Access to Education and Social Mobility Among Almajiri Children in Katsina State

The Almajiri system, a traditional Islamic educational institution in which boys leave home to study the Quran under an Islamic teacher, has attracted significant scholarly and policy attention due to concerns about educational exclusion, child vulnerability, and limited pathways to social mobility. This study examines how Almajiri children in Katsina State, North West Nigeria, access education and the social mobility implications of their educational trajectories. A qualitative design was adopted, with semi-structured interviews conducted with twenty-two Almajiri boys aged 10 to 17 and twelve Malamai (Islamic teachers), supplemented by observations at four Almajiri schools in Katsina, Funtua, and Daura. The Social Reproduction Theory of Bourdieu was applied as the analytical lens. Findings reveal that Almajiri children received an average of 3.2 hours per day of Quranic instruction, with no access to Western formal education in 73% of cases. Economic begging to support Islamic teachers was practiced daily by 89% of respondents. Aspirations for formal employment were present but considered unrealistic by most boys, reflecting accurate awareness of their credential disadvantage. Integration of Quranic schools with formal academic curriculum, where attempted, was rated positively by both students and teachers. Returnee Almajiri boys faced significant social reintegration challenges on returning to home communities. Recommendations include accelerated implementation of the Integrated Almajiri Model Schools initiative, conditional cash transfer programs incentivizing formal school enrollment, and community awareness campaigns in Katsina State targeting Malamai regarding integrated education benefits. Keywords: Almajiri, education access, social mobility, Katsina State, Islamic education.