Education and Koranic Literacy in West Africa W hat are the practical and lit- pean vessels on the West African coast erate skills that students ac- and the institution of the transAtlan- quire at different levels of West Afri- tic slave trade and the triangular com- can Koranic schooling? What are the merce among Africa, Europe and the various daily uses to which such New World that it fueled. The back- knowledge is put and the networks bone of transSaharan commerce ini- through which it is developed and ap- tially consisted of networks of towns plied? Koranic schooling in its many established along trade routes by itin- forms constitutes a long-standing par- erant merchants from North Africa, allel system of education throughout gradually sedentarized and/or re- much of the African continent one placed by local groups. The proceeds that has operated for centuries, yet of this trade furnished much of the remains relatively unknown to devel- revenue needed for State-building. opment planners and is therefore sel- dom taken into explicit account in The structure of a submerged system their policies and strategies. IK Notes The system of Islamic learning across Islam has an extended history in West Africa is several-tiered though West Africa and Islamic educational less rigidly structured than its West- systems have in fact operated there ern counterpart. In addition, it now for much longer than have Western includes a traditional track (the ones. The Islamic faith first spread Koranic sequence per se), a formal across North Africa in the 7th cen- school or modern equivalent tury. By the 10th century, communi- (Franco-Arab schools, sometimes ties of Muslim merchants and schol- No. 11 called médersa), and intermediate or ars had been established in several August 1999 commercial centers of the Western Sahara and the Sahel. By the 11th or IK Notes reports periodically on Indig- 12th century, the rulers of kingdoms enous Knowledge (IK) initiatives in such as Takrur, Ancient Ghana and Sub-Saharan Africa. It is published by the Africa Regions Knowledge and Gao had converted to Islam and had Learning Center as part of an evolving appointed Muslims who were literate IK partnership between the World Bank, communities, NGOs, develop- in Arabic as advisors. ment institutions and multilateral orga- nizations. The views expressed in this Trans-Saharan trade flourished in article are those of the authors and World Bank pre-colonial times and carried most of should not be attributed to the World the considerable merchandise ex- Bank Group or its partners in this ini- tiative. A webpage on IK is available at changed between Africa and Europe http://www.worldbank.org/aftdr/ik/ from the 11th to the 16th centuries default.htm until, that is, the arrival of Euro- 2 hybrid forms often referred to as improved Koranic school- and Western ideas) largely hidden knowledge culture rival- ing. At the base of the traditional network are the maktab ing and frequently intersecting or hybridizing with or Koranic schools, the primary level of the system, where the official one, even though in most African countries the children begin, starting somewhere between the ages of 3 basic institutions of the system the maktab have not and 10, to learn the Koran and the basic duties of Islamic been considered as schools at all. Yet Koranic students, life. Next come the madris or secondary schools where teachers and believers in general throughout the region those who have essentially memorized and transcribed are highly aware of the long history of the faith in West Af- large portions (at least) of the Koran progress to a study of rica and of many of its greatest scholars and teachers, some what is referred to as Islamic science (ilm), including the of whom exercise major political and economic power, par- written traditions of the religion and a variable amount of ticularly in Sahelian regions. Those involved for years in the other didactic material. A few select students proceed be- cash crop trade in Niger, Mali and Senegal, for example, yond this level to advanced study either with famed imams have developed well-capitalized commercial networks with and marabouts of the region or at Islamic universities in ramifications in urban real estate and industry, and in- North Africa and other Muslim countries. creasingly abroad. All this considerably strengthens the at- traction of different forms of Koranic education as gate- At least in its elementary forms represented by local ways to an alternate and sometimes thriving economic and Koranic schools Islamic learning is widespread through- political system. In short, there is a strong transnational out West Africa. An estimate of the number of such schools culture at work. in Niger alone in 1990 put them at 40,000. This form of education constitutes in reality an alternate and (to official Variable quality, extensive coverage Despite these tendencies toward uniformity in underlying religious culture and basic orientation, the nature and IK Notes quality of instruction in Koranic