Tag: Almajiri

  • Three million Almajiris roam Kano streets – Ganduje

    Three million Almajiris roam Kano streets – Ganduje

    The Governor of Kano State, Abdullahi Ganduje, on Thursday observed that there are about three million Almajiri children roaming the streets in the state.

    The Governor stressed the need for the seven states of the North West to identify the economic advantages they can use to move the region forward and tackle their common social problems.

    He said: “These seven states, should try, identify the economic advantages that we can lay our hands on as to move this region forward. And what are the social problems that we are having? In Kano, we undertook a survey and we found out that we have more than three million Almajiris and Almajiri syndrome is one of the serious problems that we have in the north-west geopolitical zone.

    “What we discovered from our survey is that many of these Almajiris come from the Niger Republic, some from Chad, Northern Cameroon and some from other states of the north-west.

    “So, if we can come together and have a common synergy to introduce a common legislation, preventing the movement of school age children from one place to another, I think the states will find it very easy to address the problem of Almajiri syndrome.

    “I thank the governor of Kaduna state for creating this kind of environment for us to come together, as especially for us to discuss the economic integration of the north-west zone.

    “This is the first time, since the inception of this democracy in 1999, where the seven governors (of the north-west zone) decided to come together to form a forum. We even went to the extent of employing a consultant who is giving us the green light on various issues on economic development.

    “First of all, let me start with the position of the North-west in Nigeria. We are the most populous geopolitical zone, constituting 25 percent of the population of Nigeria. With regards to land mass, we have 23 percent of the land mass in Nigeria. What we require now is the political will to come together and be fully integrated – socio-economic integration beyond paper integration, an integration that will bring development in terms of institutions and in terms of programmes that will improve the quality of lives of our people.

    “It will be very important to have an integration commission which looks into the development capacity of our institutions, because whatever we want to do, if our institutions are not developed, then whatever we do may not be actualised. Also, it is very important to have data so that we know our point of strength so that we know the comparative advantages we have. So if we can get a data bank, it will assist us to quicken the process of the integration.

    “Another issue is that we are individually conducting our educational programmes, if we come together to see how we can have different programmes in our university curriculum, it will help us specialised and we can even build universities that will specialise in the various programmes, thereby saving energy and resources for the development of our region.

    “The potentials of the north-west are very obvious. The north-west has the highest water density in the whole of west Africa. The amount of water is such that they can feed the whole of West Africa and this is something that needs to be tapped”, Governor Ganduje said.

  • Find solution to Almijiris, herdsmen threat, Gov. Bagudu urges FG

    Gov. Atiku Bagudu of Kebbi has called on the Federal Government to find a lasting solution to the menace of Almajiri and the clashes between herdsmen and farmers.

    The governor made the appeal when he received a delegation from the National Commission for Refugees, Migrants and Internally Displaced Persons led by its Federal Commissioner, Hajiya Sadiya Farouq in Birnin Kebbi on Thursday.

    He also called for a lasting solution to the Almajiri system of education and ways of living.
    According to the governor, the almajiri problem is a systemic problem that needs continuous attention of the Federal Government.

    “The issues of Almajiri and herdsmen have often been ignored and often seen just as a nuisance without any durable plan to address the challenges they pose.

    “We have brought up the issues believing it is within your sphere as there is no agency in the country dedicated to dealing with both issues,” Bagudu said.

    He said that apart from education aspect, there was lack of Federal Government establishment dedicated to handle the issues of Almajiris and herdsmen which were also migratory issues.

    The governor also said that most of the almajiri in the state were from Niger and Benin Republics, who share borders with the state.

    “These people can be found in sizeable numbers in all the 21 Local Government Areas of the state,” he said.

    He, however, commended the Federal Government for improving security in the country, adding “before now, our farmers were afraid to go to their farmers for fear of being kidnapped or killed.”

    Earlier, the Federal Commissioner said she was in the state to access the IDPs situation and also declare opened a sensitisation workshop for the North -West Geo Political Zone on ‘Consolidating the Migration Governance: Architecture’.

    She explained that the state was strategically selected because of its location as a border state as well as its agricultural role to the country’s economy.

    Hajiya Farouq commended the state government for the tremendous assistance to IDPs in the state.

     

  • ‘Jonathan’s  Almajiri system a wrong policy’

    ‘Jonathan’s Almajiri system a wrong policy’

    Kano State Governor Abdullahi Umar Ganduje has said the Tsangayal school system, otherwise called the Almajiri school system, introduced by the ex-President Goodluck Jonathan administration, was a misplaced priority.

    He added that it was wrongly articulated.

    Speaking at an All Progressives Congress (APC) media roundtable in Abuja, Ganduje said what should have been done was to find a way of integrating the Almajiri into the normal school system, to avoid stigmatisation in future.

