The integration of Tsangaya Islamic schools into western system of education was a Federal Government project that came into being in 2012, with a view of ensuring that all Nigerians have access to basic education. Also, the government of the selected states, where such schools would be established, were saddled with the responsibility of providing teaching and non-teaching staff, as well as other necessary logistics for running schools of this type. The pilot scheme took off in 2012 in Niger, Kano, Adamawa, Yobe, Katsina, Oyo, and Jigawa states. Seven of them were established in different locations across the selected local government areas in Jigawa State.
The Tsangaya Islamic schools in Jigawa are categorized into model one and two. The Model One are day schools that were built in the places of the existing Tsangaya Islamic schools, while the Model Two are those that are planned from inception as boarding Tsangaya model schools.
However, at take-off, the Jigawa State government revisited the plan of the project and remodelled it by making the Model One Tsangaya Islamic Schools to be boarding schools, too.
The model One Tsangaya Islamic Schools, located in Birniwa and Sule, the headquarters of Birniwa and Suletankarkar LGAs as well as in Tarabu, Mai’aduwa, Danbarama in Kirikisima, Gagarawa and Jahun LGAs, are unlike the model two, because they were made boarding schools, with a capacity of enrolling only 50 pupils.
The model two Tsangaya Islamic Schools, located in Gantsa and Gwiwa in Buji and Gwiwa LGAs, have the capacity of enrolling over 300 pupils and above because they are designed from inception to have all facilities required of any boarding school.
The model two schools in Gantsa and Gwiwa, started on a sound footing as the state government provides all logistics as contained in the blueprint of the scheme.
The state government provides the schools with nine conventional and three Qur’anic teachers, cooks, three square meals, uniforms, toiletries and beddings for the Almajiri pupils. The schools are also provided with functional boreholes, and a utility vehicle. The conventional teachers teach nine different subjects, while the Qur’anic ones, also referred to as Alaramas, take care of the Islamic education in a form of typical Tsangaya setting, but in a more conducive environment.
A hall is built in each of the schools for Qur’anic recitations, and during Qur’anic lessons the Almajiris converge to the hall with their slates as it is the case in any typical Tsangaya Islamic school, and at this point the Alaramas take charge.
Apart from the conventional teachers, who are on various salary grade levels in accordance to their qualifications and experience, the Alaramas were all