TITLE PAGE

ACHIEVEMENTS AND SHORTCOMINGS OF ALMAJIRI INTEGRATED SCHOOLS IN SOKOTO STATE: THE

JOURNEY SO FAR

(A CASE STUDY OF ALMAJIRI INTEGRATED MODEL SCHOOL DANGE-SHUNI AND ALMAJIRI

ISLAMIYYA INTEGRATED MODEL SCHOOL GAGI, SOKOTO)

BY:

ABDULLAHI SHEHU 1120402045

JAZULI ABDULRAHMAN 11204021220

BEING A RESEARCH PROJECT SUBMITTED TO

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

FACULTY OF EDUCATION AND EXTENSION SERVICES

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 USMANU DANFODIYO UNIVERSITY, SOKOTO. IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
BACHELOR OF ART IN EDUCATION (B.A. ED. ISLAMIC STUDIES)

OCTOBER, 2015

APPROVAL PAGE

This research work has been read and approved as meeting one of the requirements for the
award of B.A. Ed. Islamic Studies in the Department of Educational Foundations, Faculty of Education
and Extension Services, Usmanu Danfodiyo University, Sokoto.

______________________ __________________

Dr. Shehu Yahaya Tsagem Date

Project Supervisor

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______________________ __________________

Project Coordinator Date

______________________ __________________

Head of Department Date

Educational foundations

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 DEDICATION

This research work is dedicated to our parents, Alhaji Shitu Abdullahi Mahuta and Malam
Zubairu Wasagu.

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 ACKNOWLEDGEMENT

All thanks, praise and gratitude be to Allah most beneficient and the most merciful for giving
us the wisdom and ability to accomplish the task of writing this project and the opportunity to see
the completion of our studies from this prestigious university.

Our special thanks and gratitude to our parents and our project supervisor Dr. Shehu Yahaya
Tsagem, a father, a guardian, a supervisor as well as lecturer, for his fatherly advise, academic
guidance and his long standing patience towards the fulfillment of this work and our academic
pursuit. We wish him Allah’s guidance in all his undertakings.

We would like to acknowledge the immense contribution given to us by our lecturers in the
Faculty of Education and Extension Services in particular and lecturers from the Department of
Islamic Studies, History and Hausa in general, for their tireless efforts towards molding us in both
academic and moral excellence. May Allah reward them in abundance.

Finally, we wish to acknowledge the efforts made by our typist in person of Saifullahi Kabir
Adamu (Keyboard Busy) for his dedication towards typing and correction of our work up to its
completion. We also thank all those who contributed in one way or the other towards the successful
completion of this research work and our academic affairs in general.

Thank you once more and God bless.

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 TABLE OF CONTENTS

Title Page - - - - - - - - - -i

Approval Page - - - - - - - - -ii

Dedication - - - - - - - - - -iii

Acknowledgement - - - - - - - - -iv

Table of Contents - - - - - - - - -v

List of Tables - - - - - - - - - -vii

Abstract - - - - - - - - - -viii

CHAPTER ONE: INTRODUCTION

1.1 Background of the study - - - - - - -1

1.2 Statement of the problem - - - - - - -3
1.3 Objectives of the study - - - - - - -4
1.4 Research questions - - - - - - - -4
1.5 Significance of the study - - - - - - -4
1.6 Scope and delimitation of the study - - - - - -5
1.7 Definition of terms - - - - - - - -5
CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction - - - - - - - - -6
2.2 The meaning and origin of Almajiri - - - - - -6
2.3 Almajiri System of Education - - - - - -7
2.4 Aim of Almajiri Education - - - - - - -8
2.5 Goals of integrating Almajiri education - - - - -10
2.6 Struggles towa5rds integration of the Almajiri schools - - -11
2.7 Consequences of Integrated Almajiri education - - - -14
2.8 Summary and uniqueness of the study - - - - -15
CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction - - - - - - - - -16

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3.2 Research design - - - - - - - -16
3.3 Population of the study - - - - - - -16
3.4 Sample and sampling techniques - - - - - -16
3.5 Research instrument - - - - - - - -17
3.6 Methods of data collection - - - - - - -18
3.7 Method of data analysis - - - - - - -18
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0 Introduction - - - - - - - - -19

4.1 Data presentation and analysis - - - - - -19
4.2 Summary of findings - - - - - - - -25
4.3 Discussion of findings - - - - - - -26
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Summary - - - - - - - - -28

5.1 Conclusion - - - - - - - - -28
5.2 Recommendations - - - - - - - -28
References - - - - - - - - - -30

Appendix - - - - - - - - - -32

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 LIST OF TABLES

Table 3.4.1 Population of the study - - - - - -17

Table 3.4.2 Sample size of the study - - - - - -17

Table 4.1.1. Age distribution of the teachers - - - - -19

Table 4.1.2. Qualifications of the respondents (teachers) - - - -19

Table 4.2.3 Teachers’ Years of Experience - - - - -20

Table 4.1.4 Adequacy of instructional materials - - - - -20

Table 4.1.5 Time allocation of subjects on the time table - - - -20

Table 4.6 Number of students per classroom - - - - -20

Table 4.7 Students attitude towards learning - - - - -21

Table 4.8 Whether students’ education background pose to learning -21

Table 4.9 General performance of students in schools - - - -21

Table 4.10 Age distribution of respondents (students) - - - -22

Table 4.11 Students’ favorite subjects - - - - - -22

Table 4.12 Subjects students find difficult - - - - -22

Table 4.13 Whether there are enough teachers in the schools - - -23

Table 4.14 Whether the teachers are punctual and committed - - -23

Table 4.15 Availability of school library - - - - - -23

Table 4.16 The problems faced in the schools by the students - - -24

Table 4.17 Whether the students can read and write in Arabic language -24

Table 4.18 Whether the students can read and write in English language -24

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9
Abstract

This research work investigated the achievements and shortcomings of Almajiri Integrated Schools in
Sokoto state. The journey so far using Almajiri Integrated Model School, Dange-Shuni and Almajiri
Islamiyuya Integrated Model School Gagi, Sokoto as the case study. The sample size used was seven
hundred and thirty two comprising of forty two teachers and six hundred and ninety students. A
structured questionnaire was used to collect data fro9m the respondents. The finding revealed that
the schools have qualified teachers. It also revealed that the major problem been faced by the
students is the difficulty in the understanding of language of instruction i.e. English language. It is
therefore recommended that the schools should organize an extra lesson for the students especially
on English language and mathematics.

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 CHAPTER ONE
INTRODUCTION
1.1 Background to the study

The issue of Almajirai has remained worrisome in the minds of northern elites. This is
because the practice has been a source of embarrassment to the region. The concept of
Almajiri came as a result of Prophet Muhammad’s migration from Mecca to Medina. In Hausa
land the term Almajiri could take any of the following forms; any person irrespective of
gender, who begs for assistance on the street or from house to house as a result of some
deformity or disability; children between the age of seven and fifteen who attend informal
religious school who equally roam about with the purpose of getting assistance or alms; or
even a child who engages in some form of labour to earn a living.

