- Researches on Qur’anic manuscripts in Nigeria. (Documentation of Biography of prominent Huffaz/Qur’anic scholars and their schools, Qur’anic Education in Nigeria, sponsoring and collection of Academic Researches in Universities, downloading Qur’anic Programmes from the internet).
- Journal of Qur’anic Studies, Newsletter of the Centre.
- Collection of recitations of prominent Nigerian reciters.
- Assisting Post-graduate students on researches related to the Qur’an
- Advocacy visits (to Governors, Alarammomi, wealthy Individuals, Institutions, Qur’anic Centres in Muslim Countries, etc.)
- Identifiying Research Centres, Universities and organizations with similar objectives and exploring possible linkage, support and cooperation.
- Sourcing for Awqaf to support well-packaged projects.
- Widespread ignorance of the teachings of the Qur’an.
- Improper or non-application of its teachings.
- Inadequate provision of accommodation, feeding welfare, etc.
- The failure of the Tsangaya system to produce adequate number of qualified Qur’anic memorizers and scholars.
- Association of begging with Qur’anic education.
- Inadequate mastery of the rules and art of Qur’anic recitation.
- Many parents, especially in the rural areas are skeptical of Government’s intervention in Qur’anic schools.
- High rate of drop-outs in Qur’anic schools.
- Failure of the Tsangaya system to incorporate Ilimi system of Islamic education which would have accorded the students an all-round knowledge of Islam.
- The issue of Gardawa, Digawa, Qur’aniyyun, Kala-kato has negatively affected the image of the Qur’anic schools.
- Absence of functional curriculum in Qur’anic/ Tsangaya Schools capable of producing qualified Qur’anic memorizers and scholars.
- Inadequate Government recognition and lack of employment opportunities for Qur’anic memorisers.
- Poor and very unconducive environment; lack of accommodation, feeding, poor sanitary and healthcare condition.
- The widening gap between the society and the Qur’an terms of its application to solve their socio-economic and political problems.
- The Tsangaya/ Qur’anic schools have not evolved an effective programme of inculcating sound discipline ( tarbiyya) in their pupils.
- Students from Colleges of Qur’an established by some States have no access to further education.
- Quacks and charlatans have infiltrated into the interpretation of Qur’an.
- Inability of the Muslim community to collective fund, support and promote the Qur’anic schools.
- A systematic build-up of negative opinion about the Tsangaya institution and its products is being promoted by a section of the Media and other groups.
- Integrated Qur’anic schools have lower memorization Capacity than Traditional Qur’anic schools.
MODE OF OPERATION
The Centre shall source for support and funding of its programmes through:-
- Running of consultancy programmes related to research, training and policy formulation on Qur’anic studies, Tsangaya schools and related areas.
- Exploring and developing partnership and linkages with Government agencies, development partners, sister Centres and institutions throughout the world.
- Establishing closer relationship with traditional and modern Madrasah, Islamiyya, Tsangaya and integrated schools with a view to enhancing their programmes.
- The Centre shall conduct these activities in accordance with its stated objectives towards the actualization of its vision and mission.
- The Centre shall accept funds for the running of its programmes in accordance with the laws of the University.