9,000 Jigawa graduates sit CBT for 500 teaching jobs

Over 9,000 graduates and National Certificate of Education (NCE) holders took part in a computer-based test (CBT) for 500 teaching positions under the Jigawa State government's J-Tsangaya programme. The exams were held in multiple locations including Dutse, Hadejia and Gumel, as part of a larger initiative aimed at improving educational access for children in the traditional Tsangaya system. The Jigawa State Tsangaya Education Board, led by Executive Secretary Abubakar Maje, announced that 3,150 applicants had been shortlisted for the CBT, with the final selection yet to be finalized. The recruitment drive follows months of planning and represents a key component of the state's strategy to integrate the Tsangaya system, long associated with Quranic instruction and informal schooling, into a more formalized educational framework. According to Maje, the newly recruited teachers will play a crucial role in supporting the program, which aims to enroll more than 5,000 Almajirai (students living in Islamic boarding houses) into a structured education system. This includes combining Quranic studies with core subjects such as English, mathematics, basic science and computer studies, along with vocational training designed to equip students with employable skills. The initiative is framed as a response to persistent challenges within the traditional Tsangaya system, particularly the high rate of child labor and street begging among Almajirai. Maje emphasized that the government seeks to provide these children with education, shelter, healthcare and opportunities for self-reliance. He outlined plans to establish three major Tsangaya schools in Dutse, Kafin Hausa and Ringim, each capable of accommodating approximately 1,500 students. These institutions will serve as hubs for both academic and vocational development, aiming to bridge the gap between traditional learning and contemporary educational standards. In addition to expanding physical infrastructure, the program also focuses on curriculum reform. Teachers hired under the scheme will be divided into two categories: those specializing in conventional academic subjects and those trained in Quranic education aligned with the new Tsangaya curriculum. Maje highlighted the importance of this dual approach, stating that it ensures students receive a balanced education that respects cultural traditions while preparing them for life beyond the classroom. Despite the government's ambitious goals, some participants expressed concerns about the scale of the recruitment. Candidates who took the CBT in Dutse and Hadejia praised the fairness and transparency of the process but called for an increase in the number of teaching positions. Musa Ibrahim, one such candidate, suggested that expanding the recruitment to 1,000 teachers would better address the overwhelming demand. Similarly, Aisha Bala from Hadejia echoed this sentiment, noting that the current number of positions seemed insufficient given the economic pressures faced by many families. Community leaders also voiced support for the initiative but urged the state government to extend the benefits of the program beyond the existing mega schools. Malam Sani Adamu, a representative from Gumel, emphasized the need to replicate the success of the mega schools in other local government areas to reach more Almajirai students. Such calls reflect a growing recognition of the program's potential to transform lives, though they also underscore the challenges of scaling up such an ambitious project. The J-Tsangaya programme is part of a broader national effort to address the issue of out-of-school children and integrate non-formal education systems into mainstream schooling. By merging religious instruction with modern pedagogical methods, the initiative seeks to create a sustainable model that respects cultural heritage while promoting long-term social mobility. As the final stages of the teacher recruitment unfold, the focus remains on ensuring that the program meets its objectives of providing quality education, reducing child labor and fostering self-sufficiency among Almajirai students.