Gov. Dikko Radda of Katsina State has announced a dedicated scholarship scheme for indigenes who memorise the Holy Qur’an and possess the required five O’level credits to pursue careers in Medicine or Nursing.
He made this known during a one-day stakeholders’ meeting organised by the state Bureau of Statistics in Katsina on Monday, which focused on reforms in the Almajiri and Islamiyya education systems.
The governor explained that any eligible indigene with Qur’anic memorisation credentials and the necessary academic qualifications would be fully sponsored throughout their studies by the state government.
He also revealed that, through the Islamic Education Bureau, arrangements were underway to launch Qur’anic writing competitions across Katsina.
The forum was convened to gather participants’ recommendations on practical strategies to strengthen and reform the system.
Radda expressed concern over the rising cases of street begging in the region and stressed the importance of collective action in addressing the problem.
He noted that his administration remained open to fresh ideas and pledged to work closely with Tsangaya school owners to ensure the reforms succeed.
According to him, the objective is to enrich Qur’anic education in a way that benefits both teachers and learners. He added that anyone who memorises the Qur’an should be accorded recognition, similar to academic degrees, through proper certification.
The governor also recalled his campaign promise to establish Qur’anic recitation schools, expressing optimism that the first institution would be ready by 2025.
Other participants at the meeting, including scholars and education experts, suggested the integration of vocational training, better supervision of Tsangaya and Islamiyya schools, and the creation of a clear curriculum that would certify Qur’an memorisers.
They further urged the government to support the schools with food, healthcare access, and stipends for proprietors.
Experts also stressed the need to revisit earlier reforms that attempted to blend Western and Qur’anic education but struggled due to poor funding, weak implementation, and lack of teacher involvement.
They concluded that addressing these gaps would help create a more sustainable and widely accepted reform framework for the state’s Islamic education system.