According to Muhammad (2010) the concept of Almajiri education in Nigeria started

in the days when the quest to acquire knowledge was prevalent, especially the Qur’anic
knowledge by the Muslims, there were no laid down procedures or channels to adopt in
obtaining such, except the unconventional way to a supposedly teacher, known as Malam. It
was this Malam that now enlist the child to the teaching of religious scriptures and Islamic
way of life are introduced to the young pupils. It was so perfect and rewarding that highly
educated Sheikhs and Mullahs who became successful in life by holding positions of judges
and teachers that were molding the minds of the young on how to become righteous and
exemplary in their future lives. However, when the civilized life styles of the west started
encroaching into the big cities of the north, some of these Malams became allured to the greed
for money and started migrating to the cities and towns with their pupils and subjected them
to vagaries of the streets.

He further explained that one teacher can register up to a hundred and more pupils
who he singularly keeps, guides and control. To keep them fed and accommodated are also
part of the teacher’s responsibilities. But nowadays even to keep and feed one hundred mouths
is not easy, and perhaps impossible. But life must go on, and the pupils have to, as a must,
acquire the knowledge their parents sent them to do. The little stipends the parents were able
to give their wards for them and the teachers hardly sustains them for a month, so an

11
alternative means of getting more income has to be employed. During the day time, when
there are no classes the pupils are allowed to roam into the town and wander around until
when classes were to begin. It is this going about around the town that affords the pupils to
engage in menial jobs that fetches them some little amounts. This also was a kind of stopped
by the people because they have other means of doing such jobs and so the pupils venture into
house to house begging for remnants of food to eat. It is also said that the pupils take back
part of this food to the teacher. It is clear from the above, that the teacher himself is gaining
from the engagements of the pupils in the town, and can do anything to sustain it.

The system that was hitherto organized and well charted has now been bastardized and
abused to the extent of letting our children roam streets and picking remnants of food leftover
from dustbins. One other aspect of the system that has been abused nowadays is the
degenerated value of trust and togetherness that our forefathers have lived and died with. This
issue of lack of trust is as a result of the changing world in terms of orientation and our rush
for acquiring the status of a civilized lot. Couple with this is also the government’s nonchalant
attitude of fending for the citizenry that results in thousands of our youths daily roaming the
streets looking for what to eat (Muhammad, 2010).

Integration of Almajiri education becomes necessary due to the predicaments of

traditional Almajiri education system. Integration is the merging of the two system of
education together i.e. the combination of the western system of education with Qur’anic
system of education. The establishment of Almajiri Integrated Schools (A.I.S) across the
country is one of the government’s intervention strategies to curtail the menace of street
begging by children and youth in the name of pursuing Qur’anic education. The school is to
accommodate the Almajiri who are coming to the city from far and near villages for Qur’anic
knowledge. They mostly arrive without provisions and other essential needs; consequently
they move from house to house, street, motor parks, restaurants and other public places.
Gradually, they become exposed to child abuse, neglect, health hazard, hawking and other
forms of social vices. Many of the Almajirai are orphans and vulnerable children. The purpose
of the integration of the two system of education is to provide educational opportunities for
these categories of children to acquire Traditional Qur’anic Education and Basic Western
Education so as to improve their living condition and empower the Almajirai and their

12
Malams. This will also enable each state of the federation to achieve Education for ALL
(E.F.A) and Millennium Development Goals (M.D.Gs).

The present Sokoto state government under the leadership of Dr. Aliyu Magatarkar
Wamako has taken a bold step through the establishment of Almajiri Integrated Model School
in Dange-Shuni and Almajiri Islamiyya Integrated Model School Gagi, Sokoto state. The
Almajiri Schools, unlike other schools established under Ministry of Education or Ministry for
Science and Technology, is established under the Ministry for Religious Affairs. Since the
creation of the school, Almajiri within and outside the state has been enrolled while teaching
and learning process had commence.

Therefore, this research work intends to investigate the achievements and

shortcomings of the programme and student of Almajiri Integrated Model School Dange-
Shuni and Almajiri Islamiyya Integrated Model School Gagi since inception with a view to
proffer recommendations while highlighting their achievements and shortcomings.

1.2 Statement of the Problem

The way Almajiri system of education is being practiced in the northern part of
Nigeria and more particularly Sokoto is an eyesore that need urgent attention in order to
rescue the situation. The Almajiri system of education has turned its students to tools for
money making for their teachers. To feed and cloth themselves, they have to always roam
about the streets, public and private places, begging for money. They also render services as
plate washers in restaurants and even find themselves in nefarious places, which make some
of the Almajiri to result in intermingling with bad people, engaging in prohibited conducts like
pocket picking, stealing, or being mobilized to promote violence in return for money. They
waste their time in other unnecessary activities instead of acquiring knowledge. These acts
make them get exposed to diseases and other hazards.

Integration of the traditional Almajiri education becomes necessary in order to

eradicate the problems associated with it. The reasons for the integration are to reinforce the
talent of the learners to read, write and memorize the Qur’an and to introduce secular subjects
into Qur’anic school thereby making the products literate, numerate and to provide adequate
and qualitative instructional materials in both Islamic and secular subjects. Hence, this

13
research focused to investigate the achievements and shortcomings of Almajiri Integrated
Model Schools in Dange-Shuni and Almajiri Islamiyya Integrated Model School Gagi, Sokoto
state in relation to the students’ performance and the integration programme itself.

1.3 Objectives of the Study

The study has the general aim of finding out the achievements and shortcomings of
Almajiri Integrated Model Schools in Dange-Shuni and Almajiri Islamiyya Integrated Model
School Gagi, Sokoto state. The study has the following specific objectives:

i. To find out whether the schools have qualified teachers?

ii. To find out whether the government provide essential teaching materials for
the schools?
iii. To find out whether the school environments are conducive for teaching and
learning process?
iv. To find out whether the students are coping with the integration programme?
v. To find out whether the schools receive adequate financial support from the
government?

1.4 Research Questions

This work intends to find answers to the following questions:

i. Are there qualified teachers in the school?
ii. Is the government providing essential teaching materials for school?
iii. Is the school environment conducive for teaching and learning process?
iv. Are the students coping with the integration programme?
v. Are the schools receiving adequate financial support from the government?

1.5 Significance of the Study

The information and findings of this study will be of great importance to government,
non governmental agencies, teachers, and other stakeholders who are involved in Almajiri
education. This will enable them to tackle the problems that the Almajiri and the programme
are encountering. The parents will also find useful the contents and findings of this study as it
will educate them more on the proper ways to educate their children.

It is also hoped that this study will add to the existing knowledge and literatures on
integrated Almajiri education and as well serve as reference material for those who want to
carry further investigation in the area.

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1.6 Scope and Delimitation of the Study

This study will focus on Sokoto state and will be limited to the Almajiri integrated
Model Schools in Dange-Shuni and Almajiri Islamiyya Integrated Model School Gagi, Sokoto
state only.

Moreover, due to time factor, financial constraints and other unforeseen problems, the
study will be restricted to the populations of Junior Secondary School Students of Almajiri
Integrated Model School in Dange-Shuni and Almajiri-Islamiyya Integrated Model School
Gagi, Sokoto state.

