INTEGRATED QUR’ANIC EDUCATION Nigeria Case Study

Creative Associates International | March 2015 About the Author Semere Solomon, a Senior Associate at Creative Associates International since 2003, has more than 30 years of experience in education and civil society programs, with an emphasis on education policy and systems development. He has been involved in different capacities in three USAID-supported education projects (COMPASS, NEI, and Education Crisis response) in Nigeria since 2004. He currently oversees Creative’s education programs in Nigeria, Pakistan and Zambia.

Semere’s experience in systems development includes more than seven years of successfully directing the formulation of education policy, human resource development, teacher training, research, planning and Education Management Information Systems as a Director General of Planning and Development in the Ministry of Education in his native Eritrea. He has also served as a Senior Education Planner for UNESCO-Iraq and the United Nations Office of the Humanitarian Coordinator in Iraq, where he led educational assessments, data collection/syntheses, and multi-sector policy formulation for vulnerable families.

Semere has a Graduate Diploma in Educational Planning and Administration from the UNESCO International Institute for Education Planning in France, and a master’s in Sustainable Development and Diplomacy from EUCLID University’s School of Business and Economics and School of Diplomacy and International Affairs. He is a native speaker of Tigrigna, fluent in English, and has working knowledge of French, Italian, Amharic and Arabic. Semere is also the recipient of Creative’s Senior Employee of the Year award in 2009.

[email protected]

Photos by David Snyder Photography

Creative Associates International provides outstanding, on-the-ground development services and forges partnerships to deliver sustainable solutions to global challenges. Founded in 1977, Creative’s experts focus on education, economic growth, youth, workforce development, governance and elections, among other key areas. Today, Creative has a staff of more than 1,100 people around the world who are committed to working with officials, non-governmental organizations and community members to realize the positive change they seek.

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1 | Integrated Qur’anic Education: Nigeria Case Study Table of Contents

Abstract 4 NIGERIA: Context 5 Almajiri Children and the Qur’anic School System 7 Universal Basic Education: A GLOBAL CHALLENGE 10 A Push for Universal BASIC EDUCATION 11 NIGERIA: Northern Education Initiative (NEI) 14 Introduction to NEI 14 Working with Qur’anic Schools: Laying the Groundwork 15 Synchronization with Government Policies 17 Building Capacity Among Counterparts 17 Flexible Approach 20 Integrating Core Subjects 20 Lessons Learned/Best Practices 21

Works Cited 25

CreativeAssociatesInternational.com | 2 Less than 30 percent of school-aged children in Northern Nigeria are estimated to have basic literacy and numeracy skills.

3 | Integrated Qur’anic Education: Nigeria Case Study Abstract

Tens of millions of children children go to memorize and perceived by local commu- Northern Education Initiative around the globe who do recite the Qur’an. In Nige- nities, and their comparative (NEI), a USAID-funded edu- not attend formal schooling ria, total enrollment at these advantage over formal schools cation project implemented by are considered to be out of schools is estimated at over given the agrarian/rural nature Creative Associates Inter- school. A sizable number of 9.5 million, concentrated in the of the environment under national from 2010 to 2014, these out-of-school children mostly Muslim North. These which they operate. The paper collaborated with local gov- learn in nonformal settings. students constitute the largest will also outline current global ernments to incorporate core Throughout several countries group of out-of-school children strategies to universalize basic subjects such as literacy and in Asia and Africa where Islam in Nigeria. education and discuss how the numeracy, along with vocation- is predominant, many out-of- This paper examines the Federal Government of Nigeria al training, into the Qur’anic school children attend nonfor- nature of these schools broadly (FGN), in alignment with these curriculum and mainstream mal schools called Qur’anic and in the context of Northern strategies, plans to transform them into the basic education schools. Dating back hundreds Nigeria in particular. It will try Qur’anic schools as centers system in Northern Nigeria. of years, these schools cater to shed some light on the role of learning to fast-track its In conclusion, the paper will to the spiritual needs of Muslim these schools play in Muslim/ national education reforms. It review best practices that could children and are places these Islamic societies, how they are will later detail how the Nigeria be replicated elsewhere.

Fourteen-year-old Ammar Muhammad is going to school.

Not just any school, but a school for passed the examinations set by the seat at the 2012 Bauchi State Special gifted children thanks to his encounter nonformal schools board ANFEA and Secondary Schools Examination—an two years ago with USAID-NEI’s basic graduated to formal primary school to examination for entrance into one of literacy program at his nonformal, or study for another three years before the three schools for gifted pupils in Almajiri school. enrolling in a secondary school. He the state. Ammar passed the exam was one of the 200 Almajiri pupils from and aptitude test and joined the Born to nomadic parents in NEI’s 40 demonstration Almajiri schools Special Science Secondary School Jalingo,Taraba state, Ammar lost his in Bauchi state to transition to formal in Toro. Ammar has since adapted to father three years ago while attending schools in 2011. boarding school life and is doing well an Almajiri school in Gwaram, local academically. His plan is to graduate government area of Bauchi state. After Ammar and four other Almajiri and earn a university admission. Thankfully for Ammar, his Almajiri pupils were admitted to Central “I want to be a doctor, to help my school was one of the 200 public and Primary School, Gwaram, they were people,” he told USAID-NEI just before Almajiri schools selected by USAID- reassessed and three of them were registering at his new school. Ammar’s NEI to be a demonstration school promoted to Basic Class Five, based success in formal schooling will be an that provided a literacy and numeracy on their performance. Ammar’s inspiration to other pupils and teachers program. Unlike many others, Ammar excellent performance earned him a at Almajiri schools across the state.1

CreativeAssociatesInternational.com | 4 NIGERIA: Context

Nigeria has a population of meet its population needs.3 and hostile environment for out-of-school children of pri- 168.8 million, nearly equally di- Unfortunately, decades of mil- private-sector growth. mary school age in Nigeria in 5 vided between Muslims (mainly itary rule, coupled with a pa- Due to persistent neglect 2010); dilapidated infrastruc- in the North) and Christians. tronage-based political system, in the midst of these internal ture; lack of basic instructional The GDP is estimated at US has undermined Nigerian gov- problems, the country’s formal materials and furniture; high $459.6 billion with an annual ernance structures, resulting in education system has over rate of unqualified teachers; growth rate of 6.7%, making flawed democratic processes the years fallen into severe weak and under-resourced it the biggest economy in marked by a lack of account- disrepair. Although Nigeria channels of decision making; 2 sub-Saharan Africa. Nigeria is ability and limited capacity at all has made some recent strides and weak relationship between 4 also the biggest oil exporter in levels of government. towards boosting coverage parents and schools. Conse- Africa and endowed with large The Nigerian National Eco- and standards in education, quently, many parents have reserves of human resources. nomic Empowerment and De- the existing European-style lost confidence in the formal The country has the potential velopment Strategy (NEEDS) system is still characterized school system. In Northern to build a prosperous economy, attributes this state of affairs by poor quality of education; Nigeria, Muslim parents look significantly reduce poverty, to poverty and inequality, poor low enrollment rate of school- to the traditional Qur’anic and provide health, education, economic management, weak aged children (UNESCO schools as a viable alternative and infrastructure services to and ineffectual public sector, reports there were 8,709,243 to public schools.6

5 | Integrated Qur’anic Education: Nigeria Case Study Although Nigeria has the largest economy in Africa, it invests less in education than most other countries on the continent.

