Jigawa Conducts CBT For 500 Teachers As 9000 Applicants Jostle For Jobs

The Jigawa State Government has commenced a Computer-Based Test (CBT) for the recruitment of 500 teachers under its J-Tsangaya programme, with more than 9,000 graduates and holders of the Nigeria Certificate in Education (NCE) seeking the available positions.

The Executive Secretary of the Jigawa State Tsangaya Education Board, Abubakar Maje, disclosed this to journalists on Sunday after inspecting the ongoing recruitment exercise at CBT centres in Dutse, Hadejia and Gumel.

Maje said 3,150 applicants had been shortlisted to participate in the CBT, from which successful candidates would be selected for employment.

According to him, the recruitment is part of the state government’s efforts to strengthen its Almajiri Free Zone Programme, which is designed to enrol more than 5,000 Almajirai in a structured education system.

He explained that the initiative would combine Qur’anic education with basic Western education and vocational training.

“We want to strengthen the traditional Tsangaya system and reduce the number of children engaged in street begging,” Maje said.

He added that the programme would provide Tsangaya pupils with access to education, accommodation, healthcare and vocational skills to enable them to become self-reliant.

“Our goal is to help them become self-reliant and have a better future,” he stated.

Maje further disclosed that three mega Tsangaya schools had been designated in Dutse, Kafin Hausa and Ringim, with each facility expected to accommodate about 1,500 children.

He said pupils enrolled in the mega schools would receive Qur’anic education alongside subjects such as English Language, Mathematics, Basic Science and Computer Studies.

“Vocational training will also be included to prepare them for employment and self-employment,” he said.

On the recruitment exercise, the Executive Secretary explained that the 500 positions would be shared between teachers of conventional subjects and those responsible for Qur’anic education under the new Tsangaya curriculum.

“Some of the 500 teachers will teach conventional subjects, while others will handle Qur’anic education under the new Tsangaya curriculum,” Maje said.

He stressed the state government’s commitment to reforming the Tsangaya education system and improving opportunities for children enrolled in the programme.

“We are determined to ensure that children in Tsangaya schools have opportunities comparable to those available to other children across the country,” he said.

Maje said Jigawa currently has more than 5,481 traditional Tsangaya schools, 130 integrated Tsangaya schools, seven modern Tsangaya schools and three mega Tsangaya schools.

Meanwhile, some candidates who participated in the CBT commended the conduct of the exercise but appealed to the state government to increase the number of available positions.

A candidate in Dutse, Musa Ibrahim, described the exercise as fair and transparent but urged the government to consider recruiting more teachers.

“I appreciate how well the CBT was conducted here in Dutse. It was fair and transparent. But with over 9,000 applicants, the government should consider recruiting 1,000 teachers instead of 500,” he said.

Another candidate in Hadejia, Aisha Bala, also commended the exercise and called for an expansion of the recruitment slots.

“The CBT was smooth, and there was no issue. Considering the high number of applicants and the current economic situation, increasing the slots to even 1,000 will give more people a chance,” she said.

Community members also welcomed the initiative, while calling for the expansion of the mega Tsangaya schools to other parts of the state.

A community leader in Gumel, Malam Sani Adamu, described the programme as a positive development for children in the area.

“This is a good step for our children. We beg the government to expand the mega Tsangaya schools to other local government areas so more Almajirai can benefit,” he said.

The recruitment exercise is part of Jigawa State’s broader efforts to address the challenge of out-of-school children and integrate non-formal education into the formal education system.

The programme seeks to provide a structured model that combines religious education with basic academic learning and practical vocational skills.