decent life.”

Maijama’a is a student at the Faculty of Communication, Bayero University, Kano and wrote via  sulaimanmaija@gmail.com.

By Yasira Muhammad Bello 

Since the Academic Staff Union of Universities (ASUU) went on strike from the first week of their warning strike in February, I have been busy with my literary activities, busy schedules and many other things.

In the first three months, I was engaged with an empowerment program called EGMA and EGRA (Feed and Read program for Almajiri’s) taking place all over Nigeria under different NGOs. Luckily, I got to be on the supervising committee under the Halimafactor community initiative (HFCI).

During this period, ASUU extended their warning strike, allowing me to continue my empowerment program skills.

Spending time with the Almajiri’s teaching them, feeding them and interacting with them gave me an instinct that ASUU has done me a favour because it’s a splendid opportunity to be with them and see their understanding of English and Mathematics.

I feel that it’s a considerable achievement and fulfilment. However, right on track before the completion of the program, I heard that ASUU would soon call off the strike (maybe or maybe not).

Alongside I saw another fantastic and golden opportunity; the NGO I am volunteering with will host training for Photography and Videography in collaboration with ITF/NECA. Immediately after I saw the form, I decided to participate since photography was my hobby and passion, and it would be another huge achievement during the ASUU strike. So I registered free and was screened and interviewed. So luckily for me, I got hitched up and selected to participate.

It wasn’t an easy-going job waking up as early as possible to be there at the training venue from (9:00 am to 3:00 pm). Sometimes it went beyond the closing time. Still, I kept going by putting my unending effort and strengthening my mind and soul for the task full option.

Right on the way, some of my co-trainees got tired and left, but I did not give up. On the contrary, I struggled every morning for the task ahead. Gradually, they say, an elephant can fly. Of course, it did.

The three consecutive months weren’t easy, but with all the hardships and criticism, I strived for it to be independent and stand out from other women of my age who think that women don’t have room in photography. Independence is my most cherished and number one value.

All of a sudden, it ended with a great one-week entrepreneurship class. Wow, it’s a massive point for me in 2022 and during the ASUU strike. The classes ended just a week ago (on Friday). I am now a certified photographer and videographer.

From last week to today, not up to a week, I have been doing nothing but staying at home. I feel like I have been idle for a year without doing anything. It’s a big step back to my dear independent life. Since the Federal Government is not ready to dialogue with ASUU, and ASUU aren’t prepared and willing to call off the strike, I wouldn’t hesitate to call myself to strike hard for my independent and entrepreneurial habits and morals.

This is just a brief account of my struggle during the period of ASUU. I decided to share this story with all my comrades at university and outside campus, especially my dear girls sitting idle at home doing nothing and expecting everything. If Nigeria cannot do it for us, let’s grow to be responsible and do it ourselves. With or without school, my 2022 agenda is almost fulfilled.

Be independent; you must overcome all the challenges and critics before you get to the root you want to grab in life.

I was criticized to the extent that I was thinking of backing down, but I decided not to. I learnt a life lesson that we can never do without criticism. When they criticize and talk about you, this shows that you are getting somewhere high. Believe me; many people are praying and hoping to be in your constant point. It’s their praying point, but you might not know. I refused to be trapped down doing nothing.

Yasira Muhammad Bello is a 100L student of Science Laboratory Technology, Gombe State University. She is an entrepreneur, writer, poetess, photographer, videographer, and spoken word artist. She sent this via misseerahbello@gmail.com.

By Kabir Fagge Ali

Almajiri is a system of Islamic education practised primarily in Northern Nigeria. The term is also used to denote a person who is taught or undergoing learning within this system called “Almajiranci.”

Almajiri is derived from the Arabic “Al-Muhajjirun”, an “Emigrant” who migrates from his home to a particular Islamic school in the quest for knowledge.

Over the years, it has been a normal feature, a cultural norm to have seen children roaming the streets in certain parts of (mainly northern) Nigeria, all in the name of seeking Islamic Education through the system of Almajiri.

Before the arrival of British colonial masters, a system of education called ‘Tsangaya’ has since prevailed in the Kanem-Borno Empire. It was established as an organised and comprehensive education system for learning Islamic principles, values, jurisprudence and theology.

Established after madrasahs in other parts of the Muslim world, Tsangaya was primarily funded by the state. Islam traditionally encourages charity, so the community readily supported these Almajiri. In return, he (Almajiri) gives back to society through manual labour.