CreativeAssociatesInternational.com | 6 The Nigerian government estimates there are 9 million Almajiri students attending Qur’anic schools—some as young as four years old.

Almajiri Children and the Qur’anic School System: An Old Tradition Facing Modern Challenges

7 | Integrated Qur’anic Education: Nigeria Case Study The prevalence of Islamic not included in the Qur’anic learning centers that teach the curriculum. As part of their recitation and memorization of daily ritual, the students sit the Qur’an dates back to the on mats (or on the bare floor seventh century with the spread or ground), hold their written of Islam in many parts of the wooden slates (allo), and Middle East, Africa, and Asia.7 recite the verses of the Holy Qur’an—repeating them con- Before Christian mission- tinually—until they have thor- aries introduced western ed- oughly memorized them.11 ucation to Nigeria during the British colonial period, Qur’anic While these Qur’anic schools were the norm in schools have functioned well in the country. While the British the past, this system—long left established administrative unregulated and unsupported structures and schools in the by government or local commu- predominately Christian South, nities—leaves much to be de- “While these Qur’anic schools have they allowed the predominantly sired. The children who attend, Muslim North to maintain their known as Almajiri (children functioned well in the past, this system— traditional systems, including who leave their homes and the Qur’anic schools. This dif- families to study the Qur’an),12 long left unregulated and unsupported by ference in education systems in typically come from Nigeria’s government or local commu¬nities—leaves Northern and Southern Nigeria poorest families and thus are persists today.8 generally unable to contribute much to be desired.” financially to the schools. As These traditional learning a result, these institutions are centers (commonly referred to under-funded and poorly ac- societies such as the Muslim flexibility also allows students as Qur’anic or Tsangaya) are commodated, often lacking ba- Hausa and Fulani of Northern to progress at their own pace. mobile education centers that sic necessities such as learning Nigeria prefer these institutions The local primary schools, in revolve around the Ma’alam, materials and furniture. Also to formal schooling. Dr. Khalid, contrast, have a single entry a spiritual teacher who travels lacking is the quality of the in a presentation delivered at point at the beginning of each from place to place with a few education provided since the the National Symposium on academic year and a complex pupils, temporarily settling on Ma’alams in charge are often Almajiri Education in Nigeria in admission process entailing the outskirts of a city or town, to untrained and uncertified.13 2013, argued that these tradi- much paper work that agrarian teach the Qur’an. Functioning tional and religious institutions, societies are not comfortable under different, oftentimes un- Tending also to be poor and due to their flexible timetable, with. Dr. Khalid also points out 14 conventional, settings (e.g., in a unsalaried, the Ma’alams rely are more appropriate for rural that the schools’ egalitarian mosque, under the shade of a on their students for their live- societies that rely solely on ag- outlook and affordability (no 9 tree, underneath an open sky), lihood, sending them off every riculture for their subsistence. school fees, no uniforms, no these nonformal schools are day to beg for food or money Because these schools have texts and notebooks, no feed- 15 concerned foremost with ad- in the streets. What these multiple entry points (children ing and transport money, etc.) dressing the spiritual needs of children manage to procure, can enroll in the schools at any are also extremely attractive the learners and offering them for themselves and for their time of the year provided they to parents. Above all, these 10 avenues for growth in the faith. Ma’alams, is usually all that are in session), parents can schools do not alienate chil- they have to subsist on. Here, children study the schedule their child’s school dren from their traditional oc- Qur’an only—core subjects Despite these schools’ per- attendance around seasonal cupations whereas the formal such as math and reading are ceived failings, many traditional agricultural activities. This schools do.16 CreativeAssociatesInternational.com | 8 Nigeria has more out-of-school children today than any country in the world—10.5 million—of whom 60 percent are girls living in the North, according to the United Nations.

9 | Integrated Qur’anic Education: Nigeria Case Study Universal Basic Education: A GLOBAL CHALLENGE

According to UNESCO’s Conventional systems of in Africa (ADEA) report on Di- mum use of teachers, intro- Institute for Statistics (UIS), education characterized by versifying Educational Delivery ducing multimedia instruction, 61 million children of primary their daytime class sessions, Systems interprets diversifica- and encouraging the private school age were out of school residence- and age-based tion as greater recognition of sector, nongovernmental or- in 2010, with sub-Saharan enrollments, teacher-delivered multiple and diverse learning ganizations (NGOs), religious Africa accounting for one-half standards for national curric- needs, the need for multiple organizations, civic society of this total worldwide.17 ula, six-year learning cycle (in arrangements and technol- organizations, and individuals the case of primary level), and ogies for creating learning to participate in the provision Children drop out due to their almost exclusive focus experiences, and the need for of education. It necessi- poverty, social marginalization, on urban and future-oriented a system-wide framework for tates implementing regular irrelevant/poor education con- knowledge and cognitive com- accrediting learning outcomes. 18 programs and Accelerated tent, and/or conflicting social petencies is the only one way The report underscores the 19 Learning Programs (ALPs) or economic obligations. to provide access to education importance of determining ap- and developing high-standard Conflict and post-conflict situa- in many developing countries. propriate modes of educational curricular content relevant and tions, as well as natural calam- However, in the years follow- provision and how to manage responsive to beneficiaries’ ities (e.g., typhoons, floods, ing the 1990 Education for All them. It also emphasizes the needs. Moreover, diversifica- earthquakes), are also tempo- (EFA) Convocation in Jomtien, move away from supply-led tion calls for its customization rary or long-term reasons for Thailand, many countries thinking to demand-led to different settings (e.g., rural not attending school. Because are realizing that they need thinking, and from education and urban; nomadic and sed- failure to attend school leads to consider alternative forms to learning, which in turn will re- entary; religious and secular). to entrenchment in a lifetime of learning outside the main- quire a decentralized, creative of poverty, many developing stream of formal education to decision-making approach and Diversification also means countries have set national improve access to quality edu- the institutional framework to that accreditation must include priorities to universalize basic cation and meet their education make it work.22 the whole spectrum of accred- reform goals.21 education. And yet despite this This realization Diversification also calls for itation bodies, from the most 23 desire to expand access to has steered many developing different delivery approaches formal to the most informal. education, many governments countries toward designing and that would require creating a Thus the need for an overall still do not recognize—let implementing a new approach flexible timetable, using multi- quality assurance system that alone support—alternative characterized by diversification ple shifts to reach the widest enables diverse forms of provi- programs such as community of the delivery system. possible audience, recruiting sion to grow—but within strict schools, mobile schools, and What is meant by diversi- local teachers (qualified and criteria for access and quality— Qur’anic schools as centers fication? The Association for unqualified), introducing multi- should also be recognized and of learning.20 the Development of Education grade classes to make opti- strictly enforced.24 CreativeAssociatesInternational.com | 10 Prof. Tahir Gidado, Chairman of the National Symposium on Almajiri Education Program in Nigeria, summarizes the importance of flexibility A Push for Universal and quality of the program as follows: “Since Almajiri Education can be implemented by an individual, community BASIC EDUCATION group, civil society organization, International Development Partners and the State Actors,

