ARABIC LITERACY AND ITS SOCIO-ECONOMIC PERCEPTION IN ZAMFARA STATE: A CRITICAL REVIEW OF POST-1999 EDUCATIONAL POLICIES

Since the reinstatement of Shariah law in Zamfara State in 1999, Arabic has regained its symbolic importance in religious and cultural spheres. However, its function in formal education and its perceived societal importance remain unclear. This study carefully examines post-1999 educational policy in Zamfara State to evaluate the significance of Arabic literacy within the broader educational framework and societal attitudes. Its analyses the incorporation of Arabic in curriculum development, educator training and institutional backing, largely employing secondary sources like policy documents, scholarly assessments and educational reports, while also addressing community views on its significance for daily life and economic prospects. Its indicates that despite its religious importance, Arabic often lacks structural support in educational policy leading to its marginalisation compared to English and Hausa. This gap impacts identity, educational accessibility and the role of conventional Islamic knowledge in a society that is rapidly evolving.