The system also produced the judges, clerks, and teachers who provided the colonial administration with the needed staff. The Almajiri schools provided the first set of colonial staff in Northern Nigeria.

The Colonial masters abolished state funding of Tsangaya, arguing that they were religious schools. “Karatun Boko”, western education was introduced and funded instead. With this loss of support, the system collapsed.

A 2014 UNICEF report put the number of Almajiri in Nigeria at 9.5 million, or 72 per cent of the country’s 13.2 million out-of-school children. Unfortunately, this is a disaster unfolding before our eyes, as some estimates claim that the number of out-of-school children in the country has risen past the 15 million mark, most of whom originated from the North.

Regrettably, the Almajiri culture has since outlived its purpose and has become a breeding ground for child begging and, in extreme cases, potential materials for recruitment into terrorist groups. Moreover, the pupils who were meant to be trained to become Islamic scholars have now had to struggle to cater for themselves, begging rather than learning under the watch and supervision of some semi-literate Quranic teachers or Mallams who themselves lacked the requisite financial and moral support. Hence, the system runs more as a means of survival rather than a way of life.

This is because the Qur’anic schools became hapless, unable to render any help. After all, the head of the school is not also financially stable. This ultimately leads him to enforce a rule that ensures the students get him food or money. The most annoying part is making it mandatory, as punishment is enforced on anyone who fails to turn in what is expected from him.

Deprived of a normal and decent upbringing, Almajiri children, usually little boys between the ages of 4 and 15, may have been direct products of polygamous marriage or broken homes or simply due to economic challenges that hit the family. They lack adequate family cover as children are sent out to the streets under the guise of Almajiri as soon as the family’s resources are overstretched.

The Almajiri grows up in the streets without their parents’ love, care, and guidance; his struggle for survival exposes him to abuse (homosexuality and paedophilia), used as a slave, brainwashed, and recruited for anti-social activities, and used for destructive and violent activities. This is the picture of the pitiful plight of an Almajiri child in Nigeria.

Additionally, Almajiri culture epitomises child abuse, social exclusion, and chronic poverty in all ramifications. Because the system is believed to be rooted in Islamic religion and Fulani cultural practices, many attempts to reverse the trend or end such abuse of humanity have always hit a brick wall.

The fact that Islamic teaching strongly forbids begging, except in exceptional circumstances, which include a man’s loss of properties or wealth in a disaster or when a man has loaned much of his money for the common good, such as bringing peace between two warring parties already proves that Almajiri system as it is being practised today is unIslamic. A child neglected by his parents is vulnerable to diseases and social crimes. To survive, he often has to beg from ‘dusk to dawn’, after which he returns to the Tsangaya (Almajiri school).

For the past years, the Almajiri system has created a cover for criminally minded individuals to abuse Nigerian children through trafficking and expose them to anti-social behaviours such as forced labour and sex slaves.

Even former President Goodluck Jonathan designed a program under which a few Almajiri Model Boarding schools were established, which was aimed at integrating conventional western education into Islamic education, only turned out to be merely ‘removing a spoonful of water from a filled tank’, it wasn’t enough to adequately address the problem. As a result, less than five per cent of the children were captured by the Federal Government’s program meant to remove the Almajiri off the streets.

Therefore, as urgent, the government should take reasonable measures to address the Almajiri system in Nigeria to take them off the streets, even if it means banning the culture.

Unless it is banned or adequately reformed to meet the modern challenges and realities, the problems of underdevelopment, educational backwardness, and mass poverty in (northern) Nigeria will worsen. People will continue to bear children they do not have the resources to cater for, knowing that they could easily push such children out into the Almajiri system.

To conclude that the Almajiri system has deviated from its original purpose and is currently giving Nigeria a bad image in the international community is to admit the obvious.

This problem is a ticking time bomb waiting to explode at any time. And when it does, it will consume us all. But, it is still not late. So, something can be done to stem the tides.

Fagge is a student of Mass Communication at Skyline University Nigeria. He sent this via faggekabir29@gmail.com.

By Lawi Auwal Yusuf

I have been keenly following the recent raging altercation aroused by the hard-hitting comments of Nafisa Abdullahi. Many people have voiced their diverging opinions; some took an affirmative position while others came out against her. However, there is a consensus between the different parties that Almajiris are in a dire condition. Hence, no one would like to see his son in such a critical situation.