Nigeria demonstrated its was to ensure that all children we should expect a multitude of program commitment to universalize attending Qur’anic schools are types that calls for robust quality assurance basic education by signing the mainstreamed into the Univer- UN Convention for the Rights sal Basic Education Scheme. strategies to bring them in line. This is very of the Child (CRC) in 1989 and Their goals for Qur’anic integra- important for the state actors to note. The the Millennium Development tion included the following: point here is that there should first be a level Goals (MDG) in September • Improving the teaching-learn- 2000. Since then, various ing environment and strength- playing ground so that every willing entity policies, strategies, and insti- ening teaching capacity in the can partake in it without encumbrances. tutional frameworks have been Qur’anic schools put in place. Notwithstanding This way, more opportunities are created such measures, the situation • Integrating elements of basic of out-of-school children is still education into the Qur’anic for the Almajiri to have unhindered access alarming. school system to improve learners’ capacities without to UBE. Logically this assertion calls for In Nigeria’s Muslim North, interfering with the goals of flexibility in implementation. However, we low enrollment and retention is the Qur’anic schools compounded by poor quality must insist that the education they get is in • Equipping the Qur’anic school of education, causing several no way inferior in view of the mainstreaming stakeholders (parents) to lose students with the knowledge confidence in the educational and skills necessary to inte- expectation at the end of whatever stage of grate into the Universal Basic system. The Federal Govern- learning a child concludes.” ment of Nigeria (FGN), aware Education (UBE) Program of this problem, has been • Enhancing social mobility of trying to correct this trend in Qur’anic school students.25 collaboration with public and Since its inception, the intervention; and v) setting up appropriate mechanism to en- private partners. An area the Government’s UBE program 89 model Almajiri schools in 25 roll the Almajiri into schools; v) government is eager to bring has made substantial progress states.26 Although these efforts failure to include school feeding about changes is the Almajiri that includes i) developing the were a move in the right direc- as a retention strategy; vi) phenomenon, to speed up its National Framework for the tion, there were a number of reluctance of Qur’anic school intervention to provide this Development and Integration of challenges faced during imple- proprietors (Alaramas) to inte- group of children with access Almajiri Education; ii) conduct- mentation. Chief among them grate into the program; vii) lack to basic education. Accord- ing advocacy meetings with were those associated with i) of effective management; and ingly, the FGN established the major stakeholders to change states’ adoption and replication viii) and lack of facilities. Lack National Committee on Imple- attitudes toward secular educa- of the program; ii) recruitment of proper monitoring, clear pol- mentation of Almajiri Education tion iii) harmonizing curricula for and deployment of teachers; iii) icies, and serious commitment in October 2010 as follow-up the Almajiri Education Program; payment of teachers’ salaries on Qur’anic integration at state to the Ministerial Committee iv) adopting three models of and allowances; iv) lack of an level also posed challenges.27 on Madrasah, whose objective 11 | Integrated Qur’anic Education: Nigeria Case Study Integrating elements of basic education such as literacy and numeracy improved students’ capacity and knowledge without interfering with the more traditional goals of the Qur’anic schools.

CreativeAssociatesInternational.com | 12 A formal education system in disrepair is one factor leading parents to enroll their children in nonformal education like Qur’anic schools. More than half the children in Sokoto state have never attended a formal school.

13 | Integrated Qur’anic Education: Nigeria Case Study NIGERIA Northern Education Initiative Introduction to NEI

The Nigeria Northern Education Initiative (NEI)28 was a four-year basic education project funded by USAID and implemented in partnership with the Federal Government of Nigeria. NEI was implemented by Creative Associates International in collaboration with four U.S.- and two Nigeria-based partners, state governments, and a number of local NGOs. This initiative covered two northern states—Bauchi and Sokoto—and was aimed at i) strengthening states’ and local governments’ capacity to deliver quality basic education and ii) increasing access to education (and related services) for orphans and vulnerable children (OVC).

NEI staff worked with communities, local government, and state agencies to do the following:

• Establish community coalitions; set up an OVC referral system for education and health services; enhance teachers’ ability to teach literacy and numeracy to OVC; establish nonformal learning centers; provide OVC support packages; and provide access to vocational training • Deliver supplementary OVC support activities by training teachers and OVC support persons in mentoring, psychosocial counseling, and hygiene; implement an adolescent girls’ program and kids’ clubs; and build communities’ and caregivers’ capacity to support OVC education and well-being • Adapt the national OVC plan of action in each state to strengthen systems for increasing access to education and health services; strengthen capacity of OVC-responsible Ministries and officers; develop procedures to integrate academic subjects into Qur’anic schools; and build capacity to integrate OVC into formal schools29

CreativeAssociatesInternational.com | 14 The Nigeria Northern Education Initiative encouraged Qur’anic school leaders to enrich their curricula with core basic education subjects like literacy and numeracy, and to periodically examine their pupils and graduate them into formal schools.