In addition, the study will also examine the progress of the programme and the
problems faced by both the students and the school.

1.7 Definition of Terms

The following are the definitions of key concepts used in this study:

Almajiri: This refers to pupils/students of traditional Qur’anic school.

Malam: A person that has knowledge in diverse aspects of Islam

Integrated School: This refers to combination of joining of two systems of education

together in one school

Traditional Qur’anic School: This refers to school boarding systems of non-formal

education of Islamic Religious Knowledge.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter discussed the meaning and origin of Almajiri, objectives of the Almajiri
system of education, problems of Almajiri system of education, Need for integration of
Almajiri education, the objectives of integrating of the two systems and government
intervention in Almajiri education.

2.2 The Meaning and Origin of Almajiri

The word ‘Almajiri’ is derived from the Arabic word ‘Almuhajirun’ migrants in Hausa
land. It refers to a traditional method of acquiring and memorizing the glorious Qur’an where
boys at their tender ages are sent out by their parents or guardians to other villages, towns or
cities for Qur’anic education under a knowledgeable Islamic scholar called Malam. According
to Bambale (2003) Almajirai (plural of Almajiri) are categorized into three (3) classes:

i. Gardi (Adult)
ii. Titibiri (Adolescent) and
iii. Kolo (An infant)

The Gardi (Adult) engage in some labour-intensive service for a means of livelihood
while the Kolo (Infant) and Titibiri (Adolescent) beg for alms/food.

Almajirci is the activities in which Almajiri (pupil/student of traditional Qur’anic

schools) get involve during the process of acquiring Qur’anic and Islamic education. It is an
educational system that is primarily Islamic. According to Alkali (2001) Almajirci is a semi-
formal system of Qur’anic education in which children mostly boys, are sent by their parents
to take up residence with Islamic Malams, for instruction in the Qur’anic and other Islamic
texts. They further explain that it originated from the Arabic root word Almuhajirun which
means “immigrants”, this is an illusion to the time of Prophet Muhammad (S.A.W) when the
people of Mecca migrated to Medina. Traditionally, children would be sent to places far away
from their parents, where they would be under the custody of a Malam to acquire religious

16
knowledge while also learning to fend for themselves. They would beg for alms or serve in
their teachers farms as a means of compensation for their religious education and upbringing.

Also, studies by Ayuba (2009) indicate that seeking for knowledge practice is
religiously legitimized since the Prophet (S.A.W) was reported to have advised Muslims to
travel in search of knowledge even up to China. It is said In an Hadith that:

“Whoever able set out seeking knowledge

will be walking in the path of God until
his return and whoever dies while in
pursuit of learning will be regarded as
Martyr.”

This is the reason why Islamic scholars travel and migrate to different parts of the
world in search of knowledge with their students, but right from initial stage begging was not
a virtue of this practice as the prophet of Islam discourage begging. As the prophet said that it
is better for a believer to go and cut firewood in the bush and sell than beg.

Ibrahim (2010) observed that Islam encourages people to seek knowledge but does not
in any way promote begging or allow children to be wandering on empty stomachs under the
guise of searching for Qur’anic education.

2.3 Almajiri System of Education

Almajiri education is an aspect of Northern Nigeria Islamic Education system. It is

semiformal education in which children between the ages of four and eighteen are assigned to
wandering Islamic teachers usually referred to as Malams to learn the Qur’an and also acquire
some forms of Islamic knowledge. Though Almajirci is a good system, but the phenomenon
as it is being practiced in the northern part of Nigeria is iniquitous, obsolete and it needs a
concerted effort to reform. The problem is not with the system but the process, the traditional
Qur’anic schools still remain mostly one classroom located outside a mosque, private house or
under a tree. The school environment in most cases tends to be unfriendly, overcrowded and
unhygienic.

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 The negative impact of the system is child labour in which Almajirai must assist their
teachers in earning what to eat with their families and they also have to earn a living by
begging not only to feed themselves but also to contribute to the welfare of the Malams
(teachers). These Qur’anic schools have their own types of syllabus, methodology, time table
and several years before the child graduates. The system evolved with good intention, and it is
serving a good purpose, but nowadays the Almajiri system has turn Almajirai (pupils) to be
tools for money making for their Malams, some are even required to give a fixed amount on
daily basis, feed themselves and clothed themselves, so they have to always roam about at
motor parks house to house, the streets and other public places begging for money just to
escape punishment from the Malams. They render services as plate washers in restaurants and
even in unwanted places, which make some of the Almajirai to intermingling with bad people,
engaging in prohibited conducts like pocket picking, stealing, or being mobilized by other
people to promote violence in return for money. They even waste their time in other
unnecessary activities instead of acquiring knowledge.

Bako and Sule (1994) observed that, in Northern Nigeria, the Qur’anic school system
predated the western education system, but the majority of the population still looks upon the
Qur’anic system to provide training for their offspring. In fact, most families view the
Qur’anic system as integrated educational set up with the capacity to provide training for
children. But unfortunately, the realities of the system has changed, it is not in a position to
carry on with its traditional task as before.

That the degeneration of the Qur’anic school system into the present state of not being
able to provide adequate care for its pupils and students had its roots in the history of the
socio-economic, political and cultural transformation of the society in Nigeria. They added
that the colonial experience was the turning point in the history of this transformation. It is
believed that to acquire Islamic education is the creation of a good and righteous man and
Islam is a religion that is primarily based on education. It encourages literacy pursuit and
enjoin its followers to seek more and more knowledge generally (Abdulmalik, 2008).
Furthermore, Islam attaches great importance to knowledge and considers it the basis of
human development and key to the growth of culture and civilization.

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2.4 Aims of Almajiri Education

Almajiri system of education is associated with Qur’anic education, which in northern

Nigeria the Qur’anic schools system predates western system of education in fact, most parts
of the Northern Nigeria; Qur’anic system predates even the Usmanu Danfodio Jihad (Sule,
2002). The aims and objectives of Qur’anic system of education are to produce a faithful and
piety man that will be useful to the society in general. Ja’afar (2008) declared that the
Almajirci system of education is the intellectual and moral training of pupils and students. The
intellectual objectives are of two types depending on the type of enrollment in the school.
Thus, the intellectual objective for pupils/students enrolled under the domestic type is mostly
restricted to expose them to reading and writing of Glorious Qur’an only. As for the boarding
ones, their enrollment mostly aimed at producing future teachers and professionals in various
fields, such as Fiqh (Islamic Jurisprudence), Sirah of the prophets among others. While the
second objective of the Almajiri system which is the provision of moral development of the
pupils which can be achieved through different means. These according to Jaafar (2008)
include the teaching of good habits, manners like eating, drinking habit, greetings, respect for
elders, relatives and neighbor, proper dressing etc. Furthermore, pupils are also taught to shun
away from the forbidden acts as telling lies, deceitfulness, alcoholic drinks, adultery,
gambling and dishonesty among others through admonishing and preaching.