    He said it was a waste of resources to build classrooms in the name of Almajiri schools without pupils to attend them, adding: “Tell me, who wants to be called an Almajiri?”

    The governor said he had written President Muhammadu Buhari, explaining the measures by the Kano State government to integrate the pupils.

    According to him, creating special schools for the Almajiri was abnormal.

    He said: “The Jonathan administration introduced the Almajiri school, but it is not well articulated. It is a wrong policy. For example, in my village, we have this school with only 50 pupils and in Kano, we have over three million Almajiri. The number of Almajiri is almost a problem to the number of school children. So the issue is not creating a school.

    “If you are creating an Almajiri school, that is abnormal. Who will like to be called an Almajiri? Is it that after completing your studies, your certificate will be tagged Almajiri? And later in life you will be called a graduate of Almajiri school? Which means you were an Almajiri before. So it has some social problems.”

  • Jonathan’s Almajiri’s school system was a wrong policy, says Kano governor

    Kano State governor, Abdullahi Umar Ganduje has said that the Tsangayal School system known as the Almajiri school system introduced by the Jonathan administration was a misplaced priority saying.
    Speaking at an APC media roundtable in Abuja, Ganduje said what should have been done was to find a way of integrating the almajiris into the normal school system to avoid stigmatization in the future.
    The governor said it was a waste of resources to construct blocks of classrooms in the name of almajiri schools without the pupils to attend them.
    While saying that he has written to President Muhammadu Buhari, explaining the measures been by the Kano state government to intergrate the students, he said creating special schools for the almajiris was abnormal.
    “The last federal government introduced the Almajiri schools but the school is not well articulated. It is a wrong policy. For example in my village, we have this school with only 50 students and in Kano we have over three million Almajiris.
    “If you are creating an Almajiri school that is abnormal, who will like to be tagged Almajiri? Is it that after completing your studies your certificate will be tagged Almajiri? And later in life you will be called a graduate of Almajiri school? Which means you were an Almajiri before, so it has some social problems.
    “What we are adapting is integration. The Almajiri are integrated into the normal school system and from our investigation most of the Almajiris in Kano came from other parts of the North state, from Chad and Niger.

  • Almajiri is un-Islamic, says Sultan

    Almajiri is un-Islamic, says Sultan

    •As UNICEF partners north on girl child education•As UNICEF partners north on girl child education

    The Sultan of Sokoto, Alhaji Muhammad Sa’ad Abubakar III yesterday branded child begging, otherwise known as Almajiri in the north as un-Islamic.

    The monarch who is also the President General of the Nigeria Supreme Council for Islamic Affairs (NSCIA), who spoke  at a  meeting between representatives of the United Nations Children’s Fund (UNICEF), Northern State Governments and the Sultan Foundation for Peace and Development on development of girl child in Nigeria also dismissed   refusal to educate a girl-child in the name of religion as a total misconception.

    The Sultan said Almajiri has nothing to do with Islam.

    “We talk about Almajiri in the North, and we keep on seeing it as if it is a religious issue. ‘Almajirinci’ has nothing to do with Islam,” he said.

    “It is an issue of poverty and nothing more, and the earlier we all recognized this fact, the better for us.”

    He, however, stressed the need for the girl-child to be educated, saying:”we believe an educated girl is better in bringing up better family and citizenry to the world because we all know the importance of our mothers.

    “They trained and brought us up. If you check the lifestyle of an individual, if it’s good, check the family background; and if bad check the family background. The women play that important role of bringing up the society.

    “Here in Northern Nigeria, we don’t pay much attention to girl-child education. As we all know an educated woman is more an asset than uneducated one or even educated man, you must be knowledgeable to lead. To rule you must be knowledgeable.

    “The girl-child education has become very important especially now that the world is facing social problems, and Nigeria is part of that global village,” the Sultan stressed.

    In her remarks, the Country Representative, UNICEF Nigeria, Jean Gough described education as the cornerstone of everything, and without education, there cannot be reduction in poverty in any country.

    Education, according to him “is the hardest sector to transform. Children in the Northeast have lost two years of education. We know Nigeria is working to achieving the goal of President Muhammadu Buhari in transforming the education sector. We hope this year 2016 will be a year of true change.

    “Change can only happen when leaders in Nigeria are in partnership with all second of education and when proper action is taken.”

     

  • My transition from almajiri to foremost broadcaster FRCN DG Ladan Salihu

    My transition from almajiri to foremost broadcaster FRCN DG Ladan Salihu

    If you were not a broadcaster, what else would you have loved to be?

