The Role of Arabic in Islamic Education in Borno State: An Assessment of Quranic School Curricula

Quranic schools, commonly referred to as Tsangaya or Almajiri schools, constitute the oldest formal educational system in northern Nigeria and rely almost exclusively on Classical Arabic as the medium of instruction. This study assesses the role of Arabic language in the delivery of Islamic education within selected Quranic schools in Borno State, situating the inquiry within the broader national discourse on educational reform and the integration of formal schooling frameworks. Using a descriptive survey design, the research collects data from 15 Quranic school administrators, 40 teachers, and 200 pupils through structured questionnaires and classroom observation schedules. The study evaluates curriculum content, instructional methods, teacher qualifications, and learner outcomes with specific reference to Arabic literacy competencies. Preliminary findings suggest that while Quranic memorisation remains prioritised, functional Arabic comprehension and writing skills remain underdeveloped due to limited pedagogical resources and inadequately trained instructors. The study identifies infrastructure deficits, absence of standardised curricula, and community resistance to curriculum reform as key challenges. Recommendations focus on government-supported teacher training, curriculum harmonisation, and the development of bilingual instructional materials suited to the Borno sociolinguistic context. This research adds to recent literature on Islamic education reform in post-conflict northeastern Nigeria. Keywords: Arabic language, Quranic schools, Islamic education, curriculum assessment, Borno State.