Pre-adolescent and early adolescent northern Nigeria almajiri boys lack both the completion of primary school and vocational skill. Previous research has focused primarily on the experience of the almajiri boys. Nevertheless, there is a dearth of educational research on the experience of urban northern Nigerian malamai responsible for their almajirai who seek to facilitate experiences in vocational skills with potential literacy exposure. The first research question centers on the educational experience of the malamai with their almajirai in northern Nigeria who help to facilitate vocational training. The second research question focuses on the ways vocational education assists the urban northern Nigerian malamai in motivating their almajiri boys to persist in acquiring basic literacy. A basic qualitative research design was used to collect data via individual interviews and focus-group discussions. Each malam’s understanding of vocational education and any relationship to literacy acquisition was examined and evaluated during the study. The population of the region researched in northern Nigeria is 2,365,000 with three urban divisions with one containing 593,000, another reflecting 716,000, and a final one comprising 1,044,000. Based on these population statistics, a sample of eleven malamai was selected with three from one city, three from another urban area, and five from the final. Informed consent was procured from eleven urban northern Nigerian malamai instead of ten malamai due to the essential travel of one malam before the focus group interviews commenced. Ten malamai shared in two individual interviews, one focus group interview with the malamai from their senatorial zone, and a final focus group interview with all ten malamai in one urban area. One research finding was the similar experience of economic deprivation shared by all of the malamai which limits their ability to facilitate vocational experiences. Another research conclusion was the different experiences of the malamai in balancing the priority of Quranic learning and their perceptions toward the secondary nature of vocational education along with any subsequent literacy. Future research might compare the relationship between malamai effectiveness in helping the almajirai memorize the Quran and the almajirai level of exposure to vocational education in concert with functional literacy exposure.
|Commitee:||Green, Katherine, Simmons, Brandon|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational evaluation, African Studies|
|Keywords:||Alamjiri, Literacy, Malam, Nigeria, Tsangaya, Vocational|
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