Dahiru (2011) observed that since the goals of Qur’anic schools are infuse, the
complete knowledge of the Qur’anic and Islamic education is a way of absorbing moral
values and spiritual sanctity for the individual here on earth and in the hereafter. He therefore
itemized the following as specific objectives of Qur’anic education.

i. Ensure that children read and recite the Qur’an

ii. Children become fully inducted into Islamic moral values in all behaviors
iii. Children become as knowledgeable in Arabic language and basic Islamic
sciences as a foundation for further studies

Abdulmalik (2008) stated that in Islam, education is conceived as process of self

discipline which involves physical, mental and spiritual training of man. It aimed at producing
well disciplined, highly skilful and responsible human beings who are conscious of their

19
duties to Almighty Allah and commitments to the service of their society. According to Sule
(2002) the main aim and objective of Almajiri education is to enable one to live a life of a
good Muslim, benefit himself and his society.

2.5 Goals of integrating Almajiri education

The following are the goals of Integrating Almajiri Education:

i. To provide a conducive and organized learning environment that will ensure

Almajirai acquire both Qur’anic and Modern Basic Education.
ii. To provide an integrated curriculum that promotes the study of Al-Qur’an and
basic education subjects.
iii. To provide the Almajirai with opportunities to acquire knowledge and vocational
skills and that will enable them to be self-reliant and useful to their communities.
iv. To provide sound foundation for Tajweed and Tahfeez for Almajirai
v. To provide opportunities for graduates of the school to further their studies
vi. To provide health and sanitary condition, physical and social security and social
welfare that ensures protection of Almajirai from all forms of danger

Furthermore, the goals of integrating the two systems are to improve living condition
and empower the Almajirai and their Malams. Also to eradicate all negative practices of
Almajirci system especially that of teenage children involvement in begging. Moreover,
Mahuta (2009), Dahiru (2011), and Bunza (2009) all declared the goals of integrating the two
systems of education in their works as follows:

a. To accord the Islamic system of education an official status and formal recognition
b. To integrate element of Basic Education into Qur’anic school system without
interfering with the goals of the Qur’anic system. These shall be with the view to
improve their capacities and empowering them
c. To introduce into the Islamic education curriculum some modern subjects of science,
mathematics, languages and other aspects of life skills found in the curriculum of
modern secular curriculum
d. To acquire skills and competence necessary for entry to primary and secondary
schools as well as tertiary and University Education

20
 e. To make the products of the system useful and acceptable to members of their
communities, introduce elements of Basic Education into the Qur’anic school thereby
making the products literate, numerate and to enable them acquire manipulative and
survival skills in the modern formal system to meet the goals of Education For All
(E.F.A)
f. To provide conducive learning environment in the Qur’anic schools and inculcate in
the learners’ knowledge of some Islamic rites that will be taught from the Qur’an,
Hadith, Figh, Sirah and Tahdhib.
g. To provide bases for capacity development in the Qur’anic school system through
training and retraining of its operators and teachers
h. To increase the number of schools enrollment thereby greatly reducing the number of
out of school children on the streets and to improve the health condition of the
Qur’anic or Almajiranci school children

2.6 Struggles towards integration of the Almajiri schools

The first official attempt to put a halt on the practice of migrant Qur’anic schooling
system was started by Kano Native Authority as far back as 1959 when it warned parents
against allowing their children to roam the streets begging in the name of Islamic school.
Qur’anic school teachers were warned against taking their pupils to other towns without the
approval of the villages head or district head of targeted town. But this effort does not yield
any fruitful result and even make some Malams to campaign against the local authority,
accusing them of trying to undermine Islam (Abba, 1983). Khalid (2002) lamented that since
then (1959) it was in 1980 that state government in the Northern part of Nigeria began to
express their concern about Almajiri phenomenon, starting with clearing beggars from the
street particularly the Kano State Government enacted an edict, tagged the Qur’anic school
registration in 1980 (after the June 1980 Maitatsine crisis) and subsequently amended in 1988
to read: Qur’anic schools (Registration and movement).

Khalid (2002) further explained that Sokoto State Government signed into law an edict
regulating the movement of Almajirai entitled “The control of juvenile accompanying
Qur’anic Malams adoptive rules” and the State Government appointed a committee on control
of migrants in 1986 in order to enable the government to determine the needs of these

21
children, provide such needs, to settle the children in their places domicile so that they could
undertake studies in both Islamic and Western education in their homes and villages.

During pre-independence, Muslim parents response to the Christian evangelical nature

of early public education process that interfered with the religious up-bringing of the children,
concerned Muslim scholars, organizations and groups and initiated several integration projects
by establishing their own separate religious and secular subjects (Fafunwa, 1990; Junaid et al.,
2005). Notable among these past attempts were the efforts of the Ansar’udeen Society of
Nigeria in 1920. This disparate group and individual attempts were later galvanized by the
colonial government in its response to growing agitation by Muslim groups which culminated
into the establishment of post-elementary integrated schools such as the Kano and Sokoto
Kadi (Judicial) schools and school for Arabic Studies in Kano (Dahiru, 2011). “There were
other similar efforts made to establish integrated primary school in Zaria in 1959 as the
Nizzamiyya Islamic Primary School was established in 1960s” (Umar, 2003:4).

After interdependence, the northern states established other integrated post-primary

schools such as the Arabic Teachers College i.e. the present Sheikh Abubakar Mahmud
Gummi Memorial College, Sokoto and Sultan Abubakar College, Sokoto to train teachers for
the Qur’anic and Islamic schools. These types of schools and many women Arabic Teachers
College were established in Katsina, Gombe, Kano and Maiduguri. Bunza (2009) and Dahiru
(2011) stated that several Islamic organizations started establishing Model Primary Schools
from 1980s. Prominent among them were The Islamic Education Trust (IET) Minna and
Sokoto; The Islamic Trust of Nigeria (ITN), Zaria; The Islamic Foundation, Kano; The
Hudabiyyah Foundation, Kano; FOMWAN, JIBWIS and the Da’awah Group of Nigeria,
Kano. The most recent of these trends is the establishment of Tahfeez Schools at the primary
level and integrated Islamic secondary schools. This rapid increase as noted by Junaid et al.,
(2005) and Dahiru (2011) attracted the attention of several interest groups, local and
international NGOs and other development partners and Donor Agencies. The Federal
Government’s Intervention into the issue of Qur’anic schools was first announced in March,
1977 and maintained this position ever since then (Mahuta, 2009). “This is the reason why in
September 1999 Universal Basic and compulsory primary education scheme U.B.E was

22
launched with the aim of achieving the total enrollment of schools age children into school”
(Sifawa, 2006:564).

Similarly, the present government of President Jonathan had touched on the sensitive
matter of protection of life and property of Nigerians where ever they choose to live at the
flag-off of his campaign in the Northeast. Also all through his election campaigns, the
provision of formal and Islamic education to over 9.5 million Almajirai was a point of
discussion (Laniyan, 2011). Furthermore, in an NTA Abuja Network discussion of Vice
President Architect Namadi Sambo on Monday 28th March, 2011 on how Nigeria will achieve
its aims in 2020. On his speech, he declared that every child of Nigeria has equal right to all
aspect of life especially education through Universal Basic Education and that 9.5 million
Nigerian children that are selling pure water on the street and begging are Almajiri children of
Qur’anic traditional schools, so according to him, to eradicate the problem, their
administration has started building boarding Almajiri integrated model schools in which they
enroll these children and give them both Islamic education together with western education
with their Malams (teachers) being employed to teach Qur’anic and other Islamic tenet
subjects in the schools.

