Reviewing the almajiri education project (I)

This was underscored by the one day symposium on almajiri education organised in Sokoto on June 18 2013by the Usman Danfodio University UDU Consultancy Services and Sokoto State Ministry of Religious Affairs. The event which held at the Energy Resource Centre had the theme Almajiri Education Programme in Nigeria: The Journey So Far. The organisers […]

This was underscored by the one day symposium on almajiri education organised in Sokoto on June 18 2013by the Usman Danfodio University UDU Consultancy Services and Sokoto State Ministry of Religious Affairs. The event which held at the Energy Resource Centre had the theme Almajiri Education Programme in Nigeria: The Journey So Far. The organisers of the symposium said the objective was to review the progress recorded in the Almajiri Education Programme in Nigeria and to make recommendations on how to improve and sustain it. The aim is to ensure that it provides ‘unlimited access to UBE program for the almajiri child.’
Participants were welcomed by the Vice Chancellor of UDU Professor R.A. Shehu who expressed the University’s commitment to partnering with all stakeholders on almajirci education, particularly in the areas of training of teachers and school administrators for Almajiri Education Programme as well as undertaking researches on Almajiri Education. Professor Gidado Tahir, the Acting Executive Secretary of Universal Basic Education Commission, and Professor M.M Jagaba, the Chairman of the Local Organising Committee of the event also welcomed participants.
In his speech, His Eminence, the Sultan of Sokoto AlhajiMuhammad Sa’ad Abubakar said parents, who have the greatest obligation to teach their children should stop giving them to itinerant malams to acquire Qur’anic education.  Instead, they should employ scholars to teach their children.’ While calling for collaboration among all stakeholders, he urged governments at all levels to continue to complement community efforts by setting up integrated schools  that are equipped with qualified teachers to cater for the millions of almajirai children.’
The Governor of Sokoto State Alhaji Aliyu Magatakardan Wamakko listed the ills of Almajirci such as street begging include truancy, and other vices. He therefore called for joint effort in order to fight the menace of Almajirci in our society and declared that his administration would continue with its reformation of almajiri education projects.
Exploring one method of resolving the issue, the federal government has been implementing an almajiri reform project. A National Committee on Implementation of Almajiri Education Programme was set up which developed a policy for Integration of Almajirci Education into UBE Scheme in 2010.  The framework titled Strategic Plan of Action and Operations Guidelines was developed. The Committee developed three models of almajiri schools to be constructed. The first model entails the integration of Traditional Tsangaya /Quranic schools within its original location. This entails the provision of the following: construction of a block of 2 classrooms with office and store and furnished. Others include a block of 50 furnished pupils dormitory, boreholes with hand pump and Ventilated Improved VIP Toilets. The second model is for the establishment of a Model Almajiri School to serve a group of Tsangaya/ Quranic Schools with the following facilities: construction of  6 classrooms with office a store and furniture, a recitation hall and office with furniture, a block of 50 pupils dormitory with furniture, a malam’s Residence and boreholes with hand pump. The third model has the following features integration of basic Education into the curriculum of established Islamiyyah and Ma’ahad Schools. This involved provision of infrastructure and other facilities based on the needs of the specific schools. These schools have been built in various states while some are at various levels of completion. The conference organisers observed that in implementing the almajiri project, no one model is supreme because each model will reflect the need of its people and culture together and the amount of resources available for investing in the project.
Equally important is the need to involve all stakeholders in the conception, design and implementation of the programme. Some of these stakeholders are already making immense contributions to reformation of almajiri education. They include individuals with resources to donate to their communities, community based organisations CBOs, other civil society organisations CSO’s, international development partners and the state actors.
The symposium therefore had presentations from representatives of all these stakeholders. Seven papers were presented covering topics such as: Almajiranci Phenomenon in Northern Nigeria: Religious, Social, Economic, Political and Security Dimensions; Implementation of Almajiri Education Programme at State Level; Sustainability of the Integration Programme: Prospects and Problems; Almajiri Education Programme: The UBEC Initiative; Implementation of Almajiri Education Programme: The Role of Development Partners and Civil Society; Establishment, Development and Success of Almajiri Education in Sokoto State; and Transforming Basic Education in Nigeria.
Most of the papers presented various models being implemented by different stakeholders. Participants observed that even though development partners complement the efforts of the government in the provision of education at different levels, including the almajiri education, otherwise known as Sangaya/ Tsangaya, and/or makarantun allo, the provision of education is the primary responsibility of the three tiers of government as enshrined in the Constitution of the Federal Republic of Nigeria 1999 (as amended). Participants expressed concern at the increasing population of almajirai in the country which is estimated at 10 million with their concentration in the urban centres.
They attributed this to the fact that the Tsangaya schools are still very popular in the     Northern part of the country, more popular than the modern education     system.  They also underscored the fact that the crises in the modern educational institutions is making Tsangaya more appealing  and some Muslims to be wary and disenchanted with the modern  system of education.
The symposium agreed that convening discussions and other initiatives were central to enlightening the public on the premium of education, particularly the almajiriai, whose population is increasing. Participants commended the positive engagement on almajiri education marked by the continuation of debates on, and the     meticulous way the Almajiri Education Programme is being implemented.
Participants also observed that there is no ‘one model programme’ for the Almajiri Education that could be applied to all States due to the peculiarities of States. Nonetheless, they noted the initiatives in Sokoto State where existing classrooms are used for the almajirai in the afternoons and also the ESSPIN Model in Kano.
The symposium brought together Executive Secretaries of Universal Basic Education Commission, Tertiary Education Trust Fund and National Commission for Mass Literacy, Adult and Non-formal Education, Chairmen of State Universal Basic Education Boards for Adamawa, Bauchi, Benue, Gombe, Jigawa, Kaduna, Kano, Katsina, Kebbi, Kwara, Lagos, Nasarawa, Niger, Oyo, Plateau, Sokoto, Taraba, Zamfara and FCT, Abuja, Chairmen, House Committee on Education for Kebbi and Sokoto States Houses of Assembly, Head teachers of Model Almajiri Schools, Associations of Qur’anic and Islamiyyah Schools, Development Partners and Non-Government Organisations working on Almajiri Education, stakeholders in the education sector and representatives of religious and community leaders.