ABSTRACT
This study was undertaken to find out the implications of Almajiri system of education in Zaria local government of Kaduna state four research questions were answered. The instrument for the study was self designed question. A sample of 125 people in Zaria local government was drawn using simple random sampling. Data was analyzed using frequencies, percentage and mean. The study revealed among others that the Almajiri system of education has implications on most of the Almajiri in kano metropolis, the curriculum is inadequate and that leads to so many challenges facing the system. Based on the findings of the study it was recommended that government should consider addressing the feeding and welfare needs Almajirai and their mallams, infrastructural facilities should also be provided.
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
“Almajiri” is a hausa word meaning immigrant children in search of search of Qur’anic education. The children are sent out early in life to seek Islamic knowledge outside their environment. They are placed under Islamic teachers known simply as ‘mallam’ under whom they are supposed to learn the rudiments of the religion.Khalid (2000), describes almajiranci as seasonal migration of school age male children from rural to urban areas in northern Nigeria in search of Qur’anic education. In this contemporary era, Almajiranci has degenerated to the extent that it has now greatly exposed the children to various types of moral or social hazards. Many of these children metamorphosize into drug addicts, dropouts, street beggars etc. they seldom go back to their villages or home towns.TheAlmajiri system of education during the pre-colonial days, pupils hold with then parents for within the immediate environment from where the pupils came from (Junaid: 2004). The Danfodio revolution brought with it some modifications, the establishment of an inspectorate of quranic literacy, the inspectors reported directly to the emir of province, concerning all matters relating to school.Shehu (2004), states that the colonialists specifically came up with policies aimed at destroying the traditional Qur’anic schools and replacing them with the western style school. Some people in protest of ave their children in trust to the Qur’anic schools wama to go to the village or its outskirt to teach them Qur’an. It was after independence that serious efforts were made to improve the system of Qur’anic schools. Islamic scholars and organizations like Jama’atulNasril Islam (JNI) struggled to establish and maintain the schools. Sir, Ahmadu Bello Sardauna of sokoto’ established Quranic schools in muslim localities, this effort gave birth to Ishuyyats.
