Qur’anic Education as a Strategy to Reduce Out-of-School Children in Northern Nigeria: A Feasibility Study

Abstract

This study examines whether Qur’anic schools can provide an effective platform for reducing the large population of out-of-school children (OOSC) in Northern Nigeria. Using a qualitative design, we combined a desk review of 2008-2023 policy documents with six purposively selected interviews involving federal policymakers, a multilateral agency representative, and a donor project officer. Documentary sources were screened using explicit inclusion and exclusion criteria to ensure relevance and reliability. Despite the small sample size, data saturation was reached, and participants offered rich insights into national-level discourses on integration. Findings highlight Qur’anic schools’ cultural legitimacy and wide reach, while also underscoring systemic challenges such as weak institutional coordination, inadequate teacher quality, and infrastructural gaps. Illustrative quotes from stakeholders reinforce these themes. Although initiatives such as the Better Education Service Delivery for All (Federal Ministry of Education (FME), 2021)) program report large reintegration figures, we note that these claims are self-reported and lack independent verification. A new limitations subsection acknowledges how COVID-19 constraints and the absence of state- and community-level voices affect transferability. The study concludes that integrating basic literacy and life skills into Qur’anic curricula—paired with stronger institutional collaboration and community ownership—offers a feasible pathway toward reducing OOSC in Nigeria, provided future interventions prioritize sustainability and local buy-in.