The term “Almajirai” is derived from the Hausa language, originating from the Arabic “Al Muhajirun,” which translates to ‘The Immigrants’ in English. This term historically referred to Muslims who traveled in search of knowledge, inspired by the Hadith of the Prophet Muhammad ﷺ, which encourages seeking knowledge even as far as China. This philosophy fostered a significant period from the 7th to the 19th century, during which Muslim scholars made substantial contributions to fields such as astronomy, philosophy, medicine, mathematics, and chemistry. Many of these scholars, like Muhammad Al Khawarizmi, who is credited with the origins of Algebra and Algorithm, traveled extensively to acquire knowledge from diverse regions and cultures.
Prior to the 20th century, centers of learning such as Daura, Kano, and Zaria thrived, with scholars often receiving their education in North African countries like Egypt and Morocco, as well as in Baghdad. However, the arrival of colonial powers disrupted these educational centers, leading to the dispersion of scholars, with some fleeing and others remaining.
From the 1930s to the 1980s, Almajirai in Northern Nigeria typically ranged from 20 to 30 years old, balancing their studies with agricultural work, although many resorted to begging due to extreme poverty in the region.
Today, the situation has evolved, with children as young as five being sent from rural villages to densely populated cities like Kano. Here, they pursue education but also face harsh living conditions that often drive them towards social challenges such as crime and violence. The plight of the Almajirai, estimated at over 10 million, exacerbates social instability in the region. Despite this significant demographic, governmental responses have been insufficient, which many perceive as a contradiction to Islamic principles emphasizing the rights of children, including education and welfare.
Addressing this issue requires urgent action from the government. Establishing Emergency Enrolment Centers to provide schooling, shelter, food, and clothing is essential. Ensuring compulsory education for Almajirai, enforced by legal measures, should include tailored curricula and comprehensive support services. Education serves as a cornerstone for national development; neglecting it risks perpetuating chaos rather than fostering progress.
Prioritizing education is paramount for transforming the lives of Almajirai and enabling their positive contribution to society. This approach aligns with both Islamic values and international standards of child welfare, aiming to create a more stable and prosperous future.