International Journal of Sub-Saharan African Research (IJSSAR)

Background: Educational exclusion among Almajiri children in Northern Nigeria remains a major concern due to its implications for literacy development, social integration and national development. The Integrated Almajiri Education Programme (IAEP) was introduced to address this challenge by integrating formal education into the traditional Qur’anic schooling system, yet concerns persist regarding its long-term sustainability, particularly in North-East Nigeria.
Objective: This study investigated the sustainability of the Integrated Almajiri Education Programme in North-East Nigeria using the Context, Input, Process and Product (CIPP) evaluation framework.
Method: Adopting a descriptive survey research design, 56 respondents comprising 47 teachers and 9 programme officials were selected using a multi-stage sampling technique. Data were collected using a structured questionnaire, while analysis was conducted using descriptive statistics and Analysis of Variance (ANOVA), with results presented using tables and mean scores. Results: Findings revealed a generally favourable perception of programme goals among teachers, indicating acceptance of the programme. However, instructional resources were largely inadequate, particularly technology-based materials, while teaching practices remained predominantly traditional despite relatively high supervision. Although there was strong primary-level completion, higher dropout rates were recorded at the junior secondary level, indicating challenges in sustaining student participation.
Conclusion: The study concludes that although IAEP has improved access to education among Almajiri children, its sustainability remains limited due to inadequate resources, weak institutional coordination and uneven contextual alignment.
Unique Contribution: This study provides insight into how the interaction of context, resources, implementation and outcomes influences programme sustainability, and it is hoped that policymakers, educational planners and programme implementers will find these insights useful in designing more sustainable interventions.
Key Recommendation: Comprehensive and sustained interventions involving improved funding, adequate instructional resources, strengthened teacher capacity and effective institutional coordination are required to enhance the long-term sustainability of the programme.