    (Laughs) I must tell you that this job has blessed me and I have been privileged in the sense that this job has taken me to over 70 countries around the world since I started out in my university days. So if I were to come back into this world, I would still want to be a journalist.

    Your voice and diction projects you as an English man, but your colour says something different. How would you explain that?

    I am a full blown Hausa-Fulani. I have the pigmentation of a Kanuri, but strictly speaking, I am a Hausa-Fulani. My early childhood toughened me. My father encouraged me and curiosity took me to the next level. However, I was taught by my early teachers that if you must speak English, you must speak it in a manner that the white man appreciates you and your country man understands you. It is however also not to sound like one is speaking English more than the Queen or to come up with funny phonetics to convey excellence in the language. Not at all. It is about making your flow to be understood by those who listen to you.

    As a broadcaster, I make sure that I communicate with the layers in the family. That is, keep it simple, keep it real and keep it original. So I discovered that the art of communication also comes in three levels: you can acquire it, you can be naturally talented or you go to school and pick it up. Having the three as a journalist means the sky is not the limit, even the orbit is limitless.

    Looking back now, to what extent has your background influenced the person that you are today?

    I am a person of a modest background. I am not from the family of the rich but from a famous family because I have royal blood in me. I am from the Turaki ruling house in Bauchi, which is a very traditional house of the Bauchi Emirate. My upbringing influenced and tampered my professional career in many ways. At the time my parents passed on, we didn’t have a fridge or gas cooker in the family, though we had a television and I remember the excitement that came with it.

    I didn’t grow up with the proverbial golden spoon, but I had the rare luck of having parents who were focused and dedicated in the upbringing of their children. My father was particularly tough. He toughened me, took me through the rounds of early childhood; through the tough learning curves of those days. For me to have what was considered then as koranic education, I was actually handed over to a Koranic mallam as an almajiri. I did that for a number of years. I fetched water, worked on the farm, went out with the herds of cattle, played the role of an apprentice herds man and, you won’t believe it, I begged for food. But that ended the day an uncle who went to watch a local wrestling match saw me in the house of his friend, chanting and begging for food. He went back to my dad and told him no more. So I was rescued from the Almajiri system.

    But my dad did that with the best intention. He wanted me to be educated in Islam and learn some of the challenges of life early. That toughened me to face the realities of life today as we have it. So I didn’t have the luxury of nursery school and lunch box like it is today. It was a crass, local but original life. I was embedded in a strictly traditional if not regimented family system, with strong norms and values that are germane to the society where I was born into. That was my early life.

    Did it cross your mind then that you could one day rise to the top of a career?

    No, it didn’t. But I found my way through the normal primary school, to secondary education and then graduated with a Bachelor of Arts degree in Mass Communication from Bayero University Kano. Whilst a student, I was actually working part-time with Bauchi Radio Corporation or NTA. I actually picked up a job with NTA in 1981. By the time I was a graduate, I was already a full grown broadcaster. The journey till this moment has been very tough.

    If you asked me when I was growing up in the ancient city of Bauchi whether I would go past the four walls of that city, I would have told you no. But today, I am grateful to God for the very robust and roundly fulfilling professional career that looks to me a seamless dream. It has been a wonderful experience going through the ranks, not having the proverbial godfather, as obtainable in the Nigerian society, to have been so blessed to rise to the pinnacle of one’s professional career. I can only continue to glorify God, appreciate Him by the day and be grateful for the opportunity I’ve had in life and still enjoy.

    Why broadcasting?

    I think from the time I began to appreciate life in its dynamic form, probably when I was in class 3, I had an experience. My dad was an ardent radio listener. He was usually tuned to the Hausa broadcast from the BBC and other stations too. I had a curiosity about what was inside that box that had people’s voices in it. One day, after he left, I toyed with the radio to see if the people talking would really come out. I ended up messing up the box and I took the beating of my life. So childhood curiosity and the fact that my destiny is cast on the profession of broadcasting attracted me.

    While in secondary school, I was already asking my teachers the subjects to take to become a broadcaster. They told me English and English literature; that I must read lots and lots of books and novels. So, in those days, we read all the James Hadley Chase novels. We tried to get our act right, so we equipped ourselves in the classroom. We did a lot of classroom debates, sometimes reading in front of the mirror, trying to sound like the likes of Bode Alalade of that period. I grew up with an insatiable volume of incurable and irresistible desire to become a journalist. Although my dad wanted me to read Islamic Studies, I implored my uncles to persuade him before he agreed. I became educated on it and appreciated the profession the more later. I felt I could use broadcasting, the media generally, to impact on my society and to be a net contributor in the development of my town. Later on, the dream grew bigger to my state and later on still, I found myself with the rare privilege of being a broadcaster on a national level. It was a dream not only coming true but also the positive realities coming into being and making me appreciate the profession every day in spite of the challenges. I have literally seen it all. We are still young in it even at the age of 53.

