Abdulsomad already knew video editing before attending the training, but he had not fully understood how that skill could generate income.
That changed during Alfapreneure Africa’s Madrasat Tour, where students received practical lessons on money management, digital opportunities, entrepreneurship and work readiness.
The programme reached 400 students across four Madrasats in Ilorin, Kwara State, during four documented visits held between September 20 and 27.
Alfapreneure Africa, an initiative of Al-hadady Business Konsult LTD, organised the programme in collaboration with D’TITI Innovation Hub.
Organisers said the wider Madrasat Tour ran from September 15 through September 30, with the four school visits forming its documented outreach.
For participating students, the sessions connected familiar classroom learning with practical questions about earning, saving, digital skills and future economic opportunities.
Four Madrasats, 400 Students
At Zumuratul Suadai Abikan, Isale Aluko, 80 students participated in the first documented school visit on September 20, 2026.
The programme moved to Madrasatul Kabaryy, Itakudimoh, on September 21, where 120 students attended the second documented training session.
Facilitators later visited Mahd Darul Salam Oniwiridi, Oke Foma, on September 26, reaching another 100 students with similar lessons.
The fourth documented visit held at Markaz Ta’leem Arabiyy Wal Islamy, Oke Agodi, where another 100 students participated on September 27.
Together, the four visits accounted for all 400 reported participants and provided the numerical basis for the programme’s stated student reach.
Understanding How Money Moves
Financial literacy formed a major part of the sessions, with facilitators explaining how money is earned, spent, saved and invested responsibly.
Students were also introduced to informed financial decision-making, helping them distinguish between immediate spending choices and longer-term approaches to managing money.
Ahmad Rufai, from Zumuratul Suadai Abikan, said the programme introduced him to several lessons about money and responsible earning.
“I learnt five ways in which money moves and how we can make the best of it,” Rufai said after the session.
He also said students learned about halal and haram earnings, alongside digital skills that could support greater personal self-reliance.
His comments reflected the programme’s attempt to connect financial literacy with values, digital awareness and practical preparation for future opportunities.
When an Existing Skill Becomes an Opportunity
At Mahd Darul Salam Oniwiridi, Abdulsomad found the programme especially relevant because he had already learned video editing before attending.
He said the training gave him a clearer understanding of how an existing digital skill could be connected with possible income opportunities.
“The presentation validated my goals and served as a mindset shift for me, as I was exposed to various opportunities,” Abdulsomad said.
He added that the facilitator’s discussion about monetisation helped him better understand how video editing could become economically useful.
Another participant, identified as the school’s head boy, said the programme also explained how students could leverage useful skills digitally.
“I learnt how money works and how to leverage our skills through digital opportunities,” the head boy said after participating.
He added that students were exposed to different ways of monetising skills, although no later earnings or employment outcomes were reported.
Those testimonials show what participating students said they learned immediately, rather than proving that the training had already produced economic results.
Taking Digital Skills Into Madrasats
Digital literacy formed another major part of the programme, with students introduced to opportunities available through social media and other digital platforms.
Facilitator Ibrahim Abdulrasaq encouraged participants to explore those platforms productively while developing skills that could prepare them for future opportunities.
He also challenged Madrasat leaders and teachers to strengthen digital literacy by incorporating practical technology tools into their learning environments.
Abdulrasaq suggested developing websites for Madrasats and using Google Classroom to improve communication, learning and access to educational resources.
Those suggestions were presented as practical possibilities during the programme, rather than changes already adopted across the participating Madrasat institutions.
Madrasat Leader Seeks Wider Outreach
Sheikh Muhammad Fatiu Yahaya Murtadoh, Mudir of Markaz Ta’leem Arabiyy Wal Islamy, described the programme as important for contemporary Madrasat education.
He thanked the organisers and encouraged Alfapreneure Africa to extend similar training to more Madrasats while developing additional support programmes.
His response highlighted interest in continued skills development, rather than treating financial and digital literacy as a one-time classroom intervention.
Bringing an Old Idea Into Classrooms
Suleiman Abdulwahab, founder of Alfapreneure Africa, said the tour represented a practical step toward a vision developed over several years.
He said the initiative was moving beyond ideas by taking relevant financial and digital skills directly into Madrasat classrooms and communities.
“We are on a mission to shape the future scholar morally and financially,” Abdulwahab said while explaining the initiative’s broader purpose.
He said the organisation hopes to reduce challenges facing Arabic students and graduates by exposing them to skills and economic opportunities.
The programme also identifies employment, entrepreneurship and self-employment as possible pathways students can explore after developing relevant practical abilities.
Those remain stated objectives rather than measured long-term outcomes from the September training, which has not yet produced independently assessed impact data.
Organisers said the initiative would continue exploring ways to equip students with skills that could support productivity, self-reliance and community contribution.
They also said future outreach could reach additional Madrasats and introduce more skills-development activities across other Arabic and Islamic learning communities.
What 400 Students Took Away
For now, the strongest evidence lies in what happened during the four documented visits and what participating students said they learned.
Four hundred students attended sessions covering money management, digital literacy, entrepreneurship awareness and practical ways of identifying economic opportunities through skills.
The longer-term effect remains unknown, but Abdulsomad’s experience shows how one participant immediately reconsidered the economic value of a skill he already possessed.
Video editing was already part of his knowledge, but the training helped him see more clearly how that knowledge might become useful.
