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- May 02, 2026, 06:47 AMProfessor Abdullahi Sule Kano of Bayero University, Kano, says the Almajiri system has failed to improve because the political and economic structure that once supported it has collapsed. He explained that the old Sokoto Caliphate system no longer exists in practical governance, and today's leaders do not fully understand how the traditional Qur'anic education system originally worked. As a result, many government policies fail to solve the real problem.
He said governments created Tsangaya schools as separate institutions for poor children, while their own children attend better schools. This, according to him, shows a lack of seriousness and commitment. He believes the system can only improve when children of presidents, governors, civil servants, and poor citizens can all learn together in one balanced and respected educational structure.
Before colonial rule, the Qur'anic education system was strongly supported by the community and guided by state policy. Every community had a scholar to teach and an imam to lead prayers. Families helped provide food, housing, and support for teachers and students. Every child had access to education without school fees, and no pupil or teacher suffered from hunger, begging, or homelessness because the whole community took responsibility.
Professor Kano explained that colonial rule weakened this structure by destroying the family and community economy that sustained the schools. As support disappeared, many mallams moved from place to place without proper care or resources. This led to the current situation where many Almajiri children are seen begging on the streets instead of learning in a stable environment.
As a solution, he suggested combining Qur'anic education with modern education and giving students equal opportunities to compete with others in formal schools. He also recommended giving schools farmland for food production and workshops where students can learn practical skills and produce goods for sale. This would help remove hunger, reduce begging, and make the schools more self-sustaining.
He added that northern governors must work together because solving the problem in one state alone will not be enough. He also called on parents, communities, and governments to rebuild support for education. According to him, countries like Sudan and Morocco succeed because their leaders value and promote the system, while in Nigeria, many leaders ignore it because their own children do not attend such schools.
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He said governments created Tsangaya schools as separate institutions for poor children, while their own children attend better schools. This, according to him, shows a lack of seriousness and commitment. He believes the system can only improve when children of presidents, governors, civil servants, and poor citizens can all learn together in one balanced and respected educational structure.
Before colonial rule, the Qur'anic education system was strongly supported by the community and guided by state policy. Every community had a scholar to teach and an imam to lead prayers. Families helped provide food, housing, and support for teachers and students. Every child had access to education without school fees, and no pupil or teacher suffered from hunger, begging, or homelessness because the whole community took responsibility.
Professor Kano explained that colonial rule weakened this structure by destroying the family and community economy that sustained the schools. As support disappeared, many mallams moved from place to place without proper care or resources. This led to the current situation where many Almajiri children are seen begging on the streets instead of learning in a stable environment.
As a solution, he suggested combining Qur'anic education with modern education and giving students equal opportunities to compete with others in formal schools. He also recommended giving schools farmland for food production and workshops where students can learn practical skills and produce goods for sale. This would help remove hunger, reduce begging, and make the schools more self-sustaining.
He added that northern governors must work together because solving the problem in one state alone will not be enough. He also called on parents, communities, and governments to rebuild support for education. According to him, countries like Sudan and Morocco succeed because their leaders value and promote the system, while in Nigeria, many leaders ignore it because their own children do not attend such schools.
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