    Your diction is quite impressive and it makes one to wonder about the reading culture you just talked about and the classroom debates you used to have. Did all that happen in the supposed less privileged north?

    Of course, it happened in Bauchi. I am just an ordinary Bauchi boy. I remember the first time we saw a taxi; that was after the civil war. We knew then that a war was going on, but we didn’t really understand what it was really about. But then, after the frayed nerves of national challenge calmed down and the society began to pick up on modernization and nationalism, the first time a taxi came into Bauchi, some of us felt that it was a car that was going around collecting tax (laughs). We didn’t know it was a car meant to people to their destinations for a payment. That was in 1972. We were boys about town, tinkering about life and it clicked as I found a romance with broadcasting which opened doors of privileges.

    Northern Nigeria is believed to be backward educationally compared to other parts of the country. But the impression you are giving now is that education has been generating much interest and followership in the north for long.

    Absolutely! I think that there has been a stereotype stigma as regards that because of the barrier of ethnicity and the barrier of politics and the trappings of nationalism. A lot of people had different perceptions about each other’s regions. A lot of people believe that then and probably now, there is a dearth of education in the north. Yes, to some extent. But then also, it is not entirely so. Education, if we define it within the content and context of western education, it means so. But if you take education as the art of reading and learning and communicating, you can equally say that the Arabic education, which is very prominent in the north, is a form of communicating and learning.

    There are people today who are Hausa, Fulani and even Yoruba in the north who speak so fluently the Arabic language that you will never believe that they are Africans or Nigerians. So education is dependent on the content and context that one looks at it. We believe in the north that education is the art of learning, writing, communicating, translating and transliterating, commentary, analyses and so on. It does not really stop at western education. That is the point. And in terms of western education, the north is fast doing a catching up game, make no mistake about that. If you take the enrolment figures in Imo State at one time, it is more than the enrolment figures in primary schools in half of the northern states.

    What is your impression of the almajiri system?

    In the north, like I told you, in the beginning, I was an almajiri. We are still battling with that problem in the north. In Imo State, it is unlawful for a kid to be in the market or at the shop, or mechanic garage or do any form of trading between 7.30 am and 1.30 pm. If such a kid is caught, there is a law in place to punish or sanction the parents. But not so in the north, and that is why you find that you cannot have your cake and eat it. That is why some of us have been advocating silently without necessarily coming to the pages of newspapers or other mass media, but speaking to governors and other such leaders to take such actions regarding education. We are silently pleading with our leaders in the north to give education a priority.

    I didn’t have the privilege of watching Sesame Street and cartoons in my time, or carry lunch box to school. But then, I have had that rare privilege from God to learn and appreciate and acquire knowledge through reading and through meeting and association with people who are knowledgeable.

    You said you rose through the ranks…

    Yes I did. I found myself moving to another level every other year. I started as a News Assistant with Bauchi Radio Corporation. I remember the first time I read the news, I felt like somebody had put a nine inch block on my neck. At the time I came out, I was sweating profusely. I asked my producer how it went, and he said that I did very well. I didn’t know whether he said that to encourage me, but from there, I found my rhythm and picked up my lines. And I probably did every other programme you can think of on radiorequest, musical, news with translation in Hausa, features and so on. The only ones I didn’t do were those programmes in local languages that I never spoke.

    I found myself crossing to television by default. As an ardent tennis player, on a fateful day, the gentleman that was to read the news but for one reason or another did not turn up. There was no other person in the newsroom to take the news. Somebody remembered seeing me at the lawn tennis court playing tennis. I was working with Bauchi Radio Corporation then. So they came to me with a request that I take the news. I said why not? So I went in my knickers, they gave me a big gown and then a hat on and I sat down to read the news with Mr Andy Iheme who now works with the Open University in Calabar. When he saw me the next day, he asked me where I am from. I told him and he encouraged me. Till date, we call and joke about it. That was how I found myself on television. It was crass, pure interest that led me on.

    Let’s look at your work as the DG of FRCN. Has it been fun?

    It is very challenging, exciting, demanding and exceptionally tasking. FRCN, from the outside, looks easy. But I can assure you from my experience that you will need a lot of tonic to work and succeed as the CEO. I am grateful to God who has given me committed people in the management who buy into my vision and mission to help take FRCN to the next level. So it has been challenging but also rewarding.

    Would you say that you have made improvement on its status from the point that your predecessors left it?