In recent times Kaduna, Kano, Borno, Niger, Adamawa, Sokoto and other states in the
regions have started given the Almajiri system the required attention. In Kaduna state for
instance, the state government had since completed the building of an ultra-modern school in
Zaria named Bi-Lingual Boarding primary school for Almajiri. Also, Murtala Nyako of
Adamawa state during his regime had also started integrating Almajiri/Madrasat system of
education with its own nomadic education programme, even before the Federal Government’s
Policy of Integrating. While Niger state government has since began moves to integrate the
Almajirai into formal school system. A committee set up to advice the government on the
possibility of merging the two systems headed by Emir of Suleja, Malam Muhammad Auwal
Ibrahim submitted its findings to the government, which had released a white paper and
commenced the implementation of provisions of the white paper. The committee discovered
that there were 8,210 Qur’anic schools in the state with a total enrollment of 586,521 students
manned by 15895 Malams. The report showed that most of the Almajirai and their teachers
are from as far as Maiduguri and Funtua in Katsina state.

23
 Sokoto state government, under the administration of His Excellency Alh. Dr. Aliyu
Magatakarda established a Ministry for Religious Affairs. This ministry has taken up the
Almajiri issue very seriously (Ghani, 2009:21). Ghani (2009) continued that the state has
approved N15.6 million for the establishment of Almajiri Integrated Model Schools (AIMS)
in some strategic locations across the state and that the pupils/students will benefit through
provision of boarding facilities with the Tsangaya Schools (Traditional Qur’anic Boarding
Schools) with free feeding, uniforms, mattress, adequate funding, adequate education
facilities, healthcare, textbooks, writing materials. The teachers will be paid adequate
allowances and each of the school will be equipped with a conference hall, a sport playing
ground, staff quarters, students’ hostels, in addition to adequate and appropriate classrooms.
Such integrated model schools are already functioning in Gagi and Shuni local government
area of Sokoto state, with enrollment of Almajiri from traditional Qur’anic Boarding schools
into primary and junior secondary school.

2.7 Consequence of integrating Almajiri education

The current trend of integrating both Qur’anic educations with the Western System of
Education is progressing at all governmental levels; be it federal, state and local government.
This is a sign that the trend will be fruitful. However, the fruit of the effort may not be
immediate but in future. Umar (2003) list the following anticipated consequences of
integrating Almajiri education on the society:

1. Enrollment of Almajiri from Makarantar Allo into the integrated Almajiri school
will drastically reduce the number of beggars on the street, restaurant and other
public places
2. All the hazards and communicable diseases that Almajirai are exposed to will be
avoided
3. Exposures of Almajiri to bad behavior and other social vices such as theft, drug
addiction, pocket picking etc. will be eradicated
4. All society threats in the nation such as post election violence in Jos and most
recently Boko Haram Bombings in the north, which has element of Almajiri as
perpetrators will be halted

24
 5. Integrated Almajiri Education has standard curriculum and duration of programme
hence it will reduce time wastage
6. Knowledge acquisition at integrated Almajiri school will not be limited to Qur’anic
and Western Education but will also include other vocational skills (e.g. Mechanic,
Technician, Fashion Designer, Vulcanizing, Barbing etc.) that will make them to
be self reliant thereby reducing their poverty level
7. Employment of the Almajiri Malams (teachers) will also salvage them from
poverty
8. Honour and dignity will be accorded to the student, graduates and teachers of
integrated Almajiri School in the society as their mode of dressing and way of life
will be totally different from the tradition Almajirai.

2.8 Summary and Uniqueness of the Study

The concept of integration as clearly understood in this study, is the introduction of the
elements of basic education, i.e. the literacy, numeracy and life skills of the western type of
education into the traditional Qur’anic school system. In other words, it connotes injecting the
essential components of public schools into Qur’anic schools (Mahuta, 2009). The concept of
integration here means to join elements of basis education that is, western type of education
together with traditional Qur’anic school systems without interfering with the goals of the
Qur’anic school system. But just to strengthen the ability of the learners to read, write and
remembers the Qur’anic school system thereby making the products literate, numerate and to
enable them acquire manipulative and survival skills in the modern formal system to meet the
goals of Education For All (E.F.A) and to eradicate Almajirci method of involving teenage
children into street begging, hard labour, unhygienic condition, social vices and also to
provide adequate and qualitative instructional materials in both Islamic and secular subjects.

This will help in empowering and improving the welfare of Malams through receiving
salary and enjoying of allowances for them to live happily. Various efforts had been made
over the years by groups, individuals, organizations and governments towards a successful
integration of the Qur’anic school or Islamic education into the Western Education System,
such attempts had achieved varying degrees of success. What is required is to strengthen and
build upon them. The integrated Almajiri schools are to offer the following core subjects,

25
English, Science, Mathematics, Social Studies together with Hausa, Computer, P.H.E and
Handwriting under formal system of education with Agriculture, Trade, Commerce,
handcraft, Mechanic, vulcanizing and Islamic Calligraphy among others as vocational skills of
their curriculum. While the component to the curriculum of non-formal education is Qur’anic
education which involve strong foundation in recitation of the Glorious Qur’an and Islamic
studying include Qira’atul Qur’an, Tahfeez, Tajweed, Arabic, Islamic Studies, Tauhid,
Hadith, Fiqh and Sirah.

26
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter is mainly concerned with the methods used in carrying out the research.
This chapter will dealt with the research design, population of the study, sample and sampling
techniques, instrumentation, procedure for data collection and data analysis.

3.2 Research design

The study adopted the descriptive survey method since it helped to sample the
opinions of both the students and the teachers on the problems encountered in the programme
and the achievement made so far in the school.

3.3 Population of the study

The population of the study consists of all teachers and the students of Almajiri
Integrated Model School, Dange-Shuni and Almajiri Islamiyya Integrated Model School Gagi,
Sokoto state. There are a total of 625 students and 25 teachers, making a total population of
640. These constituted the population for the study.

3.4 Sample and sampling techniques

As the topic of the study indicates, it is mainly focused on the teachers and junior
school students of Almajiri integrated model school Dange-Shuni and Almajiri Islamiyya
Integrated School Gagi, Sokoto state.

The population of this research work was derived from the total number of the two
schools in the state. Out of the two schools, only J.S.S three students were selected.

Table 3.4.1: Population of the Study

Population Sample
Teachers 42 360
Pupils 690 242

27
 Parents 180 118
Total 912 720
The table shows the total population of the two schools of 912. Out of 912, 42 are teachers,
690 are pupils and 180 are parents.

Table 3.4.2: Sample Size of the Study

Schools Teachers Pupils Parents

Population Sample Population Sample Population Sample
Dange 27 231 450 158 100 66
Shuni
Gagi 15 129 240 84 80 52
Total 42 360 690 242 180 118
The table shows the total number of sample size. It can be seen that there are 360 total number
of teachers, out of 360, 231 are from Dange-Shuni and 129 are from Gagi.

