TABLE
OF CONTENTS
CHAPTER ONE
1.0
Introduction
1.1
Background of the Study
1.2
Statement of the Problem
1.3 Objectives
of the Study
1.4 Research
Questions
1.5
Research Hypothesis
1.6
Significance of the Study
1.7
Scope of the Study
1.8
Limitations of the Study
1.9 Plan of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
2.2 The
Meaning and Origin of Almajiri
2.2.1 Causes
of Almajiri
2.3 ALMAJIRI SYSTEM OF EDUCATION
2.3.1 Aims of
Almajiri System of Education
2.4 Almajiri System of Education, Curricula
and Operation
2.4.1
The Course Content
2.4.2
Estimated Number of Almajiris in
Northern Nigeria
2.5 Theoretical
framework
2.5.1
The Theory of Integration
2.5.2
The Theory of Parallel System
2.5.3
The Theory of Conservatism
2.6 Meaning
of Economic Development
2.7 Brief
Meaning and Nature of Education
2.8
Adamawa State Government’s Response
to Almajiri
2.9 Background
of the Study Area
2.9.1
Location
2.9.2
History
2.9.3
Economic Activities
2.9.4
Administration
2.9.5
Climate
2.9.6
Land Use
2.9.7
Map of Adamawa State
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 INTRODUCTION
3.2 RESEARCH
DESIGN
3.2
POPULATION OF THE STUDY
3.3 SAMPLE
SIZE AND SAMPLING TECHNIQUES
3.4
METHOD OF DATA COLLECTION
3.5
Description of the Instrument (s) for
Data Collection.
3.6
VALIDITY AND RELIABILITY OF THE
INSTRUMENT
3.7
METHOD OF DATA ANALYSIS
CHAPTER FOUR
DATA PRESENTATION,
ANALYSIS AND INTERPRETATION
4.1
INTRODUCTION
4.2
ANALYSIS OF DATA
4.3 TEST OF HYPOTHESIS
4.4 DISCUSSION OF FINDINGS
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
5.2 CONCLUSION
5.3 RECOMMENDATIONS
REFERENCES
APPENDIXES
CHAPTER
ONE
1.1 Background
of the Study
It
is an incontrovertible statement that education, as is acknowledged all over
the world, is the key that unlocks the door of development. Knowledge serves as
the pedestal on which a nation’s social cohesion and economic development
depend. Education enhances the capabilities of an individual. It is a mechanism
for enabling active citizenship; thus those who are denied the rights to education
face the possibilities of limited chances in the future. UNESCO (2010:8) for
in-stance argues that, meaningful education as a right is key to advancing
social justice; as people who are marginalised in education face the prospect
of bleak future chances which truncates their participation in social processes
affecting them.
On
that note, successive governments in Nigeria have at various times, introduced inclusive
policies aimed at providing education as a fundamental right of every child. However,
it is the realization of this that necessitated the Federal Government of
Nigeria decision to set up the Ministerial Committee on Madrasah Education,
which was inaugurated on 16th February, 2010. The survey conducted by the
Committee revealed that there was a staggering more than 9 Million Almajirai
across the country. At the submission of the committee’s report, Government set
up an implementation committee on Almajiri Education Programme and charged it
with the responsibility of ensuring that this more than 9 Million Almajirai is
integrated in to the UBE Programme within the shortest possible time. This therefore
led to the establishement of Almajiri model school schools of President Jonathan
system of education in various part of the country.
Furthermore,
in recent times, Almajiri was seen as one of the serious challenges before
Social Scientists in Nigeria and perhaps some of the ruling elite in northern
part of Nigeria. This is because large number of out-of school children is a
threat not only to social cohesion but also to active citizenship. It breeds
social exclusion and anti-social tendencies amongst youths and adults thereby
making it difficult for the attainment of Education for All (EFA) and the
Millennium Development Goals (MDGs) and other international conventions and
protocols. Its practice in the northern region has affected government
priorities (Dukku, 2010).
Almajiri system of is a form of discipleship or religious
training whereby a young child, usually less than 15 years old, is sent to
another part of the village, town or country to learn about Islam (Sule –Kano,
2013). Without food, school fees, boarding materials, etc. he is to cater for
himself by begging in streets. This practice has been entwined with people’s
way of life over a thousand years and had played a pivotal role in the
transmission of moral and religious values, as well as discipline and enhanced
literacy in the society. According to Dukku (2010) most of the outstanding
Islamic Scholars of pre- colonial and 20th century northern Nigeria
were products of the system. This practice of the centuries did not only affect
the literacy level and cognitive development of the people, but responsible for
the low socio-economic development of the region. To the extent that recently, many
people have through print and electronic media expressed displeasures at the
concept of Almajiri system in the northern region. The problems it generated from
ignorance, poverty and child labour have reached an alarming rate. Studies have
shown that the socio- economic and political base of Almajiri system has
collapsed irrespective of the powerful cultural and religious influence of the
system in the northern region.
Although, Binta (2006) argued that Almajiris rarely
partake in looting, killing and burning of properties during social
disturbances, the fact remains that they have been found participating in
protest marches and rallies organized for political and religious purposes. For
instance, the maitatsine uprising in 1980 got its backing mostly from Almajirai
in Kano, Gombe, Yola and Maiduguri (Ya’u, 2013).
The implication of the above is that, the economic
development of the region has been adversely affected due to the rampant situation
of Almajiri syndrome in northern Nigeria. It therefore negates the drive
towards development. Rather than developing the capacities of children, the
practice subjects them to neglect, abuse and exposes them to lurking
impoverishment. The challenge now goes beyond comprehending what is happening
to these children or developing appropriate policies that can lead to
resolution of the problem. It is beginning to affect the teachings of Islam as
people now ask whether Almajirci is part of Islam or just a product of socio-
economic transformation of societal practices in the traditional education system.