    I do not want to sound egotistic, and I do not want to be seen as beating my drum. But to be honest, I think we have made some modest strides. For my generation, a task with an opportunity to lead an organization is very rare. A lot of considerations are given in the appointment of chief executive officers, so you rarely find hard core professionals in the commanding heights of affairs of parastatals. So I consider myself exceptionally lucky.

    So for me, taking FRCN to the next level was a race against time. So when I got into the helm of affairs of FRCN a little under two years ago, I discovered that the organisation must move in line with global best practices. We must prepare technology, information and communication, facilitate and digitize our audio platform and ensure that our working environment becomes less stressful, more user friendly to give the corporation both character and direction.

    When I got into FRCN, all our studios were in the main building, the tall 12-storey building of Radio House in Abuja. The network newsroom and the programmes sections were all on the 11th floor. Then I discovered that there was a whole studio complex with 22 studios with three huge conference rooms by the side of the building uncompleted but under lock and key for 31 years! When I saw the choked up studios that the staff were using, I went to my office and prayed to God that I would remain grateful for the priviledge to serve, that God should prepare this organization for me just as He prepared me for the job. That is because the challenges were so enormous despite the fact that we had a professional, capable, excited work force with passion for the job.

    So what did you perceive as the problem?

    There was hardly a platform for them to showcase their worth. So I decided to open up the studios. I gathered the management and we looked at it together but saw that the work to be done was huge and scary. But we started bit by bit. Right now, all our 22 studios are housed in studio complexes with the exception of Kapital FM, mainly because the studio we got for that is a bit smaller. It was better to leave them where they are. But in the 22 new studio complexes, we have the most modern newsroom complex in this country with the most modern computers, with the requisite software for editing with online news operation.

    We have networked our studios. We did the recent election coverage from these studios. We fitted them with new equipment and our news and programmes section has also migrated from the main building to the new studio complex. We did all that in less than eight months. These have also brought a great difference into our system of operations.

    We are also into a huge project presently. We want to build a 24-hour radio Nigeria network channel that you can tune to wherever you are in this country all through the day; a channel that will feature everything from news to features, interviews and so on. Barring budgetary considerations, we are looking at starting that from October in Lagos and Abuja before expanding to Kaduna and Port Harcourt, Bauchi and Enugu, then Kano and Ibadan, Sokoto and Ilorin, Calabar and Jos and eventually expanding all over the country in the next 18 months in which time we should have coverage of the whole of this country. When we say we are the largest radio organization in the continent, we must be seen to be exactly that.

    Does that mean new employment windows?

    Well right now, we have capable staff to man our new ideas. We have enough manpower except for a few FM stations

  • Almajiri: PMB please end this evil

    SIR: Destitute Children roaming the streets in Northern Nigeria are almost becoming a normal feature. The children commonly referred to as “Almajiri” derived from the Arabic word Al-Mahaajirun, which literally means, a learned scholar who propagates the peaceful message of Islam. Almajiri system has since outlived its purpose and has become a breeding ground for child begging and potential terrorist camps. The pupils who were meant to be trained to emerge as Islamic Scholars have now had to struggle to cater for themselves through begging rather than learning under the watch and supervision of the semi-illiterate Quranic teachers or Mallams who themselves lacked the requisite financial and moral support and use the system as a means of living rather than a way of life.

    Deprived of a normal descent upbringing, Almajiri children who are usually little boys, are the direct product and consequence of polygamy, broken homes and lack of adequate family planning by a large chunk of northerners who sees family planning as against their religion and culture. Almajiri children grow up in the streets without the love, care and guidance of his parents; His struggle for survival exposes him to rape (homosexuality and pedophilia), used as a slave, brainwashed and used for destructive and violent activities. These aptly capture and describe the pitiful plight of an Almajiri child in Northern Nigeria.

    Because the Almajiri system is believed to be rooted and founded in Islamic religion and Hausa Fulani cultural practices, many attempts to  reverse the trend or put an end to the abuse to humanity had always hit a brick wall. The fact that Islamic teachings strongly forbids begging, except in very special circumstances which includes; a man’s loss of properties in a disaster, or when a man has loaned much of his money for the common good, such as bringing peace between two warring parties, already proves that Almajiri system as it is being practiced today is completely unislamic. The Almajiri child is totally neglected by his parents, highly vulnerable to diseases and social crimes.

    The Almajiri system of education has deviated from its original motive and is giving this country a bad image in the eyes of the international community. Even though the immediate past administration of President Goodluck Jonathan designed a programme under which a few Almajiri model boarding schools were commissioned, the federal government’s intervention which is aimed at integrating conventional western education with Islamic education only turned out to be merely “taking out a spoon-full of water from a tank filled with water” as it wasn’t enough to properly address the problem. Only less than 2% of the children were captured by the federal government’s intervention programme which was meant to remove the Almajiri child off the streets.

