ROLES AND REFORMS IN ALMAJIRI SYSTEM OF EDUCATION IN CONTEMPORARY NIGERIA: PERSPECTIVES OF NASARAWA WESTERN ZONE, NASARAWA STATE

Abstract

This study examined the roles and reforms of the Almajiri system of education in contemporary Nigeria with 
particular focus on the Nasarawa Western Zone of Nasarawa State. The study specifically investigated the influence 
of integration with formal education, quality of the learning environment, welfare support mechanisms, and teacher 
capacity and pedagogical quality on the educational and socio-developmental outcomes of Almajiri learners. 
Anchored on Human Capital Theory, the study adopted a descriptive survey research design with embedded 
qualitative elements. The target population comprised 5,450 stakeholders including Mallams, integrated subject 
teachers, senior Almajiri learners, and education policymakers. Using Yamane’s sampling formula, a sample size of 
373 respondents was obtained, while purposive sampling was used to select 30 key informants for qualitative 
interviews. Data were collected through structured questionnaires, semi-structured interviews, and observation 
checklists. Quantitative data were analysed using descriptive statistics and Chi-square tests, while qualitative data 
were analysed through thematic analysis. The results revealed significant relationships between integration with 
formal education (χ² = 46.21, p < 0.05), quality of the learning environment (χ² = 52.34, p < 0.05), welfare support 
mechanisms (χ² = 49.87, p < 0.05), and teacher capacity (χ² = 41.63, p < 0.05) and the educational outcomes of 
Almajiri learners. The study concluded that sustainable reform of the Almajiri system requires holistic policy 
interventions combining curriculum integration, improved infrastructure, welfare support, and teacher development.