Working with Qur’anic Schools: Laying the Groundwork

To increase orphans’ and The pupils for the program targeted other orphans and vul- vulnerable children’s access were selected following a nerable children in 120 formal to basic education, health vetting process that utilized the schools that the NEI project was information, and counseling Child Status Index (CSI).31 The mandated to work with.33 and referral services, (NEI) average number of pupils per The process began with a established 80 (40 per state) nonformal learning center was comprehensive assessment Nonformal Learning Centers 40, bringing a total of 1600 OVC of existing Qur’anic schools 30 (NFLCs) in the two interven- per state to be supported by the to identify those that met the tries, and agencies.34 tion states. These centers were project. The major intervention criteria set in collaboration with primarily based in existing in these NFLCs was the de- government agencies in charge The results of the survey Qur’anic schools where local livery of basic literacy, numer- of nonformal education. In and the recommendations Ma’alams teach the recitation acy, life skills, and vocational tandem with these efforts, NEI for the learning centers were of the Qur’an. Following a training to older children in the staff also engaged local NGOs shared with the OVC Technical series of consultations with Qur’anic schools. In addition, providing similar services to Working Groups (TWGs) and Ma’lams and agencies in psychosocial counseling and a out-of-school orphans and major stakeholders at the state charge of nonformal education, kids’ forum32 supplemented the vulnerable children in view of level, which included Commis- certain Qur’anic schools were basic literacy program to boost assessing their facilities and sioners, Permanent Secretar- chosen to integrate literacy and orphans’ and vulnerable chil- programs. Furthermore, they ies, Civic Society Organizations numeracy education (boko) into dren’s self-esteem and prepare conducted a learning labor (CSOs), and partner NGOs. their programs (at specific days them for lifelong learning and market survey in collaboration The assessment spelt out and times each week). achievement. The project also with state departments, minis- priority needs in terms of OVC 15 | Integrated Qur’anic Education: Nigeria Case Study In total the NEI project supported 1600 orphans and vulnerable children in Bauchi and Sokoto states.

education programs, supplies, lected learning centers. Grants students with relevant learning NEI conducted media cam- infrastructure, and staffing. The helped local NGOs to support materials. This process culmi- paigns to educate the public technical working groups also center proprietors and provide nated in the development of a about the importance of the developed a plan for strength- training in grant management. core literacy, numeracy, and Nonformal Learning Centers ening existing learning centers NEI technical support to NGOs life skills program that was later in supporting orphans and and creating new ones, which also included the training of incorporated into the existing vulnerable children. Activities included making physical facilitators on program content learning centers’ programs and included producing short radio improvements, recruiting and (literacy, numeracy, life skills, implemented in its entirety in programs, jingles, and infor- training facilitators, and devel- and psychosocial counseling). the newly established learning oping learning programs and In addition, NEI experts collect- centers. The program and ma- mational meetings for repre- materials. ed and reviewed materials from terials—as well as a facilitator sentatives of the Community NEI’s initial efforts focused successful programs through- training program—were piloted Coalitions (CC)37 set up to on providing support to the se- out Nigeria and supplied before being rolled out.36 support this initiative.38 CreativeAssociatesInternational.com | 16 Synchronization with Government Policies

For projects to succeed and sustain, they must operate under governments’ existing national policies. For the NEI, this meant aligning its objectives and activities with the National Policy on Education (NPE) and the National Benchmark for Nonformal Education. These policies were aimed at achieving the following:

• Enhancing political will among policymakers at all levels to commit resources for integrating core subjects into Qur’anic schools • Increasing awareness among stakeholders on the importance of the integration program and reducing resistance through sensitization, advocacy, and community dialogue • Creating an enabling environment for learning in Qur’anic schools • Increasing interagency linkages and partnerships between Government, Civil Society Organizations (CSOs), and other development partners working towards achieving Education for All (EFA) goals • Empowering learners with vocational and life skills for their socioeconomic well-being • Increasing enrollment, retention, and completion of quality basic education of learners.39

NEI’s approach recognized the unique challenges and opportunities that the situation in Northern Nigeria posed. It ensured that all the assumptions were based on research and proven international practices. It also started from what existed. Central to NEI’s approach was to collaborate with host-country counterparts to identify the right starting point and strategy and include built-in mechanisms that could be tailored to states’ needs and entry points. The NEI approach encouraged simplicity, maximum utility, and cost-effectiveness consistent with the country’s ability to sustain the system. Also, the project worked with government at all levels to plan for the routine and reasonable commitment of professional and financial resources needed to maintain the program.

Building Capacity Among Counterparts

Sustaining NEI efforts would to capture and analyze data for and to outline the project’s intervention support.41 come to fruition only if proj- decision making and planning. objectives and modalities of To ensure quality, support ect and national counterparts implementation. (NGO involve- Services to Qur’anic schools mechanisms were put in place can successfully collaborate. ment later became one of the also entailed partnering with for NGO grantees through NEI recognized the need for key factors for unhindered im- local NGOs and other civ- Memoranda of Understanding agencies, departments, and plementation of the NEI project il society organizations to signed by the NGOs and NEI. ministries to take the lead on despite the security challenges provide them with the techni- Targets were set for NGOs and providing access to the Alma- in Bauchi state in particular.)40 cal, operational, and financial supported by clearly defined jiri. In collaboration with these The NEI grant process required support needed to design work plans and budgets. NEI agencies, not only did NEI as- that NEI field offices train local and implement interventions reviewed and approved the sess the status of Qur’anic edu- NGOs on proposal writing to complement governments’ documents and verified quar- cation, but it also recommended and program management of strategies to deliver quality terly financial and program- a plan that could be integrated Nonformal Learning Centers matic reports. In addition, NEI basic education. into their Medium-Term Sector (NFLCs), Kids’ Forums (KFs), conducted monthly monitoring Strategy (MTSS). It also helped By accessing NGO databas- Adolescent Girls’ Programs exercises to track progress, the agencies build their capaci- es active in Bauchi and Sokoto (AGPs), and Community correct errors, and provide con- ties to review program progress, states, NEI was able to identify Coalitions (CCs). Refresher structive feedback to participat- plan and execute the program the most capable NGOs to training to local NGOs contin- ing NGOs.42 The local NGOs with high standard, and adapt participate in the program. NEI ued throughout the life of the that underwent this evaluation the national curriculum to state then brought the NGOs togeth- project. In sum, these efforts process were at a later stage peculiarities for the Almajiri. NEI er to explain the concept of resulted in the smooth exe- able to access funding from also provided technical support working with Qur’anic schools cution of grants allocated for other donor agencies. 17 | Integrated Qur’anic Education: Nigeria Case Study The project’s education support system promoted the participation of teachers and Ma’alams in continuous professional development to enhance their training and make changes in the classroom more sustainable.

Amina Jibrin graduated in knitting from the Dass LGA AGP center in 2012 and established a microbusiness in her home using the tools donated by Dass com- munity. Now, her earnings are not only enough to support her family, but she is also giving back to her community by ensuring that vulnerable girls like her have access to economic opportunities. She currently has twelve adolescent girls between the ages 15 and 17 as her apprentices.

CreativeAssociatesInternational.com | 18 NEI trained more than 3,500 classroom teachers and facilitators in four thematic areas: literacy, math, life skills and psychosocial counseling.