    Unless the Almajiri system is banned or adequately reformed to meet the present economic challenges and realities, the problems of underdevelopment, educational backwardness and mass poverty in Northern Nigeria would continue to go from bad to worse. People continue to bear children they do not have the resources to cater for, just because they could easily push such children out on Almajiri. Until this barbaric and inhumane system of modern slavery is outlawed and banned, families wouldn’t stop to produce children outside their income and meager resources. The deliberate breach of the fundamental human right of these young ones calls for urgent concern and the neglect and levity and lack of commitment to the pitiful plight of these minors is unfortunate. As it is presently, Almajiri represents everything that is evil; it is the face of poverty and it is anti-Islam. This is time for President Muhammadu Buhari to urgently put measures in motion which will see to the banishment or reform the Almajiri system in order to save this country of this humanitarian crisis which has given north a bad image for so long.

     

    • Hussain Obaro,

    Ilorin, Kwara State.

  • We can defeat violence with education – Obaji

    We can defeat violence with education – Obaji

    Philip Obaji Jr. is the founder of the 1 GAME Campaigns advocating basic primary education for the over 10.5 million out-of-school children in Nigeria. Obaji, who is also a Global Youth Ambassador, spoke to David Lawal on Boko Haram and it political undertone, Chibok girls and government’s role in education. 

    Kindly give a brief insight into your background?

    I was born on August 8, 1985 in a town called Ogoja in Northern Cross River State. I am the founder of the 1 GAME Campaign, which promotes basic primary education for vulnerable kids in Nigeria. I am widely known for my activism for rights to education for Children, especially in Northeastern Nigeria. I’m a graduate of Marine Biology from the University of Calabar; a Global Youth Ambassador for United Nations critical education partner, A World at School; a member of International Network for Education in Emergencies; and a champion of Global Partnership for Education. Back home, I am an Executive Committee member of the Cross River State Football Association. I am soft spoken, a Roman Catholic and a man of peace. I believe in Nigeria and in every citizen of this country. And I want to play a role in making it a better place for all of us.

    How long have you been into education advocacy?

    I’ve been working for close to five (5) years now in education advocacy. It all started in 2010 when 1 GAME Campaign was founded.

    What informed your decision to start education advocacy?

    In 2009, I travelled to Ogoja where I was born. I had not visited the town since my family moved in 1988 when I was just three years old. I wanted to learn more about the place I first lived as a child.

    I have had numerous conversations with my father about Ogoja, and he would often speak about its people, and how he missed them and their culture. Once arriving in Ogoja after a six-hour journey from Calabar, where I live, I was greeted by a group of young boys and girls at the bus stop, who rushed to me, begging for money.

    The children were between six and fourteen years. When I asked them where they came from, they confessed that they were ‘Almajiris’ from Northern Nigeria.

    They had followed a lorry transporting goods from Maiduguri in Borno State to Ogoja. They said they jumped into the lorry without knowing the driver and had no idea of where the vehicle was heading.

    I was overwhelmed by the presence of so many out-of-school children and could not stop thinking about their plight and how to solve this crisis.

    Thereafter I found 1 GAME Campaign aiming specifically at Almajiris helping them to enrol and complete their basic education. The name ‘1 GAME’ means that anyone involved in the campaign is asked to defeat violence, illiteracy and poverty – using education as a tool.

    What is your disposition to the target on children across the world?

    There is absolutely no justification for the target on children. Terrorists all over the world target children in order to strike fear and gain publicity.

    Boko Haram for instance, gained global acclaim after the Chibok abductions. They got exactly what they were looking for. There are lots of similarities between Boko Haram which operates here in Nigeria, and the Taliban which operates in Pakistan.

    While they both want to enforce full Sharia Law all over Nigeria and Pakistan respectively, they also wanObajit to ensure that there is no place for western education in the areas they operate.

    But let’s not also forget that beyond these things, there is a political undertone to their existence.

    About a year since the abduction of school girls from Chibok, what are the chances of seeing the return of these girls?

    Honestly, no one is sure about the where about or wellbeing of the Chibok girls except their captors. There have been lots of rumours about them.

    In fact, as we speak, there’s a video circulating around Maiduguri purportedly showing Boko Haram militants raping young girls and shooting those who refused to get laid.

    Many people who have seen this video say the girls in the footage are the abducted Chibok girls, but I haven’t been able to get anyone to confirm if that’s true.

    I can’t really say for sure if the Chibok girls are alive or dead or if they are safe where they are. Since there hasn’t been a word for some months from Boko Haram about the girls, no one can be sure about their wellbeing, and whether or not they’ll return.

    Considering the present state of education in Nigeria, where do you think we got it wrong?

