Designing Hausa Language Literacy Programmes for Adult Non-Readers in Borno State

Adult literacy in Hausa remains a critical development priority in Borno State, where conflict-related displacement, school destruction, and the legacy of gender gaps in formal schooling have created a large population of adult non-readers who are disadvantaged in accessing information, civic participation, and economic opportunities. This study examines the design and management of Hausa language adult literacy programmes in Borno State, drawing on analysis of existing programmes and learning from adult literacy theory and practice. A professional applied education design was employed, reviewing programme documentation and learning outcomes data from three ongoing adult literacy initiatives in Maiduguri and Konduga local government areas, conducted by the Borno State Adult and Non-Formal Education Agency and two NGO partners. Interviews with 12 programme managers, 20 literacy facilitators, and 40 programme participants assessed programme design quality, implementation challenges, and participant learning experiences. Findings reveal that the most effective Hausa adult literacy programmes in Borno employ a functional literacy approach that connects reading and writing instruction directly to participants' daily communication needs, use culturally familiar materials drawing on Islamic texts and community narratives, and provide flexible scheduling accommodating women's household responsibilities. High dropout rates in programmes with inflexible attendance requirements and abstract literacy content are documented. Recommendations include adoption of a standardised Hausa adult functional literacy curriculum for Borno State, participatory needs assessment in programme design, and accreditation of community literacy facilitators through the National Teachers Institute. Keywords: Hausa literacy, Adult education, Borno State, Non-formal education, Literacy programme design.