Opinion
Tackling Boko Haram From Its Root
Quite distinct from the commonly held belief as beggars, Almajiri was derived from the Arabic word, “Al-Muhajirun” meaning emigrants. It typically refers to a person who devotedly leaves home to other place or to an instructor in the quest for Islamic knowledge. Thus, Almajiri is characteristically, a Qur’anic literacy and system of Islamic education dominantly practised among Muslims in northern Nigeria.
Historically, Almajiri system started in a town named Kanem-Borno, which a majority of its rulers widely engaged in Qur’anic literacy. More than 700 years later, the Sokoto Caliphate was founded by a revolution based on the teachings of the Qur’an. However, Sokoto and Borno Caliphates started running the Almajiri system together.
Then, Almajiri schools were funded by the community, parents, zakah (alms-giving treated in Islam as tax), sadaqah (voluntary offerings) and sometimes through the farm output of the learners. Incidentally, after the British invasion of the northern region in the year 1904, most of the survived Emirs were overthrown; hence they lost control of their territories resulting to the loss of fundamental control of the Almajiri.
Following this development, the British formally introduced Western education and also, overruled state funding of Almajiri schools. With no support from the community, Emirs and government, the Almajiri system collapsed. Consequently, the instructors and learners, having no financial support, resorted to alms begging and menial jobs for survival.
On account that the Almajiri system restricted its scope to Islamic knowledge, most of the Almajiris at the end of the day were left with the option to continue with menial jobs or begging for those that didn’t learn farming due to no qualifications for white-collar jobs in the society. Consequently, it lacked resources and basic amenities.
Eventually, as the drive for Almajiris to accept Western education deepened, it was unfortunately misconstrued as immoral. In Hausa language, ‘Western or non-Islamic education’ is termed ‘Boko’. Hence, the advocated ‘Western education’ was declared ‘Haram’. “Haram” in Arabic term is ‘forbidden’ or ‘proscribed’. In Islamic law, Haram is used to refer to any act that is forbidden by Allah. Acts that are “Haram” are usually prohibited in the Qur’an as incompatible to Muslims’ way of life.
Thus, by the combination of Boko (Western education) and Haram (forbidden), the term ‘Boko Haram’ was birthed meaning ‘forbidden Western education’. Logically, the Almajiris were hoodwinked to see Western education as evil and disrespect to Allah, instead of integrating it to Islamic education. With this mindset, they grew to become hostile, not knowing they were robbed of a thriving future that Western education enveloped.
For instance, the bombs and other lethal weapons being used to resist non-Islamic system were produced through the “forbidden Western education”. The same obtains in the aeroplanes for travelling to Mecca for hajj, and automobiles. And many others. Obviously, northern elites are principally culpable for their atrocities in the society.
The leaders didn’t carry the subjects along but kept them in the dark for unknown reasons. In fact, Gwandu Local Government Area in Kebbi State in particular used to be a no-go area for Western education. Meanwhile, their elites enrolled their biological children into Western education, even some in foreign schools. Thus, as the deprived population lacked skills and qualifications for conventional jobs as full-fledged, resorting to crimes for survival became the available option. Over the years, these elites’ children with Western education recycle amongst themselves all the juicy positions in the system.
At present, the oversights and negligence of the past are gradually getting remedied by concerted efforts of the stakeholders through UNICEF Educate-A-Child (EAC) Programme. Rather than adopting similar approaches in the precolonial era which attempted to utterly abolish Almajiri education, the template is integrating Almajiri to Western education.
By means of the Integrated Qur’anic Schools (IQS), unlike then, literacy, numeracy and science alongside Islamic education are taught. The Almajiris after remedial classes for nine months move to primary four. Hence, Almajiri scholars are no longer restricted to Islamic knowledge but also measure in Western education.
As a partnership, UNICEF contributes by grants to IQS centres for projects based on need-assessments with Centre-Based Management Committee (CBMC), whilst it utilizes Cash Transfer Programme by paying N8,000 per child enrolled in primary schools under the control of the School-Based Management Committee (SBMC).