19 | Integrated Qur’anic Education: Nigeria Case Study Flexible Approach

NEI introduced a flexible (under the shade of a tree, project employed a number of Ma’alams in an NEI-designed delivery system to reach as mosque premises, communi- teachers who were not nec- Continuous Professional many out-of-school children as ty-provided spaces, and formal essarily qualified (possessing Development Scheme (CPDS). possible. The flexible timetable school classrooms after the the minimum teaching quali- NEI in collaboration with state allowed learners to continue usual school hours, etc.) were fications to earn the National agencies also designed and to participate in activities like used to provide access. The Certificate in Education).44 implemented a two-layer mon- farming, trading, and domestic program, along with literacy itoring system in which NGO NEI ensured that certain chores. It also introduced an and numeracy, also provid- officers monitored centers’ quality standards were main- accelerated learning program ed vocational training (e.g., activities as well as exercises tained despite the flexibility of that fast-tracked children’s embroidery, knitting, pomade conducted by governmental the program delivery system. ability to acquire basic literacy making) to incentivize students (state and local) partners.45 It introduced an education and numeracy skills. Both for- to remain in the program and support system that promoted mal and nonformal structures graduate.43 Moreover, the the participation of teachers/

Integrating Core Subjects

The primary focus of a gram’s social and moral impact ble—print media, radio and timeframe recommended, a Qur’anic education is to cater cannot be overestimated since television, drama, fliers and minimum of six contact hours to the spiritual needs of the it provides what the formal posters, sermons, and round- per week was required. A learners and to provide them education system cannot in its table discussions—were used period of thirty minutes was with avenues for growth in the present form.48 to disseminate the message. slated for the effective deliv- faith.46 ery of each lesson. To avoid But to make nonfor- As a follow-up to the devel- The basic education pro- conflict in the sharing of hours mal education relevant to the opment of a national bench- grams offered at the integrated during the weekdays, use of needs of modern-day Nigeria, mark to integrate core subjects Qur’anic centers provided nine the learners who attend also 49 weekends (e.g., Thursdays and into Qur’anic schools, NEI months of accelerated teaching need to pursue an advanced Fridays) was recommended. took part in a school mapping of basic literacy (reading and level of secular education. With exercise to capture data on writing) and numeracy, the The project trained facili- this end in mind, the program existing schools in Northern equivalent of three years’ liter- tators who guided students implemented by NEI aimed Nigeria. The examination of acy and numeracy content cov- in the learning process. NEI to integrate core subjects into “state tours”—tours taken ered in a formal school’s prima- introduced an examination to the Qur’anic curriculum to of states where integration ry grades 1-3. The language assess student performance enable learners to acquire the of core subjects had been of the immediate environment at the end of each academic skills and knowledge needed successfully implement- was used as the medium of session—students who did to meet the challenges of the ed—played a major role in instruction. NEI also provid- well were promoted to the next modern world,47 but doing so mobilizing public opinion on ed an additional two years of level. Upon completion of the in keeping with Islamic values the importance of integration. accelerated teaching of literacy integrated course, students and ideals. By combining the NEI also conducted advocacy and mathematics equivalent to received a state-recognized traditional with the modern, the campaigns to promote the im- three years’ of formal school Basic Literacy Certificate that NEI education package hopes portance of integration and win learning, primary grades 4-6. allowed them to pursue their to meet the complex religious, the trust of the communities The medium of instruction studies at the next level.52 vocational, and pyschosocial 51 by dispelling their fears and was English. To complete needs of millions of children in 50 concerns. All means possi- the two-part curriculum in the Northern Nigeria. The pro- CreativeAssociatesInternational.com | 20 State agencies and a coalition of 27 nonprofits and community-based organizations identified barriers to educating girls, developed behavior change campaigns and opened special training centers as part of NEI’s Adolescent Girls Program.

Lessons Learned/Best Practices

Availability of a policy responsibilities improve service joint working groups, conse- controversial issues related to framework: The NEI initiative delivery and provide the tech- quently empowering them and OVC. Members met regularly to integrate core subjects into nical know-how and exposure boosting their confidence. The to identify priority areas of the Qur’anic curriculum was ensures the sustainability of establishment of interministe- action and propose adaptations well received by the communi- interventions. NEI made a rial OVC Steering Committees to NEI intervention states. The ties because the government conscious effort to work closely and four associated Techni- steering committees offered had already instituted a policy with the key players success- cal Working Groups—OVC strategic guidance and helped framework that could readily ful in catalyzing change from Policy (OP), Service Coor- to institutionalize OVC support be used by the project. NEI in- within. It put in place various dination (SC), Girls‘ Support activities. They ensured tech- terventions resonated with the mechanisms (steering commit- (GS), and Almajiri Programs nicians carried out their duties, government’s policy to expand tees, technical working groups, (AP)—helped vastly to pro- provided technical advice, Integrated Qur’anic education sub-technical working groups, mote collaboration with state and reported to the steering throughout Northern Nigeria. etc.) to help coordinate and im- counterparts. The technical committees. In short, the SC Operating under a conducive plement agreed-upon activities. working groups were able to and TWG structures played a policy environment facilitates The catalysts working within assess state-level orphans and pivotal role in executing NEI project implementation. these committees were able to vulnerable children, as well activities. exercise enough influence to as Almajiri policies, programs, Steering Committees expedite changes and hold the definitions, standards of Interministerial collab- (SCs) and Technical government accountable to its practice, and responsibilities. oration: Forming technical Working Groups (TWGs): sectoral goals and objectives. The TWGs also consulted working groups with mem- Identifying key players in rele- NEI introduced a culture of effi- with stakeholders at state bers from relevant Ministries, vant Ministries, Departments, ciency and professional ethics and local-government agency Departments, and Agencies and Agencies whose roles and among members of the various levels to seek consensus on created synergy and prevented 21 | Integrated Qur’anic Education: Nigeria Case Study overlaps of responsibility in Applying a community-based allocating resources for basic approach, the NEI set up education. It also fostered a Community Coalitions (CCs)53 clearer understanding and to build programs that target planning towards achieving whole communities to create state educational goals and ob- within them an awareness and “NEI has proven that jectives through strategic plan- sensitivity for the needs of ning workshops. Interministerial OVC—and specifically, of girls community coalitions act groups familiarized themselves and Almajiri—to help these with each other’s priorities and children avoid stigmatization as the glue that binds where they needed to comple- and to strengthen networks, ment and support each other systems, and institutions. NEI community decision makers to further their objectives. This has proven that community mechanism promoted harmony coalitions act as the glue that and a sense of belonging to a binds community decision mak- together, providing a venue bigger developmental picture. ers together, providing a venue for discussion—and action—on for discussion—and action— Community-based ap- education, health, and OVC proach: The NEI promoted concerns. Through the use of a on education, health, and the concept of compassionate proven tool—Community Action communities to promote and Cycle—community coalitions OVC concerns.” champion caring for orphans have enhanced accountability and vulnerable children. and dialogue between com- CreativeAssociatesInternational.com | 22 Lessons Learned/Best Practices Continued

80 percent of orphans and vulnerable children who participated in the project received basic literacy certificates, and 801 of them were mainstreamed into Nigeria’s formal school system.

