Integration of Almajiri System of Education in Universal Basic Education Programs in Western Senatorial Zone of Nasarawa State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026327Abstract
The Almajiri system of education, a traditional Islamic schooling model prevalent in Northern Nigeria, remains a critical yet contested component of the country's educational landscape. This study examines the roles and challenges of the Almajiri system in contemporary Nigeria, with a focus on the Nasarawa Western Zone of Nasarawa State. Employing a mixed-methods approach, the research integrates qualitative interviews with key stakeholders—including Mallams, parents, community leaders, and policymakers—alongside quantitative data from school records and government reports. Findings reveal that while the Almajiri system historically provided religious and moral instruction, it now perpetuates poverty, child labor, and insecurity due to systemic neglect and socio-economic pressures. The study identifies gaps in educational access, infrastructure, and teacher quality, exacerbating marginalization. However, opportunities for reform emerge through proposed integration with the Universal Basic Education (UBE) framework, emphasizing curriculum modernization, teacher training, and community engagement. The paper argues that holistic reforms, grounded in collaboration with religious and community leaders, are essential to transforming the Almajiri system into a viable pathway for socio-economic empowerment. Recommendations include policy alignment, sustainable funding, and robust monitoring to ensure inclusive, safe, and quality education for Almajiri children.
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