METHODOLOGY OF TEACHING IN ALMAJIRI SCHOOLS AND ITS CHALLENGES IN NORTHERN NIGERIA

Abstract

The Almajiri system of education in Northern Nigeria represents a longstanding tradition centered on Quranic memorization and Arabic instruction. This paper critically examines the methodology of teaching in Almajiri schools, elucidates the challenges faced within this educational framework, and proposes recommendations for reform. This study employs a qualitative research approach, synthesizing findings from scholarly articles, reports, and empirical studies. Primary data sources include academic journals, international organizational reports, and governmental publications focused on education in Northern Nigeria. Secondary data sources provide empirical insights into the challenges facing Almajiri schools, the effectiveness of current pedagogical practices, and the socio-economic impact on students within this system. The methodology of teaching in Almajiri schools centers on Quranic memorization through rote learning, supplemented by basic Arabic language instruction and informal teachings on Islamic jurisprudence and ethics. While fostering religious literacy, this approach neglects formal education in critical subjects such as mathematics, science, and English, limiting students' academic and vocational opportunities. Inadequate infrastructure, overcrowded classrooms, and socio-economic barriers exacerbate educational disparities and hinder overall student development. It is useful and applicable to all government agencies like ministries of education and policy makers as well as curriculum developers. Many contemporary scholars in the field of education and curriculum developers lacks the familiarity of the significance and role played by Almajiri education system and its achievements in the yester years before the adoption of the modern educational system in the study area. This can bring the attention of people concern on the restructuring of Almajiri system of education to compete with the modern educational system.