For example, in Dallatu Hisbul Raheem; an Almajiri school in Kaoje town, Bagudu LGA which is amongst the IQS centre for the EAC programme, the initiative is awake. And the unique upshot is that the Almajiri instructors too enroll for Western education like their pupils. They teach in Almajiri session and submit themselves as adult-learners during Western education session.
Remarkably, a 13-year old Fulani-Almajiri scholar of the IQS, Balikisu Usman, during interaction expressed her aspiration to become a career lady after education. Same is the position of a 12-year old Rabbi Abdullahi, also a Fulani who nurses an ambition to become a lecturer after graduating from an institution of higher learning. Many others similarly, respectively pointed to one thriving career or the other, including becoming lawyers, doctors, pilots, etc.
It suggests the mindsets are receptively, gradually liberated. This has been the pattern in Christendom for centuries. Christian missionary schools are integrated with Western education, hence skilled to flow with scheme of things in the polity. In Catholic Church that is the most conservative amongst Christian denominations, many of their clerics are lawyers, lecturers, doctors and even soldiers. In other words, they sensitively merged their curriculum with Western education.
Thus, as the template gathers momentum, a radical boost is germane. According to UNICEF-EAC State Project Coordinator, Isah Usman, the successes were propelled by sensitization and mentoring of schools, centres and communities by EAC consultants and state partners, and significantly, support of the four Emirs in the state. The traditional rulers’ input is vital. Absolutely, any meaningful exploits in the north demands a robust alliance with the traditional institution due to premium influence on the communities. By these templates, the future is economically and robustly secured.
Umegboro, a public affairs analyst, wrote from Abuja.
Carl Umegboro
Opinion
Ken Saro-Wiwa’s Unfinished Struggle (I)
On November 10, 1995, the Nigerian military government of General Sani Abacha executed Ken Saro-Wiwa and eight other Ogoni leaders after a deeply controversial trial. Their deaths marked one of the darkest chapters in Nigeria’s history. At a time when fear silenced citizens and sycophancy flourished around military power, Saro-Wiwa chose to confront tyranny. Many Nigerians retreated into silence, while others praised the regime to secure favour. He knew the risks, yet refused to abandon a people whose land had been devastated by oil exploration and whose lives remained trapped in poverty. His courage arose from the conviction that public responsibility sometimes demands resistance to authority. Saro-Wiwa understood that speaking against a military government could lead to imprisonment or death.
Nonetheless, he believed the suffering of the Ogoni people demanded a courageous response. While oil was extracted from their land, they were left with polluted rivers, damaged farmland, declining livelihoods and an environment hostile to human survival. Fishing grounds and sources of livelihood were threatened, while the people struggled to secure basic amenities. The wealth beneath their soil brought neither adequate development nor a fair share of national resources. For him, silence in the face of injustice would have amounted to complicity. Through the Movement for the Survival of the Ogoni People (MOSOP), he organised a peaceful campaign that took the Ogoni question to the international community. MOSOP gave ordinary people an organised platform through which to express their grievances and insist on recognition.
The Ogoni Bill of Rights, presented to the Federal Government in 1990, demanded political autonomy, economic justice, environmental protection and control over the people’s resources. The campaign exposed the human and ecological costs of oil operations, particularly those associated with Shell, and challenged the apparent alliance between corporate interests and an unresponsive State. The Ogoni struggle became a defining expression of minority rights and environmental justice in Nigeria and Africa. Saro-Wiwa’s writings and mobilisation drew attention to communities treated as expendable because of their limited population and political influence. He argued that numerical strength should never determine a people’s value or rights.