munities and the education, trades and are now providing health, and OVC systems, for themselves.54 Offering simi- thus promoting the sustainabil- lar programs alongside literacy ity of reforms while ensuring and numeracy is thus worth effective service delivery. NEI looking into. However, caution helped to form 20 community should be exercised when coalitions that comprise 600 trying to identify which trades members to identify, prioritize, ought to be taught at these and address the needs of chil- centers. Local market labor dren in the Qur’anic schools. needs should always be given due consideration. Integrating vocational training: The major inter- Empowering state coun- vention implemented in the terpart capacity: Implement- nonformal learning centers was ing the NFLCs program had delivery of a basic literacy pro- a significant impact on state gram—an accelerated learning counterparts. Through the program that teaches litera- steering committees and the cy, numeracy, and life skills, technical working groups, the plus vocational skills training. agencies (SAME and ANFEA) Psychosocial counseling and in charge of nonformal educa- kids’ forums complemented tion strengthened their over- the basic literacy program, sight functions. Since inception, with the aim of boosting OVC’s the agencies were supported self-esteem, thereby reducing by the NEI in the design, plan- their vulnerability and preparing ning, implementation, and mon- and pursued the next level of learners with diverse learn- them for lifelong learning and itoring of activities in alignment education.55 ing backgrounds, some of achievement. The vocational with the National Benchmark whom have never attended skills program implemented for Nonformal Education. In any formal school or have alongside the basic literacy follow-up efforts to build the Mainstreaming the Inte- dropped out of school without program generated demand capacity of key personnel in grated Qur’anic Education and heightened the interest these agencies, NEI noted the Centers: Integrated Qur’anic completing basic education. of orphans and vulnerable agencies’ efficiency in conduct- Education (IQE) centers in This discrepancy in learning is children and their caregivers ing assessments of the 1600 both states are managed one of the major reasons why in accessing basic education. OVC in 2012. Of the 1600 by the Adult and Nonformal basic education is introduced Through the center-based OVC, 1285 (745 in Bauchi, 540 Education Agency (ANFEA), in these learning centers. vocational skills and appren- in Sokoto) passed and were the State Agency for Mass There, learners are exposed ticeship program, some 3,572 certified with basic literacy Education (SAME), the State to a nine-month accelerat- OVC, or 24% of students in the certificates. In total, 801, or Universal Basis Education ed learning of basic literacy program (772 in Bauchi, 2800 50%, OVC [261 in Bauchi, 540 Board (SUBEB), and the and numeracy, equivalent in Sokoto), were trained in in Sokoto] were mainstreamed Ministry of Religious Affairs to a formal school’s primary different marketable vocational into the formal school system (MORA). These centers have grades 1-3. After graduation

23 | Integrated Qur’anic Education: Nigeria Case Study from this initial basic literacy included a center proprietor, “3,572 orphans and vulnerable level, learners proceed to the a facilitator, an OVC Support two-year, post-literacy level Team member, a representa- children—24 percent of students equivalent to primary grades tive for the traditional leader, a 4-6, at the end of which women’s representative, and in the program—are now providing they sit for the final exam. If five members of the community. successful, they qualify to join The CBMCs received training for themselves with vocational junior secondary level. on the Whole School Develop- ment Plan and participated in a Center-Based Manage- CBMC forum to evaluate peers skills they learned through NEI.” ment Committees: The and share experiences. project helped form the Cen- and enables access to diffi- implementation continued un- ter-Based Management Com- Using the grants mecha- cult-to-reach target beneficia- abated. The NGOs became the mittees (CBMCs) for each of the nism: Engaging local NGOs ries. Under the NEI project, the primary vehicle for mobilizing 80 nonformal learning centers as grantees and building their use of local NGOs masked the existing community structures in Bauchi and Sokoto states. capacity promotes program project identity in the face of to implement project activities Each ten-member committee reception by local communities security challenges and project and provide services. CreativeAssociatesInternational.com | 24 Works Cited

Bibliography:

• Abd-El-Khalick, Fouad, Helen Boyle Institut Français de Recherche en Afrique (unpublished), May 2013, Washington, and Daniel Pier, Educational Quality ((IFRA-Nigeria), University of Ibadan, D.C., USA in Islamic Schools Synopsis of Report Ahmadu Bello University, Zaria, 2013 • UNICEF, The Situation of Pre-School No. 1: Nigeria, American Institutes for • Hoppers, Wim. Integrating Formal and Muslim Children in Kenya. A Draft Report Research, USAID, Nov. 2006 Nonformal Education: Policy and Prac- • Presented to the UNICEF (Kenya) for the • Adamu, Abdalla Uba (Prof.). Islamic tice in Uganda, International Institute for Pre-school Child Development Project, Education in African Countries—The Educational Planning, UNESCO, 2008 Evolution of Nonformal Al- Muhajirun Ed- • Nairobi, 1990 • Hoppers, Wim. Towards a Policy Agenda ucation in Northern Nigeria, Department for Diversified Delivery in Formal Basic • USAID, NEI Annual Reports (Project of Science and Technology Education, Education: The Contribution of Nonfor- Year 1, 2, 3 and 4) USAID Nigeria Bayero University, Kano, Nigeria. Discus- mal Education, http://www.adeanet.org/ sion paper presented at the workshop, Northern Education Initiative, Creative adeaPortal/adea/wgnfe/publications/hop- Islamic Education in African Countries, Associates International, 2010, 2011, pers2.html (accessed Nov. 19, 2013) organized by Ensar Vakfi, June 14-18, 2012, and 2013 2010, Istanbul, Republic of Turkey • Jagaba, M.M. (Prof). Almajiri Education • USAID, Guidelines for Integrating Core Program: The UBEC Initiative, Faculty • ADEA Working Group on Nonformal Subjects into Qur’anic Schools in Sokoto of Education and Extension Services, Education, Diversifying Educational State, Nigeria Northern Education Initia- Usmanu Danfodiyo University, Sokoto, Delivery Systems, Workshop Report, tive, May 2012, Nigeria Nigeria, June 2013 Gabarone, Botswana, June 1999 http:// • USAID, Project Year One Work Plan, www.adeanet.org/adeaPortal/adea/wgn- • Khalid, Sulaiman (Dr.). The Almajiran- Nigeria Northern Education Initiative, fe/publications/bosummit.pdf (accessed ci Phenomenon in Northern Nigeria: Creative Associates International, Bau- Nov. 19, 2013) Religious, Social, Economic, Political, chi, Nigeria, February 2010 and Security Dimension, Department of • Alkali, Muhammad (Dr.). Interview, Soko- Sociology, Usmanu Danfodiyo University, • World Bank, Nigeria Overview, http:// to, Nigeria, March 2013. Sokoto, National Symposium on Almajiri www.worldbank.org/en/country/nigeria/ • Anzar, Uzma (Dr.). Islamic Education: A Education in Nigeria: The Journey So overview (accessed Nov. 15, 2013) Brief History of Madrassas with Com- Far, jointly organized by Usmanu Danfo- ments on Curricula and Current Peda- diyo University, Sokoto and Ministry for Other Online Articles: gogical Practices, March 2003 Religious Affairs, Sokoto, Nigeria, June 2013 • http://data.worldbank.org/country/nige- • DFID, Nigeria. (2010). Retrieved from ria#cp_wdi (accessed Nov. 6, 2013) Department for International Develop- • Moulton, Jeanne (Dr.). Madrasah Edu- ment, United Kingdom: http://www.dfid. cation: What Creative Associates Has • http://stats.uis.unesco.org/unesco/ gov.uk/where-we-work/africa-west--cen- Learned, Creative Associates Interna- TableViewer/document.aspx?Repor- tral/nigeria/ tional, Washington, D.C., 2008 tId=121&IF_Language=eng&BR_Coun- try=5660&BR_Region=40540 (accessed • Gidado, Tahir., Chairman of Symposium, • Paiko, Jibrin Yusuf. The Integrated Nov. 13, 2013) opening remarks at the one-day National Qur’anic and Tsangaya (IQTE) Alma- Symposium on Almajiri Education Pro- jiri Education Program (AEP), Paper • http://stats.uis.unesco.org/unesco/ gram, jointly organized by Usmanu Dan- presented at a one-day symposium on TableViewer/document.aspx?Repor- fodiyo University Consultancy Services Almjiri Education, organized by Usmanu tId=121&IF_Language=eng&BR_Coun- Ltd. and the Ministry of Religious Affairs, Danfodio University, Sokoto, Nigeria try=5660&BR_Region=40540 (accessed Sokoto State, June 18, 2013 June 2013, p. 15 Nov. 13, 2013) • Hoechner, Hannah. Search for Knowl- • Solomon, Semere. Grantee NGOs and • http://blog.usaid.gov/2013/04/increas- edge and Recognition: Traditional Nonformal Learning Centers: Nigeria ing-access-to-education-in-northern-ni- Qur’anic Students in Kano, Nigeria, Northern Education Initiative (NEI) Expe- geria/ USAID/Nigeria, April 16th 2013 French Institute for Research in Africa / rience, Creative Associates International (accessed Nov. 18, 2013) 25 | Integrated Qur’anic Education: Nigeria Case Study Endnotes:

