Reforming the almajiri system of education: Restoring glory, empowering the future

The almajiri system of education, a centuries-old tradition in northern Nigeria, has been a topic of heated debate in recent years. This traditional system, rooted in Islamic teachings, was once a beautiful and effective means of imparting knowledge to young minds. However, over time, it has taken a lamentable turn, leaving the children vulnerable to […]

The almajiri system of education, a centuries-old tradition in northern Nigeria, has been a topic of heated debate in recent years. This traditional system, rooted in Islamic teachings, was once a beautiful and effective means of imparting knowledge to young minds. However, over time, it has taken a lamentable turn, leaving the children vulnerable to various perils. It is high time we, as a nation, recognised the urgent need to reform this system and provide a brighter future for these children.

The almajiri system, often misunderstood as a breeding ground for beggars, holds a deeper meaning. The word almajiri is derived from Arabic, meaning “a learner”, not a beggar. Traditionally, children were sent to learn under the guidance of a knowledgeable Islamic scholar known as a ‘mallam’. This system promoted not only religious education but also fostered discipline, humility, and a strong sense of community.

Unfortunately, the almajiri system has deviated from its original purpose. Many children end up begging on the streets, living in deplorable conditions and lacking access to basic amenities such as education, healthcare, and proper nutrition. This state of affairs not only compromises their well-being but also hampers the potential progress of the entire nation.

The vulnerable situation these children face calls for a united approach to reform this system and ensure a bright future for them. It requires the concerted efforts of individuals, non-governmental organisations (NGOs), and the government to address the multifaceted challenges facing the almajiri system.

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First and foremost, we must prioritise education within the almajiri system. Islamic scholars, or ‘mallams’, should be encouraged and supported to provide a comprehensive education that embraces both religious and secular subjects. By integrating subjects such as mathematics, English, and science into the curriculum, these children will be better equipped to navigate the complexities of the modern world. Quality education will empower them to become active participants in the nation’s development rather than remaining marginalised and at risk.

However, education alone is not enough. We must also introduce skill acquisition programmes within the almajiri system. By teaching practical skill acquisition programmes within the almajiri system; skills like tailoring, plumbing, farming, and carpentry, we can equip these children with marketable skills that will enable them to support themselves and contribute to the well-being of the nation. These programmes should be designed in collaboration with local communities and businesses to ensure relevance and sustainability.

Furthermore, we must tackle the issue of child begging head-on. Begging exposes children to exploitation, abuse and other forms of vulnerability. The government, in collaboration with NGOs, should implement robust child protection policies and enforcement mechanisms to safeguard the rights and well-being of almajiri children. Rehabilitation centres should be established to provide a safe haven for rescued children, beggars, ensuring their physical, emotional, and psychological well-being.

Additionally, we must foster partnerships between government, NGOs, and religious leaders to address the socio-economic factors that contribute to the almajiri system’s degradation. Poverty, lack of access to quality education, and systemic societal discrimination are among the root causes perpetuating this cycle of vulnerability. By addressing these issues holistically, we can create an enabling environment that empowers these children to break free from the shackles of destitution.

Finally, we must change the narrative surrounding the almajiri system. Instead of stigmatising these children as beggars, let us focus on their potential as learners and future contributors to society. By celebrating their achievements and sharing success stories, we can inspire change and encourage others to support the reform efforts.

In conclusion, the almajiri system of education in Nigeria, once a distinguished means of learning, has fallen into disarray, leaving countless children vulnerable to exploitation and marginalisation. Reforming this system requires a collective effort from individuals, NGOs, and the government by prioritising education, introducing skill acquisition programmes, addressing child begging, and fostering partnerships; we can restore the glory of this system and empower these children for a brighter future. Together, let us embrace the true meaning of almajiri – not as beggars but as learners – and create a society where every child’s potential can flourish.

 

Zainab Salisu Mator, CEO Matori Empowerment and Educational Support Foundation (MEESF), Abuja