Key Features:
No of Chapters: 5
No of Pages: 50
Abstract:
The focal point of this study is to know the “challenges on the development of education. In the case of this research the work is arranged in five chapters chapter one deal with the background of the study, statement of research problems, objectives of study, research questions, significance of the study, scope and delimitations, operational definition of terms, chapter deal with Review of related literature, introduction, conceptual frameworks, philosophy of Almajiri system of education, Historical development of Almajiri system of education, challenges on the development of Almajiri system of education in Birnin Kebbi metropolis problems of Almajiri education, review of related empirical and the summary and uniqueness of the study. Chapter three deal with the research methodology, introduction research design, population sample and the sampling techniques, research instrument validity of instrument, reliability of instrument, method of data collection, method of Data analysis, chapter deal with the data analysis and the presentation of finding while chapter five dealt with summary, conclusion, recommendation.
Introduction:
Almajiri refers to a person who migrates from the luxury of his home to other place or to popular teaching in the quest for Islamic knowledge. It is hinged on the Islamic concept of migration which is widely practiced especially when the acquisition of knowledge at home is either inconvenient or insufficient. Imam Shafi’I is the greatest proponent of migration for seeking knowledge which he said is nothing unless it is mind and transported away from its soil. He summarized everything in two verses. Emigrate from your home in quest of excellence, good manners, and friendship with famous. Shafi’I himself was born in Gaza. He travelled almost the entire middle east seeking in knowledge until finally, he settles in Egypt.
With the coming of Islam to Hausa land in 14th century. Qur’anic education started and wage of Sokoto jihad was carried out in the early 19th Century. Qur’anic schools in Hausa land are usually located in mosque or the urban centers than the rural areas. Generally, there are two types of qur’anic teachers who stay in one place and educate the children in the locality in which they live.
In this system of learning Qur’anic schools of Almajiri are usually entrusted in the care of the learned person “Malam” were it is hoped that they would have the necessary concentration and learning atmosphere. Abraham and Canhan (1978) noted that toward the end of 19th century when the movement of people in the northern Nigeria, in particular, became less dangerous.
Alamin (1987) emphasis the Islamic learning started in the “Malam” settlement were the student and their teachers gathered to make Qur’anic lessons. When the british conquered Sokoto in the year 1903 and subsequently introduce the western types of education, Qur’anic schools continued even though the colonial government deal not to finance such schools.
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