Revisiting the literacy debate on Almajiri and Ajami argument reveals ongoing concerns about education in Northern Nigeria.
However, this assumption fails to capture the full reality of the Almajiri system, which is rooted in a long standing educational tradition.
Contrary to popular belief, being a student is precisely what defines an Almajiri.
These children, who typically seek religious and secular education under a mentor or teacher, are not simply roaming the streets but are part of an educational framework.
This clarification sheds light on the often misunderstood role of the Almajiri in Nigerian society.
The Almajiri System and Literacy in “Ajami”
This issue brings to mind the insights of Sanusi Lamido Sanusi, a respected Nigerian scholar and former Central Bank Governor.
Sanusi has often argued that those who can read and write in “Ajami” an Arabic script used to write indigenous Nigerian languages should not be labeled illiterate.
This point is particularly relevant when discussing Almajiri children, who often learn to read and write in Arabic, a skill that is culturally significant but may be overlooked in conventional literacy assessments.
The Almajiri system, while unique and distinct from formal Western system education, offers valuable skills and knowledge that should not be dismissed and illiteracy.
In his 2018 speech, at the Nigerian National Conference on Education, Sanusi highlighted that the ability to read Ajami is a mark of intellectual proficiency within specific regional contexts.
Revisiting the Literacy Debate On Almajiri and Ajami Argument
According to Sanusi, “illiteracy should not be determined by Western benchmarks alone.
The cultural and educational benefits of this system must be understood in context.
In pre-colonial Nigeria, the Almajiri system was a respected part of society, as these children were trained to be literate in Arabic and were often entrusted with community leadership roles.
However, as formal Western style education expanded across the country, the Almajiri system became increasingly viewed through a critical lens, often disparaged for the visible poverty and the “neglect” associated with it.
The Literacy Debate on “Ajami Argument”
By this logic, many of the Almajiri children, who learn to read and write in Arabic and Ajami, possess a form of literacy that is undervalued in mainstream educational circles.
Rather than dismissing this knowledge, a more inclusive approach should be recognize and moreover appreciate the diversity in literacy systems across Nigeria.
The recent remarks by the State Minister, who stressed that Almajiri children are often wrongly included in the statistic of 15 million out of school children in Nigeria, shine a light on a critical issue.
Revisiting the Literacy Debate On Almajiri and Ajami Argument
This statistic, which is often used to draw attention to Nigeria’s educational crisis, fails to distinguish between children who are truly out of school and those who are part of a non formal, but still valid, educational system.
The Minister, who hails from Jigawa, took a significant step toward clarifying this misconception in a recent media appearance.
Rather than focusing on the negative aspects of the Almajiri system, she called for a redefinition of what it means to be “out of school.”
The reality is that Almajiri children are often engaged in some form of learning, even if it differs from the standardized formal education model most are accustomed to.
This distinction is crucial, as it calls for a rethinking of how it should categorize educational participation.
Instead of lumping Almajiri children into the broader “out of school” category, educational policymakers should consider implementing frameworks that include alternative systems like the Almajiri tradition.
As Prof. Maryam Aliyu, an education policy expert at the University of Lagos, argues, ” The inclusion of non formal educational structures like the Almajiri system in national data would provide a more accurate picture of the country’s educational landscape.”
Debunking the “Out-of-School Children” Statistic
In a recent program, the State Minister (who, by the way, is from Jigawa rather than Kano, as some mistakenly assume) pointed out a crucial misconception:
Almajiri children are often incorrectly included in the national statistic of 15 million out of school children.
This is a misunderstanding that has contributed to the misrepresentation of the Almajiri system.
The recent statement by the Minister regarding the reevaluation of the Almajiri system is an encouraging step forward.
Her comments suggest that there is potential for a more inclusive approach to education in Nigeria, a system that recognizes the strengths of the Almajiri system while addressing its weaknesses.
Revisiting the Literacy Debate On Almajiri and Ajami Argument
The minister, highlighted that the Almajiri system is, in fact, a unique educational structure with its own merit and value.
Her remarks are a much needed step in shifting public perception about the Almajiri system and its role in Nigeria’s educational landscape.
As the Minister is from Jigawa and not Kano, states often associated with the Almajiri population, some may dismiss her remarks as regional bias.
However, it is important to approach this issue without such prejudices. Rather than dismissing the Minister’s insights, Nigerians should engage in constructive dialogue to understand the multifaceted nature of education in the country.
Understanding and Support
Rather than dismissing the minister’s points as regional bias, since she is from Jigawa, it’s essential to also engage with her views and understand the nuances behind this educational system.
The Almajiri tradition has endured for centuries and continues to play a role in the educational development of many children across Nigeria.
Listening with an open mind could help reshape the discourse around education in Nigeria and ensure that all forms of learning are recognized and supported.
As the minister’s ministry works toward redefining and improving the Almajiri system, I wish her and the team the best of luck in their efforts.
In conclusion, in the words of Dr. Aliyu Ibrahim, a former Nigerian Minister of Education, “True progress in education lies not in the uniformity of learning but in the inclusivity of all educational traditions.”
Revisiting the Literacy Debate On Almajiri and Ajami Argument