schools and the Islamic would be of interest to: system as a whole vary noticeably from one region to an- other. In areas of Islamic allegiance, the vast majority of Name children attend Koranic school. They learn principally Institution through memorization of the sacred text. Boys predomi- nate in the student body, but frequently in ratios of no Address more than 3/2 or 2/1 in the early grades. In a few regions, like Guinean Futa Jalon, enrollment rates are virtually the same by gender. The depth of Islamic instruction in these regions is quite variable, but in general a significant proportion of Letters, comments, and requests for publications male students who remain beyond the initial Koranic les- should be addressed to: sons do continue to some level of higher study. Since un- Editor: IK Notes derstanding of either modern or classical Arabic over and Knowledge and Learning Center beyond the Koranic texts themselves is quite rare, (except Africa Region, World Bank among those having pursued studies in Arabic-speaking 1818 H Street, N.W., Room J5-171 Washington, D.C. 20433 countries), the highest levels of practical literacy that is, E-mail: [email protected] ability to read and write correspondence, keep records and generally communicate in writing are most frequently 3 found in those areas like upland Guinea, the Sine Saloum Applications of Koranic training of Senegal, and the Hausa-speaking regions of Niger, where The most frequent secular application of Koranic learning there is a developed system for transcribing African lan- at the individual level is writing and correspondence, and guage with Arabic characters (called ajami in the Hausa the most prominent career destination of accomplished and Fulani cases). In Guinea, 93 percent of a sample of 77 Koranic students is to become themselves marabouts or male Koranic alumni interviewed claimed reading and imams because there is considerable demand for teachers writing capacity in ajami. In Senegal, between 25 and 75 and dispensers of religious and incantatory services, given percent of male adults in villages contacted, and between the rapid expansion of West African Islam in recent years. 10 and 25 percent of women claimed the same level of Over a quarter of the Guinean respondents, however, cited learning. In all cases, the proportions were well if not the exercise of local public functions as a practical out- multiples above the literacy rate in French for the same come of their training, and similar trends are evident predominantly rural communities. across the region. On the other hand, only 26 percent of the Guinean However, collective and communal applications are no sample of former Koranic students considered themselves less frequent. Islamic morality, jurisprudence and authority numerate as compared to 93 percent who considered have been used as the backbone of traditional governance themselves able to write texts in ajami. A majority of for centuries throughout the Sahel. In fact, most of the vo- marabouts and imams seem nonetheless to have acquired cabulary in major Sahelian languages having to do not just numerical skills in one way or another, which helps in un- with religion, but with laws, local administration, diplo- derstanding the frequency with which they are found to be macy and higher learning as well is derived or directly bor- handling accounting responsibilities in community affairs. rowed from Arabic. While vocational initiation is not an explicit curricular component of Koranic schooling, most students who con- Conclusion: Alternate avenues to knowledge tinue beyond the most elementary level do end up working in some apprenticed position either to the marabout or to The consequence of these factors is that basic Islamic in- an affiliated craftsman or merchant, if only to help pay for struction of the kind dispensed in local Koranic schools his or her upkeep and tuition. Koranic schooling tends to has three essential dimensions of practical application include a practical element integrated into the community, and impact in West Africa today: though only systematized as real vocational instruction in It constitutes an introduction to the technology of writ- exceptional cases; and Koranic students are imbued with ing and, to a lesser extent, that of numeracy for a siz- the notion that they will need to fend for themselves or find able proportion of the population, both men and women, appropriate sponsorship beyond a certain age. This many of whom would otherwise have little or no schooling. prompts one Senegalese researcher to remark, Lécole Those who proceed far enough to gain fluency in reading, coranique forme des créateurs dactivités, alors que le writing and calculating for daily practical purposes (gener- système formel forme des demandeurs demploi (Koranic ally in some African language, as functional knowledge of schools train employment-creators, while the formal sys- Arabic itself is even more restricted) constitute overall a tem trains employment-seekers.) minority, though a sizable one in some areas.