A minority community does not become less deserving of justice because it cannot command electoral numbers or political power. In Nigeria, every ethnic group deserves dignity, protection and a fair opportunity to benefit from the commonwealth. Rather than respond to peaceful agitation with dialogue, the Abacha regime resorted to repression. Ogoni leaders were harassed, detained and killed; others fled into exile. The crisis intensified after four Ogoni chiefs were killed in May 1994. Saro-Wiwa and other MOSOP leaders were arrested, tried by a special tribunal and executed despite international appeals for clemency and serious concerns about the trial’s fairness. The executions drew worldwide condemnation and intensified scrutiny of Nigeria’s human-rights record and oil companies in the Niger Delta.
They demonstrated the danger of using State institutions to suppress peaceful demands. The proceedings remain a reminder of the need for judicial independence and due process. Saro-Wiwa’s courage rested on the conviction that justice must be pursued despite the cost. His method combined non-violent resistance, public education and grassroots organisation. His struggle recalled the civil-rights campaign of Martin Luther King Jr. and the power of peaceful mobilisation against injustice. Saro-Wiwa linked environmental degradation to political exclusion, economic exploitation and the denial of democratic rights. Oil-producing communities, he insisted, should not remain zones from which wealth is removed to develop other parts of the country.
Their people must benefit through roads, schools, healthcare, jobs and clean water. Resource extraction carries a duty to protect host communities. His argument extended to the structure of the Nigerian federation. He challenged a revenue-allocation system that made oil-producing communities bear the environmental and social costs of extraction without commensurate benefits. Like advocates of fiscal federalism, he believed resources should be managed and shared equitably. He envisaged a society in which no community would be disadvantaged by its size, ethnicity, political affiliation, culture or religion. His vision was a country bound together by justice and equal citizenship. Saro-Wiwa was also a gifted writer, dramatist and public intellectual.
Through books, essays, plays and television, he documented Nigerian society’s contradictions and challenged abuses of power. His popular television series, Basi and Company, demonstrated his creative range, while his leadership of the Association of Nigerian Authors encouraged writers to engage national questions. He believed literature should not be detached from society’s struggles. His pen exposed environmental injustice, political repression and the dangers of silencing courageous voices. He used storytelling, satire and drama to shape public consciousness and expose social contradictions. His literary achievements gave his activism wider reach and made the Ogoni experience part of national conversation. His commitment to the Ogoni people extended beyond the oil question.
During the Civil War, he worked to protect his vulnerable community. He urged younger generations to reject subservience and complacency and pursue change through lawful, peaceful means. Citizens, he believed, must not surrender their responsibility to challenge wrong doing. An injury to one community threatens the rights and security of all. The return to democratic government in 1999 and the establishment of the Niger Delta Development Commission, the Ministry of Niger Delta Affairs and the Hydrocarbon Pollution Remediation Project (HYPREP) are among developments that have kept the region’s demands in public view. Saro-Wiwa did not create these institutions, but his movement helped expose the urgency of intervention and sustain pressure for redress.
His death made it harder to ignore the Niger Delta’s environmental and political grievances. Yet, interventionist institutions do not prove that the original demands have been met. Their effectiveness depends on competent leadership, transparent spending, measurable outcomes and community participation. Yet, thirty-one years after his execution, the central concerns of the Ogoni struggle remain unresolved. The HYPREP-led clean-up has offered hope, but many residents await meaningful improvements. Questions persist about the programme’s pace, quality and transparency, and whether its benefits reach ordinary people. A clean-up should be judged not by ceremonies or contracts, but by restored land and waterways, safe drinking water, improved livelihoods and better public health.
It must include long-term monitoring to ensure treated sites remain safe. Residents deserve information about contamination, remediation methods and completion timelines. Reports that water projects in Gwara and Ebubu Communities, in Khana and Eleme Local Government Areas respectively, failed weeks after commissioning have raised further concerns. If confirmed, the failures would indicate weaknesses in supervision, procurement and quality control.
To be continued in our next edition.
