Stakeholders in Northern Nigeria are advocating for the integration of early Quranic education into the formal school system as a strategy to improve inclusive education across the region. This approach, they argue, would help address persistent challenges such as low literacy rates, gender disparities, and limited access to quality education, particularly for young girls. According to 2021 data from UNESCO, female literacy in Northern Nigeria stands at approximately 34%, compared to over 60% in the southern part of the country.
Quranic schools, commonly referred to as maktabs and madrasas, already play a significant role in early childhood learning across many northern communities. By mainstreaming these institutions into the formal education system, experts believe moral development and early literacy can be strengthened. Educationists further highlight that Quranic teachings promote critical thinking and inquiry, citing verses such as “Read in the name of your Lord who created” (Quran 96:1) and “Indeed, in the creation of the heavens and the earth…” (Quran 3:190). These principles, they argue, can be harnessed to encourage scientific curiosity and ethical reflection among students.
The integration, they insist, must also include the training of educators in both secular and Islamic curricula to ensure a seamless blend of learning while preserving cultural relevance. This would help align faith-based teachings with national educational standards. If effectively implemented, the model could reform the traditional Almajiri system, embed literacy and numeracy into Quranic studies, and promote girl-child education through religious advocacy. Thus, proponents urge the adoption of existing provisions in the National Policy on Education (2004), which encourages the fusion of indigenous and religious knowledge systems with modern education.
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