The total number of pupils is 242, out of it 158 are from Dange-Shuni and 84 are from Gagi.
And the total number of parents is 118, out of it 66 are from Dange-Shuni and 52 are from
Gagi.

3.5 Research instrument

The instruments used in obtaining data were two self-constructed questionnaires. Two
sets of the questionnaire were used, one for the teachers and one for the students. The
questionnaires are both structure and unstructured. The structured questionnaires contains
options such as Yes/No while unstructured questionnaire requires respondents to give free
response to the question based on their knowledge. Each of the questionnaire also contains
two parts, A and B; part A contain questions such as Age, Sex, Class etc. while Part B
contains questions on the problems and prospects of the programme.

3.5.1 Validity of the instrument

The instrument developed was given to the supervisor and experts in education
department to go through for corrections and clarifications. The corrected instrument received

28
a unanimous agreement as to its content and face validity. Thus, it was judged suitable enough
for the study.

3.5.2 Reliability of the instrument

To ensure the reliability of the instrument, it was subjected to a test retest method. A
period of two weeks interval existed between the first and second administration of the
instrument. The result of the tests was subjected to statistical analysis which yielded
coefficients alpha of 0.69, which shows that the instrument is adequate enough for the study.

3.6 Methods of data collection

After taking permission from the principal, the instrument was administered to the
selected teachers and students of the schools by the researchers. During administering the
questionnaire, the researcher went through the instructions on the instrument with the
respondents and they were encouraged to ask question wherever there is any difficulty. The
respondents were told that any option they tick is correct and that their responses would not
affect their school academic activities. The researchers were able to complete the
administration and collection of the questionnaires the same day, which really curtail loss of
the instrument.

3.7 Method of data analysis

The statistical techniques that were used in analyzing the data collected are percentage
and frequency using the SPSS software. The frequency distribution tables of the responses
were converted to percentages in tabular form and this is followed by the interpretation of the
data.

29
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0 Introduction

This chapter is basically concerned with the analysis of the responses obtained from
the instrument administered. The chapter analyzed the items on the instrument using
frequency tables and percentages.

In constructing and distributing the questionnaires, it was divided into two categories
of respondents, the teachers and the students. From the questionnaires, the following findings
were presented in tables below:

4.1 Data Presentation and Analysis

Table 4.1.1 – Age distribution of teachers

Age Range Frequency Percentage %

25-30 2 25
31-35 1 12.5
36-40 3 37.5
41-45 2 25
Total 8 100
Source: Research field work, 2015

The table above presents the age distribution for the respondent (teachers). It can be
seen that teachers with age range of 36-40 representing 37.5% have the highest frequency of 3
while those within the age range of 25-30 and 41 – 45 have frequency of 2 representing 35%
respectively while the age range between 31 – 35 are the lowest.

Table 4.1.2 – Qualifications of the respondents (teachers)

Qualification Frequency Percentage %

NCE 4 50
B Sc./ B. Ed 3 37.5
M Sc./ M Ed. 1 12.5
Total 8 100
Source: Research field work, 2015

The table revealed that most of the teachers have NCE qualification with total number
of four respondents representing 50%. Also there is one M Sc./ M Ed. Holder among the
respondents representing 12.5% while the remaining three have B Sc./B Ed. Qualifications.

30
Table 4.1.3 – Teachers’ Years of Experience

Years of Experience Frequency Percentage %

1 – 5 years 1 12.5
6-10 years 4 50
11 – 15 years 3 37.5
Total 8 100
Source: Research field work, 2015

The table 4.3 above shows that most of the respondents have between 6 – 10 years of
teaching experiences with frequency of four representing 50%. Respondents with 11-15 years
of teaching experience are three (37.5) while only one respondent (12.5) has between 1 – 5
years of teaching experience. This shows that most of the teachers have good teaching
experience.

Table 4.1.4 – Adequacy of Instructional Materials

Instructional Materials Frequency Percentage %

Yes 5 62.5
No 3 37.5
Total 8 100
Source: Research field work, 2015

The above table shows that five (62.5%) of the respondents agreed that there is
adequate instructional materials in the schools while three (37.5%) of the respondents did not
agree. It can be said averagely that there are instructional materials though it may not be
enough.

Table 4.1.5 – Time Allocation of Subjects on the Timetable

Period Allocated Frequency Percentage %

Yes 8 100
No 0 0
Total 8 100
Source: Research field work, 2015

It can be seen from the table above that all the respondents (100%) agreed that there is
enough time allocated for each subject on the timetable.

Table 4.6 – Number of Students Per Classroom

Students Per Class Frequency Percentage %

1 – 40 students 4 50
41 – 80 students 4 50
Total 8 100
Source: Research field work, 2015

31
 In terms of number of students per classroom, this table shows that there are between 1
– 40 students per class and between 41 – 80 students in other classrooms as each have four
(50%) respondent6s respectively.

Table 4.7 – Students’ Attitude Towards Learning

Students’ Attitude Frequency Percentage %

Highly motivated 1 12.5
Motivated 5 62.5
Not motivated 2 25.0
Total 8 100
Source: Research field work, 2015
Five (62.5%) of the respondents as shown by the table agreed that most students have
motivation for learning. One (12.5%) respondent even agreed that students show high degree
of motivation for learning while only two (25%) respondents says students show low
motivation towards learning.

Table 4.8 – Whether Students’ Educational Background Pose Problem to Learning

Students’ Educational Frequency Percentage %

Background
Yes 4 50
No 4 50
Total 8 100
Source: Research field work, 2015
The table shows that four (50%) of the respondents agreed that students’ educational
background pose problems to their learning while the remaining half (50%) disagreed.

Table 4.9 – General Performance of Students in School

Students’ Performance Frequency Percentage %

Good 1 12.5
Average 4 50
Low 3 37.5
Total 8 100
Source: Research field work, 2015

Only one (12.5%) respondents rated the general performance of the students as
“Good” while four (50%) respondents rated the students’ performance as “Average”. The
remaining three (37.5%) respondents rated the students’ performance as “Low”.

32
Table 4.10 – Age distribution of Respondents (Students)

Age Range Frequency Percentage %

10 – 15 17 34
16-20 33 66
Total 50 100
Source: Research field work, 2015

Table 4.10 revealed that majority of the respondents (students) which are 33 (66%) are
within the age range of 16-20. While the remaining 17 (34%) are within the age range of 10-
15. This shows that the respondents are matured enough to complete the questionnaire.

Table 4.11 – Students’ Favorite Subjects

Favorite Subjects Frequency Percentage %

English 0 0
Mathematics 0 0
Arabic 18 36
Science 5 10
Islamic studies 18 36
Others 9 18
Total 50 100
Source: Research field work, 2015

The above table revealed that most of the respondents perform better in Arabic and
Islamic studies with 18 respondents representing (36%) for each of the subjects. Only five
respondents representing (10%) preferred science while the remaining nine respondents
representing (18) favored other subjects such as PHE, Social Studies and Hausa. In fact none
of the respondents select English language and Mathematics as their favorite subjects, this
may be due to difficulties associated with the two major subjects.