Taneh Beemene
Opinion
Reforming NYSC For Practical National Service
The National Youth Service Corps (NYSC) was established in 1973, after the Nigerian Civil War, to promote national unity, reconciliation and integration. By deploying graduates beyond their States of origin, its founders hoped to encourage understanding among Nigeria’s diverse peoples and help rebuild a divided country. However, the difficulties confronting corps members and their families now demand a comprehensive review. For many graduates, national service has become a period of uncertainty, financial pressure and exposure to risks. Parents who have spent years financing their children’s education must still find money for transportation, camp necessities, accommodation, feeding and other expenses. The monthly allowance may provide some relief, but often cannot meet the cost of living, especially where the place of primary assignment offers no accommodation or support.
Security is another serious concern. Corps members may be posted to communities affected by kidnapping, communal violence, insurgency or other threats. Government cannot eliminate every danger, but it must assess locations, provide reliable security information and avoid deployments where safety cannot reasonably be assured. National service should promote patriotism, not expose graduates to preventable harm. There is also the problem of securing meaningful places of primary assignment. A graduate trained in engineering may perform duties unrelated to engineering; a journalist may spend the year in an office with no opportunity to practise journalism. Graduates in agriculture, health, education and other specialised fields may likewise be assigned routine tasks that contribute little or nothing to their professional growth. Some depend on personal contacts or incur expenses to obtain suitable placements.
A year is significant for a young graduate entering a competitive labour market. National service should not be merely a compulsory waiting period before the search for employment begins. It should help bridge the gap between academic learning and practical work. The time has therefore come to review the structure of NYSC, not necessarily abolish it. I propose that the one-year programme should become vocational and professionally oriented. Graduates should, as far as practicable, be posted to institutions where they can gain supervised experience in their fields of study. Teachers should serve in schools; health graduates in suitable health facilities; engineers in technical organisations and public works departments; agricultural graduates in farms and extension services; and communication graduates in media and public information establishments.
NYSC should partner with ministries, state and local governments, private companies, professional bodies, universities, hospitals, schools and credible organisations to identify genuine training opportunities. Each member should have defined duties, a supervisor and clear learning objectives. At the end of the year, each should receive a record of duties performed and competencies acquired. The reform must also address remuneration and welfare. Corps members should receive fair pay that reflects the demands of their placements, while host organisations should provide reasonable support where possible. Government must establish transparent funding arrangements so that the new system does not become another burden imposed on employers or parents. Transport or accommodation assistance should be considered for difficult postings.
Graduates seeking jobs after service would have more than a discharge certificate: they would possess practical experience, workplace discipline and demonstrable skills. Employers would gain access to young people who have received supervised preparation. However, professional relevance should not erase the scheme’s founding objective of national integration. Inter-State deployment can remain, provided it is balanced with security, suitable placements and the availability of basic facilities. Where a safe and meaningful placement cannot be guaranteed outside a graduate’s State, an alternative should be considered. Orientation and community development activities can continue to promote cultural exchange, citizenship and service.
The Federal Government and NYSC management should convene consultations involving corps members, parents, universities, employers, security agencies and State Governments. Decisions should be based on evidence and the experiences of serving and former corps members. NYSC was created to help rebuild a nation divided by war. Its ideals remain important, but institutions must adapt to changing realities. Success should not be measured only by the number of graduates mobilised or certificates issued. It should also be measured by the skills acquired, the contribution made and whether young Nigerians complete their service safely and with dignity. It can better preserve the scheme’s founding ideals while meeting today’s economic and professional needs. A vocationally driven; adequately remunerated NYSC would turn national service from a costly obligation into a bridge between education, employment and national development. The purpose should not simply be to occupy graduates for twelve months, but to prepare them to work, serve and contribute meaningfully to Nigeria’s future.
Sylvia ThankGod-Amadi
Opinion
Protecting Nigeria’s Democratic Space
Quote: “Democracy is not
As the 2027 general elections
Organisers said they had
Police intervention
In Kaduna, the ADC accused
These claims require prompt
These rights apply equally to
No ambition, party or
By: Sylvia ThankGod-Amadi
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