    It started from the attitude of the government, and the trend is still continuing. The problem with Nigeria’s education has to do with poor planning, poor funding, and in some quarters, corruption. Take primary education, for instance, the Universal Basic Education Scheme was designed to provide compulsory, free education up to Junior Secondary levels, to be funded by both the Federal and State Governments. The Federal Government keeps 2 percent of the Consolidated Revenue Fund into the scheme and allocates money to the states when the states contribute its matching amounts.

    However, we’ve found out that most of the states never made their matching grants, denying themselves access to the funds; and in states where they had been given the grants, the education sector there is still pathetic. That tells you that these governments are not making education their priority.

    The population of out-of-school children in Nigeria according to UNESCO is equal to the total population of the entire Czech Republic (10.5 million), who do you think is responsible for this?

    The government has the biggest role to play in ensuring Education for All. In 2000, at the World Education Forum in Dakar, Senegal, 180 countries including Nigeria signed up to make the six goals of Education For All happen, committing to putting legal frameworks, policies and finance in place so that everyone, no matter what their circumstances, could have an education – one that is available, accessible, acceptable and adaptable.

    The richest countries pledged to help make Education for All a reality by committing to principles of international cooperation towards those countries with fewer financial resources.

    Commitment towards the right to education was also reflected in the United Nations Millennium Development Goals, set in 2000 with a deadline for achievement by 2015.

    Out of the eight Millennium Development Goals, two focus on education. Both the EFA and MDG goals are all centred on what governments should do, and not what parents or children should do to create access to education.

    But as much as the government has a huge role to play, we as citizens must encourage and drive our children to education. Teachers must inspire. Principals must lead. Parents must instil a thirst for learning. And students have got to do the work in school. And if we can all do this together, I assure you we will build great ideas and push this nation away from the stronghold of extremists.

    What’s your advice to government on providing education for all?

    The government must show more seriousness in achieving the goals of Education for All. Education is achievable if government mobilises the political will and available resources. The government must recognise that education is a universal human right; that it is the key to poverty alleviation and sustainable human development; and of course, education is its core responsibility. In doing so, it must ensure increased provision of quality early childhood education and care; the eradication of adult illiteracy and a second chance to learn for youth and adults who miss out on formal schooling; an end to child labour; democratic participation of, and accountability to, civil society, including teachers and their unions, in education decision-making at all levels; fair and regular salaries for teachers; properly equipped classrooms and a supply of quality textbooks; inclusive and non-discriminatory provision of services for all; the mobilization of political will and new resources in support of National Education plans to realize the EFA Goals, including adequate public expenditure of at least 6 percent of GNP. Without this in place, it would be difficult to achieve Education for All.

    In doing so, it must ensure increased provision of quality early childhood education and care; the eradication of adult illiteracy and a second chance to learn for youth and adults who miss out on formal schooling; an end to child labour; democratic participation of, and accountability to, civil society, including teachers and their unions, in education decision-making at all levels; fair and regular salaries for teachers; properly equipped classrooms and a supply of quality textbooks; inclusive and non-discriminatory provision of services for all; the mobilization of political will and new resources in support of National Education plans to realize the EFA Goals, including adequate public expenditure of at least 6 percent of GNP. Without this in place, it would be difficult to achieve Education for All.

  • Ekiti Almajiri school takes off

    The Morkaz Ibn Junaid Primary School for Almajiris has taken off in Esun-Ekiti, Ekiti State.

    At a meeting with stakeholders in her office in Ado-Ekiti, the state capital, Deputy Governor Prof. Modupe Adelabu said the school offers both Islamic and western education.

    Mrs. Adelabu, who doubles as the chairman of the State Universal Basic Education Board (SUBEB), urged residents of the host community to enroll their children in the school.

    She said the government was committed to preparing children for a better future.

    Chairman of the State Implementation Committee Alhaja Aisha Badmus, who also chairs the Almajiri School Board, said the school has 15 teachers, 61 pupils and eight classrooms, two of which were built by SUBEB.

    Alhaja Badmus urged the government to assist the school with a bus for the transportation of pupils and regularise the appointments of part-time teachers.

    President of the Nigeria Supreme Council for Islamic Affairs (NSCIA), Ekiti chapter, Alhaji Afolabi Ogunlaye, prayed God to continue to guide the Governor Kayode Fayemi administration.

  • Almajiri education: Engaging the civil society

    Almajiri education: Engaging the civil society

    Developing the mental and social abilities of the nation’s over nine million Almajiris is one of the key promises that President Goodluck Jonathan has kept. There is a popular saying that an idle mind is the devil’s workshop. Put in another way, people who are idle are easier weapons to be manipulated by mischief makers and ill-intentioned politicians.