Table 4.12 – Subjects Students Find Difficult

Difficult Subjects Frequency Percentage %

English 23 46
Mathematics 27 54
Arabic 0 0
Science 0 0
Islamic studies 0 0
Others 0 0
Total 50 100
Source: Research field work, 2015

33
 This table shows that the respondents find both English and mathematics difficult to
learning and comprehend as both subjects have 23 (46%) and 27 (54%) respectively. This
shows that the respondents can perform averagely well in other subjects.

Table 4.13 – Whether There are Enough Teachers in the Schools

Are there Enough Frequency Percentage %

Teachers?
Yes 35 70
No 15 30
Total 50 100
Source: Research field work, 2015

Table 4.13 shows that most of the respondents 35 (70%) agreed that there are enough
teachers in the school while the reaming respondents 15 (30%) have the view that the teachers
in the school are not enough.

Table 4.14 – Whether the Teachers are Punctual and Committed

Teachers’ Punctuality Frequency Percentage %

Yes 50 100
No 0 0
Total 50 100
Source: Research field work, 2015

As shown by the table, all the respondents agreed that their teachers are punctual and
committed to their duty. This depicts the fact that all teachers the two schools are up and
doing.

Table 4.15 – Availability of School Library

School Library Frequency Percentage %

Yes 50 100
No 0 0
Total 50 100
Source: Research field work, 2015

The table revealed that library is available in the schools as all the respondents 50
(100%) agreed to that effect.

34
Table 4.16 – The Problems Faced in the Schools by the Students

Problems Frequency Percentage %

Food inadequacy 9 18
I don’t understand English 16 32
language
Our teachers usually punish 9 18
us severely
I don’t normally understand 16 32
what the teacher is saying in
class
The senior students use to 0 0
beat the junior ones severely
Total 8 100
Source: Research field work, 2015

Table 4.16 shows that most of the respondents 16 (32%) lack understanding of English
language and most time could not understand what teachers are saying. Other identified
problems according to the 9 respondents representing 18% are inadequacy of food and
punishment by the teachers respectively.

Table 4.17 – Whether the Students can Read and Write in Arabic Language

Reading in Arabic Frequency Percentage %

Yes 26 52
No 24 28
Total 8 100
Source: Research field work, 2015

The table above affirmed that 26 respondents representing 52% can read and write in
Arabic language while the remaining respondents 24 (28%) could not. For those that can read
and write in Arabic language most have been made possible because of their previous studies
at Makarantar Allo.

Table 4.18 – Whether the Students can Read and Write in English Language

Reading in English Frequency Percentage %

Yes 10 20
No 40 80
Total 8 100
Source: Research field work, 2015

Table 4.18 shows that most of the respondents 40 (80%) cannot read and write in
English language while only very few of the respondents 10 (20) can try to read and write in

35
English language. This can also be linked with their educational background which did not
expose them to western education.

4.2 Summary of findings

The major purpose of this research work is to find out the achievements and
shortcomings of Almajiri Integrated Schools in Sokoto state, with particular reference to the
Almajiri Integrated Model Schools in Dange-Shuni and Almajiri Islamiyya Integrated Model
School Gagi. In view of this research study, revealed the following:

1. That age distribution of teachers, the teachers with age range of 36-40 respectively
37.5% have the highest frequency then the other age ranges. (See table 4.1.1).
2. That in terms of teachers’ qualification, most of the teachers have NCE qualification
then the other B Sc./B Ed. And M Sc./M Ed. Qualifications (see table 4.1.2).
3. That in term of teachers’ years of experience, most of the respondents have between 6-
10 years of teaching experiences with frequency of four representing 50% then their
counterpart. (See table 4.1.3).
4. That in terms of adequacy of instructional materials, the five (62.5%) of the
respondents agreed that there is adequate instructional materials in the schools while
three (37.5%) of the respondents did not agree. (see table 4.1.4)
5. That time allocated to each subject on the time table, all the respondents (100%)
agreed that there is enough time allocated for each subject on the time table (see table
(4.1.5).
6. That the researchers observed the number of students per classroom, there are between
1-40 students per class and between 41-80 also the same (see table 4.6).
7. That in terms of students’ attitude towards learning, five (62.5%) of the respondents
agreed that most students have motivation for learning while compared to other
respondents (see table 4.7).
8. That the researchers observed the educational background pose problem to learning,
the four (50%) of the respondents agreed while the remaining half (50%) disagreed
(see table 4.8).
9. That general performance of the students in school, only one (12.5%) respondents as
“Good” while other percentage respondents average and low students’ performance
(see table 4.9).

36
 10. That in terms of age of respondents students, the majority of the respondents students
33 (66%) are within the age range of 16-20 (see table 4.10).
11. That the students’ favorite subjects, the most of the respondents perform better in
Arabic and Islamic Studies (see table 4.11).
12. That in terms of the subjects students find difficult, most of the respondents find both
English and Mathematics difficult to learning and comprehension (see table 4.12).
13. That in terms of enough teachers in the schools, most of the respondents 35 (70%)
agreed that there are enough teachers in the schools (see table 4.13).
14. That I terms of teachers’ punctuality and commitment, all the respondents agree that
their teacher are punctual and committed to their duty.
15. That the respondents observed that, there is availability of school library, all the
respondents 50 (100%) agreed to that effect (see table 4.15).
16. That the problems faced in the schools by the students, most of the respondents 16
(32%) lack understanding of English language (see table 4.16)
17. That the researchers observed that, the students can read and write in Arabic language
because of their previous studies at Makarantar Allo (see table 4.17).
18. That the researchers observed that, most of the respondents 40 (80%) cannot read and
write in English language and only very few try to read and write in English language
(see table 4.18).
4.3 Discussion of findings
The available data of the research work indicated that in terms of teacher
qualifications, most of the teachers most of the teachers have NCE (see table 4.1.2).

In terms of instructional materials, most of the respondents agreed that there are
adequate instructional materials in the schools.

This research work has also find out that there is enough time allocated for each
subject on the time table.

The research also revealed that the number of students per class room and their
attitude towards learning are highly motivated (see table 4.6 and 4.7)

37
 The research also identified that educational background pose problem to learning and
their general performance in the schools, problems to learning is helping while general
performance is only one respondent that rated the performance as “good” (see table 4.8 and
4.9).

In terms of students’ favorite subjects are Arabic and Islamic Studies while the
subjects found to be difficult to the students are English and Mathematics (see table 4.11 and
4.12).

The research also revealed that there is availability of school library in the schools (see
table 4.15).

The researchers find the problems faced by the students in the schools are mostly to
English language (see table 4.16).

38
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Summary

This project work has tried to find out the achievements and shortcomings of the two
schools. The work is divided under five different chapters. Chapter one presents background
of the study, statement of the problem, objectives, research questions and hypotheses, scope
and delimitation of the study as well as definition terms.

In chapter two, previous work on Almajiri and Almajiri education were reviewed. This
dwell on the meaning and origin of Almajiri, Almajiri system of education, aims of Almajiri
education, dilemma of Almajiri system of education, integration of Almajiri education and the
consequences of integrating Almajiri education.