1 http://blog.usaid.gov/tag/education/ and Security Dimension, Department fodiyo University, Sokoto, National page/4/ of Sociology, Usmanu Danfodiyo Symposium on Almajiri Education in University, Sokoto, National Sym- Nigeria: The Journey So Far (joint- 2 http://data.worldbank.org/country/nige- posium on Almajiri Education in ly organized), Usmanu Danfodiyo ria (accessed June 17, 2014) Nigeria: The Journey So Far joint- University, Sokoto and Ministry for 3 http://www.worldbank.org/en/country/ ly organized Usmanu Danfodiyo Religious Affairs, Sokoto, held at the nigeria/overview (accessed June 17, University, Sokoto and Ministry for SoKoto Energy Centre Auditorium, 2014) Religious Affairs, Sokoto held at The 18th June, 2013, p. 4 Sokoto Energy Centre Auditorium, 4 Nigeria. (2010). Retrieved from 18th June, 2013 p. 4 17 http://www.uis.unesco.org/FactSheets/ Department for International De- Documents/fs-18-OOSC-2.pdf p.1 velopment, United Kingdom: http:// 12 Prof. Dr. Abdalla Uba Adamu, Islamic 18 Wim Hoppers, Integrating Formal www.dfid.gov.uk/where-we-work/afri- Education in African Countries—The and Nonformal Education: Policy and ca-west--central/nigeria/ Evolution of Nonformal Al- Muhajirun Education in Northern Nigeria, De- Practice in Uganda, International 5 UNSECO, Institute for Statistics, http:// partment of Science and Technology Institute for Educational Planning, data.uis.unesco.org/ Education, Bayero University, Kano, UNESCO, 2008, p. 9 6 Fouad Abd-El-Khalick, Helen Boyle, Nigeria 19 Wim Hoppers, Towards a Policy Agen- and Daniel Pier, Educational Quality 13 Hannah Hoechner, Search for Knowl- da for Diversified Delivery in Formal in Islamic Schools Synopsis of Report edge and Recognition: Traditional Basic Education: the Contribution No. 1: Nigeria, American Institutes for Qur’anic Students in Kano, Nigeria, of Nonformal Education, http://www. Research with EDC, USAID, Novem- French Institute for Research in Africa/ adeanet.org/adeaPortal/adea/wgnfe/ ber 2006, p.5 under the EQUIP1 LWA Institut Français de Recherche en publications/hoppers2.html (accessed with Educational Development Center, Afrique (IFRA-Nigeria), Univerisity Nov. 19, 2013) p. 2 Inc. (EDC), November 2006 of Ibadan, Ahmadu Bello University, 20 Ministry of Education, Kenya Na- Zaria, (2013), p. 8 7 Ibid. tional Commission for UNESCO, 8 Jeanne Moulton, Madrasah Educa- 14 Prof. Dr. Abdalla Uba Adamu, Islamic Study National Steering Committee, tion: What Creative Associates Has Education in African Countries: The ADEA Working Group on Education Learned, Creative Associates Interna- Evolution of Nonformal Al-Muhajirun Management and Policy Support, tional, Washington, D.C., 2008 p. 23 Education in Northern Nigeria, De- Qur’anic Schooling and Education for partment of Science and Technology Sustainable Development in Africa: 9 Dr. Uzma Anzar, Islamic Education: Education, Bayero University, Kano, the Case of Kenya, http://www.adea- A Brief History of Madrassas with Nigeria net.org/triennale/Triennalestudies/ Comments on Curricula and Current subtheme1/1_5_09_ WGEMPS_ Pedagogical Practices, March 2003 15 Hannah Hoechner, Search for Knowl- edge and Recognition: Traditional en.pdf p. 12 10 Ministry of Education Kenya Nation- Qur’anic Students in Kano, Nigeria, 21 Ministry of Education, Kenya Na- al Commission for UNESCO Study French Institute for Research in Africa tional Commission for UNESCO, National Steering Committee ADEA / Institut Français de Recherche en Study National Steering Committee, Working Group on Education Man- Afrique (IFRA-Nigeria), University ADEA Working Group on Education agement and Policy Support, Qur’anic of Ibadan, Ahmadu Bello University, Management and Policy Support, Schooling and Education for Sustain- Zaria(2013), p. 8 Qur’anic Schooling and Education for able Development in Africa: The Case 16 Dr. Sulaiman Khalid, The Almajiranci Sustainable Development in Africa: of Kenya, Feb, 2012 Phenomenon in Northern Nigerian the Case of Kenya, http://www.adea- 11 Dr. Sulaiman Khalid,The Almajiranci Religious, Social, Economic, Politi- net.org/triennale/Triennalestudies/ Phenomenon in Northern Nigerian cal, and Security Dimension, Depart- subtheme1/1_5_09_ WGEMPS_ Religious, Social, Economic, Political, ment of Sociology, Usmanu Dan- en.pdf p. 9 CreativeAssociatesInternational.com | 26 Endnotes continued

