Jigawa State Tackles Almajiri Issues with New Education Approach

When former President Goodluck Jonathan started modern Tsangaya schools in 2012, many people, including Alaramma Illiyasu, a conservative Islamic cleric, rejected the idea. They worried that this initiative would harm Islamic education in northern Nigeria.

But years later, Mr Illiyasu, who runs the Janbulo Tsangaya School in Hadejia Local Government Area, changed his view after visiting a federal model school in Birniwa Local Government Area.

“I decided to visit the school myself. I was impressed by the learning environment and accommodation facilities. The framework appealed to me because it guarantees that students learn both the Holy Qur’an and conventional subjects alongside modern skills,” Mr Illiyasu told PREMIUM TIMES in October.

He started moving many of his students to the new school. “I frequently visit the students and find that they are settled and thriving in the new system. I am completely satisfied. In fact, I have requested additional slots to double my enrollment numbers for the upcoming academic session.”

Mr Illiyasu has run a traditional Tsangaya school for about 30 years and taken students from nearby states. His change of heart reflects a wider shift among traditional Tsangaya clerics in Jigawa.

“When the federal government under President Jonathan initiated these modern schools, I initially resisted out of distrust,” he said. “However, seeing the committed leadership of Governor Umar Namadi, and the upgraded schools, I realized this initiative is genuine and was intended to uplift our children, not undermine our faith,” Mr Illiyasu added.

The Federal Initiative

The Jigawa State government is building on the federal initiative's foundation. In 2012, the federal project set up seven model boarding Tsangaya primary schools in the state. They include the Model Boarding Tsangaya Primary School in Gantsa, Buji LGA; Model Tsangaya School in Burniwa LGA; and others in Jahun, Gwiwa, Gagarawa, and Sule Tankarkar LGAs.

Hamisu Adamu, the spokesperson for traditional Tsangaya schools in Jigawa, told PREMIUM TIMES that the federal initiative has made significant changes to Tsangaya education. He praised the state government for adding to this effort.

“Since former President Goodluck Jonathan introduced this program, it has had an impact across Jigawa. Under the integrated model, children graduate equipped with both Qur’anic and conventional basic education. The state government deserves praise for building upon these foundations, as these continued efforts will go a long way toward addressing the challenges faced by Almajiri pupils,” Mr Adamu said.

“Parents have also noted the positive transformation in the system, highlighting that pupils are now acquiring essential numeracy and literacy skills, unlike in the previous traditional setup,” he added.

What is Different Now?

The Jigawa State Government is reforming the Tsangaya educational system. Its integration model combines Quranic memorization with academics, technical skills, and child welfare.

Abubakar Hamisu, the executive secretary of the new Jigawa State Tsangaya Education Board (JISTEB), leads this process. The state has increased its budget for this sector from ₦1.82 billion in 2025 to ₦3.5 billion for 2026.

The state passed the JISTEB Bill in 2024, which gives it legal power, oversight, and budget independence to reform the sector. The budget increase aims to help thousands of out-of-school children.

To support over 1.3 million Almajiri students, Mr Hamisu mentioned that the board built three regional mega Tsangaya schools and expanded model centers in Dutse, Ringim, and Kafin Hausa LGAs. Other centers are in Hadejia, Kazaure, Gumel, Taura (Gujungu), Maigatari, and Kiyawa (Shuwarin) LGAs.

The state has set a permanent framework for its reforms. The Tsangaya structure now includes three tracks: traditional Quranic recitation and Arabic values; basic English, Mathematics, and Science subjects under the federal government’s Accelerated Basic Education Program (ABEP).

Students also learn practical trades like Plaster of Paris (POP), carpentry, plumbing, electrical installations, tailoring, and calligraphy to help them become self-reliant, Mr Hamisu said during a meeting with Tsangaya teachers in August.

Model Centres

Mr Hamisu stated that the three model facilities in Dutse, Ringim, and Kafin Hausa have skill acquisition centers, teacher centers, mosques, kitchens, clean water, and solar energy.

He also mentioned plans to upgrade and expand the seven Tsangaya Model Schools from the 2012 federal pilot scheme, including Gwiwa, to allow 7,500 more children to enroll.

Additionally, new classrooms, reading sheds, and sanitation facilities will be built in 60 community Tsangaya schools across 30 state constituencies to help over 6,000 children.

The state is working with the National Board for Arabic and Islamic Education (NBAIS) to run a six-month training program for teachers (Alarammas) and to help Tsangaya students sit for NBAIS exams, earning recognized Senior School Certificates for further studies or vocational careers.

Jigawa State is moving from quick fixes to long-term reforms. They are securing funding, improving living conditions, and providing education with trade skills, creating a clear path for Almajirai into the formal economy.

Data Paint a Bigger Picture of Challenges Ahead

New reports from the Jigawa State Bureau of Statistics have revealed the major socioeconomic problems the state faces, helping the government plan better.

Governor Namadi said these reports are crucial for setting development priorities and improving public services. He emphasized using reliable data to find gaps, manage resources, and track progress.

“Statistics are not abstract figures. They are the backbone of socioeconomic planning, the basis for sound decisions and strategic resource allocation, and the means by which we assess performance and ensure accountability for results,” Governor Namadi said after receiving the reports on October 13.

The report shows key figures in the state’s primary and secondary schools. It found that 1,320,770 pupils are registered in both public and private primary schools, with 752,921 females, making up 57 percent of total enrollment.

Public primary schools have 999,130 pupils, junior secondary schools have 214,166 students, and senior secondary schools have 137,795 students. Additionally, 167,975 children are in one-year pre-primary education programs.

Most public school teachers are qualified, with 84 percent at the primary level, 83 percent in junior secondary, and 82 percent in senior secondary. But pupil-teacher ratios are high. Primary schools have 96:1, junior secondary schools at 57:1, and senior secondary schools at 38:1.

Reports also showed that the state had its first comprehensive census of non-formal education across the 27 local government areas.

The survey found 10,197 non-formal centers serving 1,116,289 learners in Islamiyya and Tsangaya schools, adult literacy centers, and vocational training programs.

It pointed out urgent welfare issues among Almajiri learners, showing that 66 percent rely on community support for meals. Living conditions for the almajiris are poor, with 61.1 percent of sleeping areas needing major repairs and 3.5 percent completely unusable.

Governor Namadi said this data will help guide state programs to integrate Tsangaya education, improve student welfare, and boost adult literacy and skill acquisition efforts. He mentioned that the state set up the Tsangaya Education Board to lead reforms and improve oversight in the non-formal education sector.