Habibu Hayatu Babajo




The Tsangaya system of education has been in existence, centuries prior to British colonizers, and it has been the source of moral and educational training, to northern Muslim dominant societies in Nigeria. Before the coming of the British colonial powers, in the year 1824, every family send their children to Quranic school, popularly known as makarantar allo meaning ‘the slate school’, (referring to the wood curved object that the Quran verses and chapters are hand-written and recited). Children daily go to the school from the comfort of their homes, and go back when the school hour is over. They live with their parents receiving moral upbringing and directions for further steps in life. But after the British colonialist took over the mantle of leadership of Nigeria, they frustrated the system through denying the schools its usual scholarships and financial backing. Post colonial governments of native Nigeria also did not give the Tsangaya education a deserved attention, and that continued until the present time. This paper seeks to examine the establishment, development and the challenges of the Tsangaya Qura’nic schools in Kano state, Nigeria, with the aim of exploring their problems which will give room for possible development of the Tsangaya Qura’nic schools.  


Key Words:  Tsangaya Schools, Colonial administration, Almajiri, State Treasury.


Tsangaya Schools, Colonial administration, Almajiri, State Treasury.

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