Though everybody has the leeway to express his mind, why are we wasting our energies on arguments that will come to nothing? These children are clamouring for justice, not a palaver over their plight. Such wrangle will never let us escape from the shackles of mutual antagonism. I believe that this issue is beyond mere accusation and counter-accusation. On the contrary, we have to go the extra mile. We have to give it our best shot to mark a turning point in this issue. Thus, we must debate matters that will help us clinch a victory over the problem. Put another way, it is more important to shift our attention from pointing accusing fingers at each other and focusing on the solution. This tendency to emphasise the problem rather than the solution is deeply entrenched in society and ravages our daily lives. Instead, it is more logical to put the solution above the issue.

Concentrating more on the problem will put us on a road that goes nowhere. It will keep us going around in circles, remain coasting and yield no helpful result. It will always go against us while our efforts remain in the doldrums. If you think this is the right way to ward off the problem. Indeed, you are living in a dream world. It is time to stop the dispute, draw a line under the issue and face reality, as this intractable desertion is getting out of hand.

Those on the same wavelength with the actress should know that not all the children they see on the street begging are actually Almajiris. Many children from impoverished homes disguise themselves as Almajiris to beg for food or scavenge through garbage, looking for valuable materials to sell for a living.

Furthermore, I want to remind those lilliputians that ridicule the Tsangaya that immensurable successes had been achieved through the system. It was the only institution that catered to the educational needs of our people before the inception of Western education. It was the bedrock of our ancient civilisation that paved the way for modern civilisation. It was the institution upon which the foundation for the development of society rested. It was attended by both the nobles and the commoners.

The Sultans of the Sokoto Caliphate, emirs of its semi-autonomous city-states and other members of the aristocratic class all went to Tsangaya. Also, they received their leadership skills training there and trained other administrators who served in different capacities. Moreover, Tsangaya scholars designed the constitution used to govern such a gigantic empire effectively. In addition to all these, it rolled out the khadis (Shari’a court judges) that administered justice, the Imams that led prayers, and Muftis that issued verdicts to guide authorities and the people on both their spiritual and worldly affairs. They also served then as the think tank.

Similarly, great scholars impart knowledge, herbalists that cure ailments, astrologists that determined praying times, crescent sighting, weather forecasts and navigation routes came from such a school system. On this basis, Northerners were proud boastfully that they were literates with a systematic way of life even before the imperialists invaded the region. So, we must be grateful for that.

On the other hand, those who take an unfavourable position from the Kannywood model should understand that the system now doesn’t go; it has a lot of issues and needs momentous changes. It is not what it used to be before. It has taken a different dimension in the last decades. We can’t keep going like that. The Tsangaya must be radically renewed, and these downtrodden children must be liberated from such bondage. Their future must be secured. They need to be under the vehement supervision of their parents, accompanied by their affection, psychological support and care. They have to enjoy the comfort of their homes and the bond of kinship ties, as we have all enjoyed. They deserve a decent life.

Lastly, politicians that have been dilatory in dealing with this problem and wash their hands on the matter must back away from such attitude. They must show genuine commitment to eradicating this menace. We must help these children to salvage the country because we have no other country than Nigeria. IT’S OURS!

Lawi Auwal Yusuf wrote from Kano, Nigeria, via laymaikanawa@gmail.com.

By Nusaiba Ibrahim

When all this brouhaha on the Almajiri system of education is over just before we hop on another discussion likely to be initiated by random persons online, we will then realise we have failed to acknowledge the failed infrastructure that has created and will continue to fuel the unrefined Almajiranci system of education by the day.

The earlier we realise how enormous challenges have, over the years, consumed our societies in the North, courtesy of broken marriages or homes, the better for us to understand the enormous task ahead of us in empowering our communities with the correct information and strategies to face greater challenges now and in the future, especially with regards to marriage as an important social institution. No matter how hard you try, as an optimistic Northerner, to overlook the series of ongoing debates in the past week online, it is practically difficult and impossible to ignore them, given the current reality that we have found ourselves in.

There is a reason why I choose to deliberately sideline discussing the Almajiri system from the premise of system reformation, the aspect of its essence or in contrast to modern primary education that has continuously screamed for aid. Unless we address the myriads of problems faced by the major social institution that is essential for development – family/marriage, we are hence, collectively wasting our efforts and brains to come up with solutions to transforming the system. At the same time, many under-aged will continue to be pumped out into these traditional Islamic schools, which are, of course, overwhelmed in the name of Qur’anic education.

