Tsangaya: The Traditional Islamic Education System in Hausaland

Abstract

In the pre-colonial Hausaland, an Islam-based educational system existed for several centuries and had produced leaders, scholars, businessmen, government functionaries, etc. This paper taking Kano as its focus of attention, and generating data through personal discussions, interviews, document analysis and personal experience, examines the Tsangaya system. This study aimed of bringing light into its untold beautiful features which are from a leaf that could be borrowed and successfully used in the so-called formal system. The paper reveals that the Tsangaya had staged from elementary to advanced and had its distinct of pedagogy and at the top of which there is educational delivery. Some benefits of the Tsangaya found in this study such as the strong relationship between teacher and student, respect for knowledge either for students or teacher, blending activities between teaching and learning and daily morality that can be useful for the modern era.

Tsangaya System of Education and its Positive Effects on Almajiri and Society in Potiskum, Yobe State Nigeria

“…8 In addition, Yahya exposed that, the Tsangaya schools were introduced to Kanem Borno since from the very beginning of the Islamic religion in the area, Kanem Borno gradually became the center for the Qur'anic learning and recitation more than any other town in the Hausaland and it expel in that until the present time. 9 The center has produced a number of experts in the writing and recitation of the glorious Qur'an. The Emirs of Kanem Borno at that time generously financed and supported the Qur'anic schools and their teachers.…”

“…Furthermore, the influences of the center have spread to the neighboring state in the Hausaland. 10 Differed from the above opinions, Ayuba argues that the Tsangaya System of Education originated from the prophetic era. 11 Similarly, Adamu also traces the historical background of the establishment of Tsangaya System of Education by saying that the practice has stated as a result of the Prophet's da'wah.…”

“…24 The above statements by the participants are parallel to the opinion of who exposed that the Almajiri have been trained to the extent that they can memorize and write the glorious Qur'an from the memory simultaneously. 25 Therefore, the structure of the Tsangaya schools leads to the production of Almajiri with the ability not only recite the Qur'an from the memory but simultaneously write it down from the memory. 26 The Qur'anic memorization and the ability to understand the meaning of the memorized words will not only enable the memorization process but also enhance its proficiency in the Arabic language.…”

“…25 Therefore, the structure of the Tsangaya schools leads to the production of Almajiri with the ability not only recite the Qur'an from the memory but simultaneously write it down from the memory. 26 The Qur'anic memorization and the ability to understand the meaning of the memorized words will not only enable the memorization process but also enhance its proficiency in the Arabic language. 27…”

“…According to Yahya, the Muslims of the area were able to practice the Islamic ethics regarding respect to parent, guardian, and teachers because teachers (Mallam) in the system have the function of an administrator, a teacher, a guide and a counsellor, an arbiter and a treasurer. 36 Responding on the positive effect of Tsangaya school in Potiskum, a participant upheld that:…”