RESEARCH

  • Refer to Documentation.
    • 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
  • Refer to linkage and consultancies
    1. Advocacy visits (to Governors, Alarammomi, wealthy Individuals, Institutions, Qur’anic Centres in Muslim Countries, etc.)
    2. Identifiying Research Centres, Universities and organizations with similar objectives and exploring possible linkage, support and cooperation.
    3. Sourcing for Awqaf to support well-packaged projects.

    IDENTIFIED PROBLEMS

    • 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.