It’s impossible to continue thinking that only strategic transformation, erasing the system or replacing it with a standard Islamiyya system, will bring a lasting solution to this misery. Agreed, they are essential to improving the system and even sustaining it. But as time flies, if they ever get a chance to be thoroughly revamped, they too will be overwhelmed to take care of these children sent to them in multitudes.

Now, let us take a quick recap of why our primary education has continued to suffer greatly. If you choose to think critically, you will understand that it’s the same reason in the context of the Almajiri system of education that has continued to promote this unending menace. It continues to act as a shield to a lack of good parenting, thanks to unsuccessful marriages. It’s nothing other than overpopulation alongside a dwindling economy. Hence, a multi-faceted menace like this requires a robust approach from virtually all aspects of social life.

My thoughts on why broken homes have the lion’s share of Almajiri menace are based on the facts highlighted in many of the reports that have been consistently aired on our local radio stations in Kano State and a recent publication by The Daily Reality on the 28th of March 2022. Several instances of why these unkempt children are sent to these schools all boil down to the separation of parents either directly or indirectly, which necessitates living with grandparents and stepmothers, who are eventually left without no quicker choice but to use the Almajiri system as an escape route from discharging their parental duties.

In a bid to understand the in-depth social ills of our dearest Northern Nigeria, particularly on the marriage institution, The Daily Reality published a report highlighting the rate of divorce in Kano State to be at about 32%, with an average age of divorcees ranging from 20-25. Presenting these figures shows a red flag and a slap on our faces as we boast of some of the best religious scholars, undisputed morals and values compared to our neighbouring counterparts.

But unfortunately, some low-IQ dimwits denied the facts with fierce rebuttals. While some challenged the veracity of the facts, another portion challenged the authenticity of the reportage/research findings by reducing it to mere propaganda than research. And for others, it doesn’t even reflect the reality on the ground. And the consequences aren’t confined to their families alone, which we are well aware of. Unfortunately, with developments in several aspects of social life around the world, we are still in the age of denying facts that are under our noses.

Let’s assume the facts aren’t authentic enough. Still, mere observations and intuitions have made us all realise that there exists a particular season of the year when agricultural products are everywhere in the markets. The number of these children quadruple on our streets. These periods always signal the season of new marriages in villages with the bit of fortune made from the sales of agricultural produce, thereby forcing these children out of the homes to accommodate new wives. You may choose to argue with whatever is next to you – these are undeniable facts. Interviews during the height of the ban against street begging unveiled many children narrating experiences of their grandparents, fathers and step-mothers taking them to traditional Qur’anic education alias Almajirci before harmattan season kicks off. Radio stations in Kano State primarily documented these.

Delving deep into the report, what struck me hard was, who will then take responsibility for the children out of these marriages? In whose custody will they survive if their mothers remarry? Will their new stepmothers be willing to accommodate them? What about their step-fathers? Indeed not the government, and it cannot be the community either. So, they’ll add another layer of complexity to our complex problems. In my thoughts, I silently hoped that people might look at this dimension which happens to be the root cause. If you think broken marriages aren’t the problem, try surveying many Almajirai in your community.

In all sense of honesty, I must recognise that the essence of the Qur’anic education in the North has not only proven to be undisputedly essential for authentic Islamic education but is also the pillar that sets the pace for all modern Islamiyya education in Northern Nigeria. Contemporary Islamic education has only gone further to modern teaching and learning methods in line with global Islamic development based on the strategies of traditional Quranic education. Many of our reputable religious scholars, professors and other professionals in different fields of endeavour are beneficiaries of the conventional Qur’anic systems.

Apparently, we have seen examples of why transforming the Almajiri system of education is almost impossible, especially because of government inconsistencies, discontinuity of government policies and lack of political will to tackle the menace. Besides, there are even mightier problems that are yet to be addressed. However, I firmly believe that strengthening marriages via introducing policies to safeguard and sustain good parenting can be a strategic move to tackle the menace of Almajirai. It will undoubtedly produce a desirable result by solving multiple challenges simultaneously.

Nusaiba Ibrahim Na’abba is a master’s student from the Department of Mass Communication, BUK. She is a freelance writer and researcher. She can be reached via nusaibaibrahim66@gmail.com.