Sokoto, June 18, 2013, p. 2

26 Interview with Dr. Muhammad Alkali, March 2013

27 Professor M.M. Jagaba, Almajiri Edu-

The Nigerian government cation Program: The UBEC Initiative, estimates there are 9 million Faculty of Education and Extension Almajiri students attending Services, Usmanu Danfodiyo Uni- Qur’anic schools—some as young as four years old. versity, Sokoto, Nigeria, June 2013 (Paper presented at one-day National Symposium on Almajiri Education Pro- gram in Nigeria: The Journey So Far, jointly organized by UDUCONS and Ministry for Religious Affairs, Sokoto, June 18, 2013, p. 2

28 NEI was a four-year, $43.6 mil- lion program implemented under ABE-LINK/IQC Task Order (No. EDH-I-03-05-00026-00) by Creative Associates International. Funding sources include African Education Initiative (AEI) and PEPFAR.

29 Project Year One Work Plan, Nigeria Northern Education Initiative, USAID, February 2010, p. 2

30 Nonformal Learning Centers cater to the specific needs of out-of-school 22 Adea Working Group on Nonformal org/adeaPortal/adea/wgnfe/publica- children and youth. Operating outside Education, Diversifying Educational tions/hoppers2.html (accessed Nov, the formal school system, they play a vital role in providing access to basic Delivery Systems, Workshop report, 19, 2013) p.5 education for marginalized groups. The Gabarone, Botswana, June 1999 25 Professor M.M. Jagaba, Almajiri Edu- majority of NFLCs offer free enrollment http://adeanet.org/adea/wgnfe/publi- cation Program: The UBEC Initiative, and flexible class schedules so that cations/bosummit.pdf (accessed Nov. Faculty of Education and Extension learners may continue to work and 19, 2013) p.5 Services, Usmanu Danfodiyo Uni- support their families while fulfilling 23 Ibid., p. 5 versity, Sokoto, Nigeria, June 2013 their right to a basic education. Most (Paper presented at one-day National programs last one year with a minimum 24 Wim Hoppers, Towards a Policy Agen- Symposium on Almajiri Education Pro- attendance requirement of six hours da for Diversified Delivery in Formal gramme in Nigeria: The Journey So per week. Curriculum content often Basic Education: The Contribution of Far, jointly organized by UDUCONS covers basic literacy, numeracy, and Nonformal Education, http://adeanet. and Ministry for Religious Affairs, civic education and is delivered in the 27 | Integrated Qur’anic Education: Nigeria Case Study Endnotes continued

predominant local language. 35 Ibid. Report, presented to the UNICEF (Kenya) for the Pre-School Child De- 31 A tool for assessing the well-being 36 Ibid. velopment Project, Nairobi, 1990 of orphans and vulnerable children. 37 These community structures bring The Child Status Index (CSI) was 47 Guidelines for Integrating Core Sub- together representatives from a designed to meet the demand for jects into Qur’anic Schools in Sokoto cross section of stakeholder groups, a tool that could be implemented State, Nigeria Northern Education including Civil Society Organizations by low-literate (typically volunteer) Initiative, USAID, May 2012, p. 1 (CSOs), Faith-Based Organizations community caregivers to periodically (FBOs), traditional and religious in- 48 Ibid. capture children’s status across the stitutions, and local advocacy orga- six domains of the U.S. President’s 49 Ibid. nizations. Together, participants work Emergency Plan for AIDS Relief together to support and strengthen 50 Ibid. (PEPFAR) programming for children vital OVC services delivered through who are orphaned and made vul- 51 NEI Annual Reports (Project Year NFLCs, AGPs, healthcare referral nerable by HIV/AIDS. The tool was 1,2,3, and 4) USAID Nigeria Northern activities, and other social programs. designed to be child-centered, simple Education Initiative, Creative Associ- to use, reliable, broadly applicable, 38 NEI Annual Reports (Project Year ates International, 2010, 2011,2012, and scalable. It compares the current 1,2,3, and 4) USAID Nigeria Northern and 2013 status of OVC’s well-being to desired Education Initiative, Creative Associ- 52 Guidelines for Integrating Core Sub- outcomes in six major areas: food and ates International, 2010, 2011,2012, jects into Qur’anic Schools in Sokoto nutrition; shelter and care; protec- and 2013 State, Nigeria Northern Education tion; health; psychosocial; education/ 39 Ibid. Initiative, USAID, May 2012, p. 1 training and performance. The CSI tool is in line with National Guidelines 40 Semere Solomon, Grantee NGOs 53 These community structures bring and Standards of Practice on OVC and Nonformal Learning Centers: together representatives from a developed by the Federal Government Nigeria Northern Education Initiative cross section of stakeholder groups, of Nigeria. (NEI) Experience, Creative Associates including Civil Society Organizations International (unpublished), May 2013, (CSOs), Faith-Based Organizations 32 These gender-segregated clubs pro- p. 14 (FBOs), traditional and religious in- vide a safe, supervised environment stitutions, and local advocacy orga- to supplement school learning, build 41 Ibid., p. 10 nizations. Together, participants work life skills, and offer counseling for 42 Ibid., p.11 to support and strengthen vital OVC vulnerable children. services delivered throughout NFLCs, 43 NEI Annual Reports (Project Year 33 Semere Solomon, Grantee NGOs AGPs, healthcare referral activities, 1,2,3, and 4) USAID Nigeria Northern and Nonformal Learning Centers: and other social programs. Education Initiative, Creative Associ- Nigeria Northern Education Initiative ates International, 2010, 2011,2012, 54 Semere Solomon, Grantee NGOs (NEI) Experience, Creative Associ- and 2013 and Nonformal Learning Centers: ates International (unpublished), May Nigeria Northern Education Initiative 2013, p. 14 44 Ibid. (NEI) Experience, Creative Associates 34 NEI Annual Reports (Project Year 1,2,3, 45 Ibid. International (unpublished), May 2013, and 4) USAID Nigeria Northern Educa- p. 14,16 46 UNICEF, The Situation of Pre-School tion Initiative, Creative Associates Inter- Muslim Children in Kenya. A Draft 55 Ibid., p. 16 national, 2010, 2011,2012, and 2013

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