Watching a video of the renowned Quran reciter Sheikh Ahmad Sulaiman displaying his melodious voice at a thanksgiving session welcoming back Alhaji Bello Bodejo, President of Miyetti Allah Kautal Kore, left me in tears. Sheikh Sulaiman’s voice is captivating, and he is one of my favorite reciters.
However, witnessing him in a setting that seemed unfitting for his status saddened me. Many social media commentators showed negative views and some posted despicable comments against him. Being a non-digital native; I found it unnecessary to share my views on social media.
As I wiped my warm tears, I wondered if his situation represented the ultimate outcome of the Almajiri system in northern Nigeria, a system that fails to produce knowledge or skills fit for the modern world. Apart from this, other challenges make the current system not fit for purpose.
The Almajiri education system was once valuable, providing Quranic education to young boys who studied under Islamic teachers. It became part of the cultural fabric of northern Nigeria, but over time, it has devolved into a structure that perpetuates neglect, exploitation and socioeconomic dysfunction. The system, deeply rooted in tradition, now appears outdated and unsuitable for today’s needs.
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I have a strong interest in addressing the Almajiri problem. In 2017, I joined a debate on social media, urging participants to go beyond talk and seek practical solutions. Later, I helped found a Zaria-based NGO, the Almajiri School Remodeling Initiative (ASRI). Unfortunately, the impact of such efforts remains limited, likely due to the lack of clear analysis and a concrete approach to tackling underlying issues.
Three significant problems stand out. First, the Almajiri system exposes children to neglect and exploitation. Boys are often sent away from home, left to fend for themselves with minimal resources. Many end up on the streets, begging for food, as their schools cannot provide adequate care. This neglect denies them a proper childhood and exposes them to abuse, malnutrition, and trauma. Studies show that these experiences lead to troubled adolescence and poor prospects for adulthood, making them vulnerable to recruitment by extremist groups and posing a threat to national security.
Second, the curriculum is outdated and impractical. It focuses almost exclusively on rote memorization of the Quran, with little emphasis on subjects like math, science, or technology. This narrow focus effectively locks children out of opportunities for upward mobility and keeps them in poverty. The lack of modern education leaves Almajiri students ill-prepared for Nigeria’s economic needs or global competition.
Today, Nigeria’s median age is 17.9, and by 2050, it will be one of the world’s most populous countries. Many current Almajiris will be middle-aged then, expected to shoulder the region’s economic future. But without the necessary skills, their chances of success will be slim.
Third, the Almajiri system perpetuates socioeconomic inequality. Children from poor families are often forced into this form of education as they cannot afford formal schooling. While wealthier families provide their children with balanced education, Almajiri students receive an incomplete foundation. They remain marginalized. This inequality makes social mobility nearly impossible for the poor in northern Nigeria. The system, instead of nurturing human capital, drains it, reinforcing a cycle of poverty.
Human capital is the stock of such desired knowledge and skills the local workers have. Economists observe that local regions that have more Human Capital tend to have faster economic growth than places with less. Can you see why the Almajiri system is sapping our valuable capital?
Given these challenges, there is a strong case for banning the Almajiri system. Allowing it to persist only continues the cycle of exploitation, poverty, and insecurity. Northern governors must recognize that the Almajiri system no longer meets the region’s needs and enact legislation to phase it out. This ban should not be seen as a rejection of Islamic education but as a necessary step toward meaningful reform. Modern education should include both Islamic studies and practical skills for today’s economy, allowing children to pursue balanced, productive lives.
There are successful models of Islamic education reform worldwide that could guide northern Nigeria. In Indonesia, for instance, Islamic schools blend religious and secular studies, preparing students for both spiritual and professional life. A similar approach could be adopted in Nigeria, where Islamic schools can integrate math, science, and literacy into their curriculums. This would maintain the tradition of Islamic learning while ensuring students acquire practical skills.
Morocco’s integrated education model is another example. The Moroccan government requires Quranic schools to teach core subjects like science, technology, and foreign languages alongside religious studies. This balanced approach equips graduates with the skills they need for modern careers, while still fostering their Islamic identity. Northern Nigeria could follow this example, making core secular subjects mandatory in Islamic schools to ensure students have pathways to higher education and various careers.
A third model is Turkey’s Imam Hatip schools, which provide a mix of religious instruction and vocational training. These schools prepare students for fields like engineering, medicine, and public service, integrating faith with employable skills. This approach could benefit northern Nigeria by incorporating vocational training into the curriculum, allowing students to gain practical skills in agriculture, trades, or IT while preserving their religious education.
The Almajiri system is no longer tenable. It traps children in poverty and ill-preparing them for the modern world. Watching someone as respected as Sheikh Sulaiman in a setting unfitting for his status saddened me and it highlights this problem. Northern Nigeria’s education crisis can only be resolved by embracing a new model that merges Islamic studies with desired practical skills.
By drawing on successful examples from other countries, northern Nigeria can create an education system that empowers its youth with both spiritual and practical tools needed for a brighter future. Until this crisis is resolved, northern Nigeria will continue to struggle with underdevelopment.
Baba El-Yakubu is the PTDF-Professor of Chemical Engineering at Ahmadu Bello University, Zaria, Email: [email protected]
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