The Nigerian government is shifting the educational landscape by redefining what constitutes “out-of-school children.” According to Suwaba Saidu, Minister of State for Education, the Almajiri children—traditionally considered out of school due to the lack of conventional schooling—will no longer be classified under that umbrella. The Federal Government’s latest plans aim to revamp the Almajiri educational system, viewing it not as a gap in the formal school structure, but as a distinct yet integral part of the country’s education reform.
Speaking recently on Arise TV, Saidu shared the government’s groundbreaking stance. She explained that, although the Almajiri system—a centuries-old tradition of Quranic schooling in northern Nigeria—has long been criticised for leaving children vulnerable to street begging and neglect, the federal government now views these children as being in education. However, Saidu pointed out, the real issue lies in enhancing the curriculum to include crucial components such as literacy, numeracy, and vocational skills.
“The Almajiri system already has an established framework. These children have teachers and a curriculum focused on Quranic studies, so they cannot simply be labelled as out-of-school,” Saidu said. “By adding subjects like literacy, numeracy, and life skills, we believe these children can seamlessly transition into Nigeria’s formal education system.”
Nigeria’s education challenges have long been documented. The United Nations Educational, Scientific and Cultural Organization (UNESCO) estimates that over 28 million Nigerian children are currently out of school, placing the nation among the worst performers globally on educational attainment. Saidu stressed that integrating Almajiri students into the formal education network could significantly decrease this number, providing a more holistic approach to tackling educational neglect.
The Almajiri system has existed for hundreds of years, particularly in northern Nigeria, where young boys are sent to Islamic schools (madrasas) to learn the Quran. While the emphasis has always been on religious instruction, a large number of these children are subjected to extreme poverty, often forced into begging to sustain themselves. This lack of state regulation has led to concerns about the children’s welfare and their limited exposure to conventional schooling.
“There is no doubt the Almajiri education system needs reworking. Many of these children are educated solely in the Quran without modern schooling,” said education advocate and sociologist, Amina Gafar. “Incorporating core subjects will not only modernise their learning, it will create more pathways for these children to contribute meaningfully to the economy.”
The federal government’s proposal comes as part of its broader educational strategy to reduce Nigeria’s high rate of school absenteeism and early dropout rates. The initiative seeks to build on existing structures such as the Almajiri system, capitalising on the established rapport between these children and their teachers, rather than starting from scratch. The goal, Saidu shared, is a fusion between traditional Islamic teachings and modern educational tracks, creating a unique framework for students caught between these worlds.
The Nigerian government has already committed to the implementation of these reforms with practical efforts in place. For instance, a National Almajiri Commission was created in 2023 to ensure a coordinated, targeted approach to the educational gap. Its purpose is to explore practical ways of integrating formal education with the traditional religious schooling system, while keeping the core values of Almajiri education intact.
In addition, several northern states, including Kano and Kaduna, have begun setting up committees to revive the Almajiri system, working to fuse Quranic knowledge with other essential learning such as literacy, maths, and vocational skills training.
Critics of the Almajiri system have long highlighted the vulnerability of these children, arguing for years that Quranic schooling alone is insufficient in equipping them with skills that are essential for modern society. Through national discussions and policy formulations, these concerns are finally being addressed in a robust and systematic way, Saidu said, in alignment with the broader aims of modernising Nigeria’s educational infrastructure.
“This isn’t about tearing down the Almajiri system; it’s about building on it,” Saidu remarked. “We aim to uplift this educational structure and align it with formal schooling to foster well-rounded, productive Nigerian citizens.”
Local residents in northern states have cautiously welcomed the new direction, with many citing both optimism and skepticism over its potential effectiveness. Community leaders in Kano, for example, are hopeful that integrating vocational skills training into the curriculum will provide young Almajirai with practical skills for income generation, while also reducing the tendency for begging.
The government’s announcement further adds a sense of urgency to its plan to introduce “accelerated learning centres” across the country. These centres are designed to accommodate out-of-school children and youths, offering intensive programmes to ease them back into formal education or vocational tracks. As Saidu mentioned, leveraging open school schemes and revamping existing alternative education structures is one way of reaching marginalized children without pushing them into conventional classroom settings.
In addition to improved literacy, Saidu affirmed that the incorporation of digital training is critical. “The children must not only be equipped to read and write but also to thrive in an increasingly digital world. We are ensuring they get a comprehensive education,” Saidu said. The Nigerian Ministry of Education has already begun rolling out initiatives to integrate e-learning tools and digital classrooms, with particular focus on reaching the most underrepresented areas.
This shift in the policy surrounding Almajiri education could represent a seismic change, offering a bridge between religious traditions and contemporary educational needs. Still, many questions remain regarding implementation, funding, and the willingness of local communities to embrace these ambitious reforms.
The government insists that the road ahead will be difficult, yet the strategic nature of the plan offers a hopeful glimpse into the future, where religious, cultural, and formal educational systems can coexist and complement each other for the common good of all Nigerian children.
