The making of Boko Halal to avert impending catastrope

The outcome of the 2011 voter registration exercise indicate that out of an estimated total population of 150 million Nigerians, about 73 million were 18 and above. When one factors in the people who for whatever reason could not register, then it is easy to see that the population of the country is evenly divided […]

The outcome of the 2011 voter registration exercise indicate that out of an estimated total population of 150 million Nigerians, about 73 million were 18 and above. When one factors in the people who for whatever reason could not register, then it is easy to see that the population of the country is evenly divided between adults and children. According to figures from UNICEF, the number of children of school age that are out of school in Nigeria is about 10 million. This implies that more than 15% of all Nigerian children are out of school. This in itself is an unhealthy figure for any society but when one breaks it down even further and looks at the figures on a regional basis, the clear and imminent danger faced by Northern Nigeria becomes all the more glaring.

It is estimated that of the 10 million out of school children, about eight million most of whom are almajiris, are in Northern Nigeria. This means that the out of school children constitute something in the region of 23% of the region’s children. This figure as heart-wrenching as it is, is still not the worst of the region’s problems in this regard. The fact that the number is rising, that major stakeholders (parents, Islamic scholars and governments) are at best aloof about it and at worst supportive, that most of the solutions proffered are merely cosmetic and would in reality only entrench the problem even further, are much bigger problems.

With the increasing poverty in the region, the chances of the parents of these children waking up to their responsibilities and taking full custody of their wards has become all the more dim since the almajiri system as it is operated today has become, for them, a clever way of absolving themselves of what they see as the financial burden of raising children. The attitude and pronouncements of many Islamic scholars has also only helped in giving “intellectual” backing to this obviously faulty and misused system. Their attitude cannot be unconnected to the fact that they too, like the parents of these children, are benefitting financially from the unjust exploitation of these poor kids. Many State Governments on their parts have made some attempts at tackling the menace but the efforts almost always turn out to be either inadequate or inappropriate or both. The only exception that made a mark was Kaduna state, when Arc Namadi Sambo was at the helm of affairs. The state integrated the Quranic system and the curriculum of conventional schools, and even rolled out a pilot with a well built rehabilitation center in Zaria-Kano expressway. The Malams were included in the state payroll

The approach taken by the administration differs from all previous approaches in the following aspects:

(a)    The establishment of model almajiri schools within the original locations where these almajiris are found. Each almajiri model school will cater for a cluster of “makarantun allo”. The idea is to eliminate the feeling of alienation that the almajiri feels when he is taken out of the environment he is used to and enrolled into school in a different location. By so doing, the dropout rate, which used to be a serious problem, will be highly reduced.

(b)    The harmonization of the curricula of Islamiyya schools (that include the study of the Quran and Fiqh) with the fundamental elements of Basic Education (Arithmetic, English, and Social Studies). This way the almajiri will acquire the Quranic education he so cherishes and thus help lessen the suspiscion they have of western education.

(c)    The schools are designed to be boarding schools with hostel and dining facilities. This is to ensure that all aspects of the welfare and security of the children are taken care of so as to ensure they are taken off the streets.

(d)    The introduction of vocational and entrepreneurial training in the school programme. This is to ensure that after graduation they are not only equipped with the requisite knowledge to continue their education, but also have the skills to support themselves and be productive members of the society.

(e)    The development and production of standardized instructional materials that are tailored to meet the needs of their peculiar background.

(f)    The recruitment and training of teachers specifically for this project.

(g)    The institutionalization of strict monitoring and evaluation procedures throughout all the different stages to ensure quality assurance.

This approach is clearly the most comprehensive that has been adopted by any administration and if pursued to its logical conclusion would not only provide succour to millions of children all over Northern Nigeria. But, the problem with previous educational policies is the lack of implementation. The Nomadic education programme has not made the desired impact. The 6-3-3-4 system of education is not properly implemented. It is not enough to enunciate such a policy. Government should implement this one to its logical conclusion.

Maiyaki wrote this piece from Abuja.