    It has been stated severally, but it is worth repeating that President Goodluck Ebele Jonathan on campaign tour for the 2011 Presidential election committed himself to addressing the age-long Almajiri challenge that has bedevilled the North, posing threat to the social cohesion of the region. The promise has been kept and the administration is deepening the process to ensure that the states and other non governmental institutions drive the initiative to achieve a complete turn-around, which will benefit the entire nation.

    There are critical reasons why the President drove this programme of addressing the Almajiri challenge to a logical conclusion. First, the Almajiris constitute over 9million out of the estimated 10.5million Nigerian children who are out of school. At present, the nation has the highest in the world. Therefore, ensuring that the Almajiri are in school, goes a long way to critically tackling the root of the nation’s out of school problem.

    Furthermore, if the Almajiris are continually left out of the educational and social system, the national development will remain stunted as a large chunk of the population will be socially excluded, with this population serving as a threat to other citizens. Already, Nigerians are witnessing the disadvantage of them being out of school.

    Fundamentally, tackling the Almajiri challenge cannot be an issue for the Federal Government alone. It was for this reason that the Minister of State for Education, Barr. Ezenwo Nyesom Wike met with leaders of 40 prominent civil society groups on August 15 to solicit their cooperation in the implementation of the Almajiri Education Programme and other Federal Government programmes aimed at addressing the nation’s out of school challenge.

    The civil society groups were drawn from different parts of the country, with the aim of ensuring that the effect of the interactive session gets to all the nooks and crannies of the nation. The objective is very clear. To engage the groups who represent different aspects of the society, outside of government, so that they can contribute their quota towards putting to rest the social problems that confront the nation because some children are not in school while their mates are in class learning.

    Already, the Federal Government is directly engaging the Mallams who are custodians of Almajiris. The engagement with the Mallams is being implemented by technocrats from the Federal Ministry of Education and the Universal Basic Education Commission, UBEC. This is being done preparatory to the September commencement of academic activities in the schools. These Mallams who will play key roles in the success of the programme. The interaction between the government’s technicrats and the Mallams has been fruitful. The successful take off of the historic programme is certain.

    For the Federal Ministry of Education, this is the beginning of a process to undo years of neglect of the education sector by previous administrations. On this note, the Federal Government says it will continue to intensify work on increasing the school enrolment of less privileged out of school children across the country to improve the living standard of these street kids being used by politicians and other religious bigots to cause unrest and derail the development process. This was the commitment made by Minister of State for Education, Ezenwo Nyesom Wike who spoke at the interactive session with civil society groups.

    In his remark, Permanent Secretary, Federal Ministry of Education, Dr. MacJohn Nwaobiala said that the ministry adopted total transparency to ensure that the projects are delivered according to specification.

    Farouk Umar of the Transparency Centre Network, stated that the direct engagement between the minister and the civil society groups signified that the Federal Government was keen to partner with all interest groups in its quest to reach the less privileged.

    Another northern based non governmental organization, Northern Peoples Agenda, represented by its executive secretary, Mohammed Zannah, pointed out that the fact that the management and officials of the Federal Minitry of Education are directly engaging the Mallams indicates that the administration is committed to the overall success of the programme. He believes that since the Mallams have been involved in the execution of the project, they will actively work towards its success.

    The National Coordinator of Human Rights Writers Association, HURIWA, Comrade Emmanuel Onwubiko said that the President’s programme for Almajiris and other less privileged children deserves commendation. He said that the civil society will continue to engage the government for better results in the people oriented programme. Prince Elias Odoemena of African Network for Peace Progress and Development shared the same view.

    It is imperative to note that some civil society groups raised questions about the sustainability of this historic project. To this, the minister outlined some measures taken by the Federal Government to ensure that the programme survives the teething challenges expected as it takes off. First, a memorandum of understanding between the Federal Government, states and traditional rulers has been signed. This spells out the responsibilities of each party in the project. For now, it is being followed religiously. The Federal Government has also committed itself to continuous advocacy to ensure that the states and other institutions increase their investment in basic education.

    Most important is the fact that the new Almajiri Education Programme does not in any way affect the Qur’anic education that the Almajiris are currently exposed to. What it brings to the table is the assurance that the Almajiris will have access to quality basic educaction in a conducive environment backed by an adequate feeding programme and quality educational resource materials. The Almajiris will also be exposed to skills that will enable them participate more actively in the society, other than beg for survival.

    They will also be housed in their respective hostels with facilities that are of high societal standards. Simply put, the Federal Government has put in place several measures to ensure the retention of these Almajiris in the schools.

    Simeon Nwakaudu is the Special Assistant (Media) to the Minister of State for Education.