The Almajiri on one hand will keep moving into the urban centers with the hope
of continuing his traditional role of providing an avenue for alms giving. On
the other hand, the western–oriented urban dwellers will keep feeling that
ALmajiri has no place in the modern areas.
Many
individuals believe that with proper efforts from the government as well as
citizenry, these children could be taken out of their present socio-economic
and cultural degeneration in the process of their search for Qu’ranic education
(UBEC, 2010). It is against this background that this study intends to find out
the causes and assess whether Almajiri system of education is efficient in the
production of knowledge and skills, hence capable of meeting the educational
needs of the teeming young people it enrolls under the present economic
transformation.
1.2
Statement of the Problem
In recent times, the prevalence and ugly sights of
Almajiris in tattered clothes, bowl-in-hand, soliciting for food and alms in
the streets of our major urban centers constitutes a source of concern to
governments and the citizenry. Wike
(2013) reveals that there is a high occurrence of out-of-school chjldren in
Nigeria estimated at 10.5 and Almajiris make up over 9 million of this
number.These children are concentrated mainly in the northern part of Nigeria.
Bringing up these children to be “Manicurists” or “Shoe-shiners” or
“Water-vendors” could constitute a serious national security problem and a
threat to social cohesion and active citizenship. With the spate of sectarian
crises that bedeviled the northern region in the last few years, there is the
apprehension that this sorely neglected section of our young population, if
left uncontrolled, could be dragged into these crises.
Despite the
constitutional responsibilities of the government and huge financial
contribution from the international communities the incidence of Almajiri syndrome
is on the increase (El-miskin, 2007).Many studies have been carried out by
different scholars to investigate the root causes of Almjirci and the need to
address it. For instance, Sule- Kano (2013), El-Miskin (2007), Binta (2006),Wike
(2013) etc, but the gap is still unfilled.
This study therefore, intends to investigate into
the economic contributions of Almajiri school system in the study area.
1.3
Objectives
of the Study
The main objective of this study is to assess the
impact of Almajiri system of education on the economic development of Adamawa
State.
The specific objectives of the study are:
1.
To determine the major causes of
Almajiri syndrome in the study area;
2.
To trace the genesis of Almagiri system of education in Nigeria;
3.
To determine the relationship between
Almajiri system of education and economic development of Adamawa state;
4.
To identify the indicators that can be
measured which contribute to economic development of Adamawa State through Almajiri
system;
5.
To identify the employment potentials of
Almajiri system in the study area;
6.
To make appropriate recommendations on
the problems of Almajiri school system in the study area;
1.4 Research
Questions
1. What are the major causes of Almajiri
syndrome in the study area?
2. What are the indicators that can be
measured which contribute to economic development of Adamawa state through
Almajiri school system?
3.
What are the employment potentials of Almajiri system of education in
the study area?
4.
Is there any significant relationship between almagiri system and economic
development of Adamawa State?
5.
What are the recommendations on the
problems of Almajiri school system in the study area?
1.5
Research Hypothesis
Based on the objectives outlined so far, the
following null hypothesis was formulated:
Ho1: The Almajiri school system has no
positive impact on economic development of Adamawa state.
Ho2: Almajiri school system in Adamawa
state has not significantly improved the poverty level of the people.
1.6
Significance of the Study
This research will be of immense benefit and value not
only to academia but it will provide first hand information to public
administrators and the community especially in initiating more pragmatic
policies in the future.
It will also serve as repertoire of knowledge and
source of information to policy makers, ministry of education as well as
stakeholders in the northern region to develop a pragmatic approach to the
development of the region.
In terms of its empirical significance, the data
collected from this research will serve or provide a basis to counter
non-empirical data or assertion about what Almajiri represents. Furthermore,
this study would help contribute to the existing body of knowledge on Almajiri
system and how it directly affects the lives of people of Adamawa in particular
and Nigeria in general.
Finally, it will serve as a catalyst and frontline
knowledge to an upcoming researcher who might want to carry out similar study.
1.7
Scope of the Study
The scope of this study covers the impact of
Almajiri system of education on economic development of Adamawa State. However,
this study was limited to only the stakeholders of Almajiri school system
within 3 selected L.G.As of the state.
1.8
Limitations of the Study
The major limitation of this research is the
uncoordinated nature of Almajiri System of Education i.e. Mallams {teachers)
run the schools according to their wish without a formal structure that could
facilitate the coordination and integration of the students into the society.
Although, the system is a formal system of education but the behaviors of the
pupils are incidental and unconsciously acquired. It is also true that lack of
record regarding the Almajiri school system as well as lack of formal organization
constituted a limitation to this study. Another limitation to this study was
that the questionnaires were not free of inherent inaccuracy due to the
inability of the researcher to take everything into account at the time of
conducting this research. There was also a limitation imposed by scope, since
Almajiri System of education is endemic and is practiced in the whole northern
region, limiting the study to only a state (Adamawa State) and use the results
to make generalizations or national policies could be flawed.
1.9 Plan of the Study
For the
purpose of easy referencing and consultation, the study span through five
chapters; Chapter two contains the review of related literatures and the
theoretical framework on Almagiri system of education and economic development.
It further includes the determinants telecom industries performance. Chapter
three basically contains the methodology of the study. It includes population,
sample size, source of data collection and method of data analysis. Chapter
four covers the presentation and analysis of relevant data collected for the
research, as well as interpretation of findings or result. Chapter five
basically comprises of summary, conclusion and recommendations.
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