Chapter three discusses the methodology used in carrying out the research work. It
covers the research design, population of the study, sample and sampling techniques,
instrumentation, validity and reliability of the instruments, administration of the instrument
and procedure for data collection and analysis.

Data presentation and analysis was carried out in chapter four. The data are presented
in tabular form using frequency and percentage.

The last chapter make summary, conclusion and give recommendations.

5.1 Conclusion

The integration of Almajiri education could not have come but now hence there must
be some achievements and shortcomings encountered by the school. One of the major
problems faced by the students is the difficulties in the understanding of English language
which is general language of communication in the classroom. Other major notable problems
are the inadequacy in food given to the students. However, the schools have qualified teachers
who are graduates of NCE, B Sc./B Ed. And even M Sc./M Ed. degrees. Likewise the teachers
are not only experienced but also punctual and committed to their duty. This suggested that
the future is bright for the school.

5.2 Recommendations

The following recommendations if well followed and implemented may sustain and
improve the achievements of the school while the shortcomings being faced would become a
thing of the past.

i- Adequate and updated instructional materials should be provided by the

ii- Government, NGOs, philanthropists, and other stakeholders in Almajiri education.

39
iii- The food supply to the school should be adequate and regular.
iv- The school should organize extra lesson for the students especially on English and
mathematics.
v- The school environment should be made more convenient and conducive for
learning.
vi- The school administrator and teachers should be more closer to the students and
give them listening ears always.

40
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state UBE policy; Al. Nadah Journal of Islamic heritage. UDUS 6(1,2), 129 – 145.

Muhammad, I.S. (2010) Towards Reforming Almajiri Qur’anic school System of Education in
Nigeria. Unpublished Seminar paper, NAPSRELGS, FCT College of Education, Zuba,
Abuja.

Sifawa, A.A. (2006). The Incorporation of Makarantun Allo into the Universal basic
Education Scheme (UBE). A challenge for the Nigerian Educational System in the 21 st
century. Farfaru Journal of Multi-Disciplinary Studies 1:563-568.

Sule, A. K. (2002). The Almajiri Phenomenon study of the youth in traditional Qur;anic
scholarship in Northern Nigeria. Seminar Presentation notes for the Almajiri initiative,
UDU Sokoto, Nigeria. The Humanities Journal 1(1): 27-47.
Umar, B.A (2003). Appraising the Management of integrated Qur’anic/Islamiyya Schools’. A
Case Study of selected northern Nigerians states. Kaduna: Northern Education
Research Project, Arewa House.
UNICEF (2008). Report of Survey to Document innovative Intervention of Almajiri Child in
Nigeria. UNICEF, Abuja.

42
 TEACHERS QUESTIONNAIRE ON THE ACHIEVEMENTS AND
SHORTCOMINGS OF ALMAJIRI INTEGRATED MODEL SCHOOL,
SOKOTO

Dear Sir/Ma,

We are students of Usmanu Danfodio University, Sokoto undergoing a research

project in partial fulfillment of the requirements for the award of Bachelor Degree in Islamic
Studies.

Based on this, we present our questionnaire to you, requesting you to kindly fill in the
information requested.

Note that any information given will be treated with much regards and utmost
confidentiality.

Instruction; Tick ( ) in the boxes the correct option to the best of your knowledge and briefly
comment where the questions are open ended.

1. Age: ___________________________________
2. Sex: ___________________________________
3. Qualification
a. Grade II ( ) b. NCE ( ) c. B Sc./B Ed. ( ) d. M Sc./M Ed. ( )
4. Area of specialization:
_____________________________________________________
5. For how long have you been teaching?
a. 1-5 years ( ) b. 6-10 years ( ) c. 16-20 years ( )

d. 21-25 years ( ) e. 26 years and above ( )

6. Are there enough teachers in your school?

a. Yes ( ) b. No ( )
7. Are the teachers in your school qualified for the subjects they are teaching?
a. Yes ( ) b. No ( )
8. Are there adequate instructional materials for the teachers?
a. Yes ( ) b. No ( )
9. If yes, how often do you use them?
a. Always ( ) b. Sometimes ( )

43
10. Is the time allocated for each subject on the timetable enough?
a. Yes ( ) b. No ( )
11. Does the school environment influence the teaching and learning process positively?
a. Yes ( ) b. No ( )
12. How many students do you have in a class?
a. 1-40 students ( ) b. 41-80 students ( ) c. 80 students and above
13. What are the problems teachers generally face in the school?
a. Inadequate salary and allowance ( )
b. Lack of instructional materials ( )
c. The students are generally stubborn ( )
d. Lack of fund for the school ( )
e. Inadequate facilities in the school ( )
14. Suggest solutions to these
problems__________________________________________
_____________________________________________________________________
_____________________________________________________________________
______
15. What is the attitude of your students towards learning?
a. Highly motivated ( ) b. Motivated ( ) c. Not motivated ( )
16. Does the students’ education background pose any problem to their learning?
a. Yes ( ) b. No ( )
17. Are your students making proper use of textbooks and work book available in the
school?
a. Yes ( ) b. No ( )
18. What is the general performance of your students in school?
a. Good ( ) b. Average ( ) c. Low ( )

44
STUDENTS QUESTIONNAIRE ON THE ACHIEVEMENTS AND SHORTCOMINGS

OF ALMAJIRI INTEGRATED MODEL SCHOOL, SOKOTO

Dear student,

We are students of Usmanu Danfodio University, Sokoto undergoing a research

project in partial fulfillment of the requirements for the award of Bachelor Degree in Islamic

Studies.

Based on this, we present our questionnaire to you, requesting you to kindly fill in the

information requested.

Note that any information given will be treated with much regards and utmost

confidentiality.

Instruction; Tick ( ) in the boxes the correct option to the best of your knowledge and briefly

comment where the questions are open ended.

1. Sex: ________________________________

2. Age: ________________________________

3. What class are you? ___________________

4. What is your favorite subject?

a. English ( ) b. Mathematics ( ) c. Arabic ( ) d. science ( )

e. Islamic studies ( ) f. Others (specify)

_________________________________

45
5. Which subject do you find difficult?
a. English ( ) b. Mathematics ( ) c. Arabic ( ) d. science ( )

e. Islamic studies ( ) f. Others (specify)

_________________________________

6. Are there enough teachers in your school?

a. Yes ( ) b. No ( )

7. Are your teachers punctual and committed to their duty?

a. Yes ( ) b. No ( )

8. Did you find teaching and learning in your school interesting?

a. Yes ( ) b. No ( )

9. Are there enough instruction materials in your school?

a. Yes ( ) b. No ( )

10. Do you have a school library?

a. Yes ( ) b. No ( )

11. If yes, is it equipped with relevant textbooks?

a. Yes ( ) b. No ( )

12. What problem do you face in your school?

a. Food is not adequate ( )

b. I don’t understand English language ( )
c. Our teacher usually punish us severely ( )
d. I don’t normally understand what the teacher is saying in class ( )
e. The senior students use to beat the junior ones severely ( )
13. Can you read and write in Arabic?

a. Yes ( ) b. No ( )

46
14. Can you read and write in English?
a. Yes ( ) b. No ( )

47