JAMB Hausa Syllabus
This is the JAMB UTME syllabus for Hausa, covering 23 topics. Each topic lists what you are expected to study and the objectives — what you should be able to do — based on the official JAMB syllabus.
General Objectives
The Hausa syllabus is designed to enable candidates to:
- acquire the ability to read and write competently in the Hausa language
- know the basic features of Hausa grammar
- have the basic knowledge of oral and written Hausa literature
- have the ability to appreciate the culture, customs and institutions of the Hausa people
- have the ability to translate competently from English to Hausa
Detailed Hausa Syllabus
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Kâ'idojin Rubutu (Orthography)
Contents
- Alphabetization
- Spelling
- Rules of word merger and division
- Punctuation
- Paragraphing
Objectives — candidates should be able to:
- recognize basic orthographical rules
- apply these rules in practice
- detect linguistic errors (grammar, word choice, spelling)
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Auna Fahimta (Comprehension)
Contents
- Contextual questions from unseen passages (approximately 200 words)
Objectives — candidates should be able to:
- read written Hausa texts proficiently
- comprehend given texts
- interpret varied meanings and word functions
- build sufficient vocabulary
- recognize central issues
- draw conclusions from textual evidence
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Tsarin Rubutun Inshaâ'i (Composition/Letter Writing)
Contents
- Composition and letter writing techniques in Hausa
- Composition segments
- Composition types
Objectives — candidates should be able to:
- acquire knowledge of composition writing techniques
- recognize different composition segments
- identify various composition types
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Fassara (Translation)
Contents
- Translation types
- Translation rules
- Translation problems
Objectives — candidates should be able to:
- translate proverbial and idiomatic expressions and new vocabulary from English to Hausa
- recognize different translation types
- master basic translation techniques for idioms and new terms
- identify translation challenges specific to Hausa
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Tsarin Sauti (Phonology)
Contents
- Consonants (production and classification by phonation, place and manner of articulation)
- Vowels (production, classification, monophthongs, diphthongs)
- Tone (high, low, falling)
- Syllable structure (open/closed, light/heavy syllables; monosyllabic/disyllabic words)
- Vowel length (long and short)
- Phonological processes: assimilatory (palatalization, labialization, vowel harmony) and non-assimilatory (insertion, deletion)
Objectives — candidates should be able to:
- analyze sound production and sound combinations forming meaningful words
- evaluate vowel importance in determining meaning
- distinguish phonetic attributes of sounds
- recognize syllable counts and types
- analyze phonological processes
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Kirar Kalma (Morphology)
Contents
- Roots and stems
- Affixation (prefix, infix, suffix; derivational and inflectional functions)
- Gender and number inflections
- Noun and adjective derivation from verbs; verb and adjective derivation from nouns
Objectives — candidates should be able to:
- explain inflectional processes in word formation
- explain derivational processes
- differentiate between morphological processes
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Ginin Jumla (Syntax)
Contents
- Word classes (nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, interjections, ideophones)
- Grammatical categories (tense/aspect variants; mood; gender; number)
- Sentence structure (verbal sentences, nominal and verbal phrases; non-verbal sentences)
- Sentence types (simple, compound, complex)
- Clauses (relative and subjunctive types; main and subordinate functions)
Objectives — candidates should be able to:
- analyze word combination processes forming phrases, clauses and sentences
- detect grammatical errors
- observe punctuation rules
- recognize written ideas and thoughts
- construct meaningful communicative sentences
- apply appropriate tenses in spoken and written Hausa
- apply appropriate gender and number agreement
- differentiate sentence structure types
- distinguish nominal from verbal phrases
- compare clause types
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Maâ'ana (Semantics)
Contents
- Lexical word meaning aspects (ambiguity, synonymy, antonymy)
- Figures of speech (specialized word and phrase meanings)
Objectives — candidates should be able to:
- analyze meaning generation mechanisms
- build vocabulary
- distinguish speech sounds reflecting acceptable grammar
- recognize punctuation significance
- recognize varied sentence meanings and communication functions
- select purpose-appropriate vocabulary and sentences
- construct meaningful communicative sentences
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Rayuwar Hausawa (Hausa Rite of Passage)
Contents
- Birth (conception, pregnancy, delivery, naming, week-one customs, bathing, weaning, childhood stages, teen initiation)
- Marriage (types, courtship, betrothal, wedding, marital life, divorce, widowhood)
- Death (death notification, bathing, prayer, burial, mourning, charity, inheritance distribution)
- Modern influences on Hausa life practices
Objectives — candidates should be able to:
- explain customs from conception through initiation
- explain modern birth practices
- explain courtship through widowhood customs
- explain modern marriage influences
- explain death notification through inheritance
- explain modern death practice influences
- compare modern impact types and meanings
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Zamantakewa (Social Institutions)
Contents
- Family structure; compound living; sibling/cousin relationships; apprenticeship; age-grade systems
- Neighborhood associations
- Communal work and reciprocal labour (gandu)
- Friendship and companionship
- Greetings and hospitality
- Modern influences on social institutions
Objectives — candidates should be able to:
- explain family relationship patterns and interactions
- explain social institution importance among Hausa peoples
- compare modern influence varieties on social customs
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Sanaâ'oâ'in Gargajiya (Traditional Occupations)
Contents
- Types: farming, herding, fishing, trading, pottery, blacksmithing, dyeing, weaving, leather work, wood carving, butchering and others
- Methods (apprenticeship, tools, process stages, importance)
- Manufactured goods and products
- Occupational prestige
- Gender-specific occupations (male: blacksmithing, leatherwork; female: leather work, dyeing)
- Modern occupation influences
Objectives — candidates should be able to:
- distinguish occupational characteristics
- differentiate manufactured goods
- distinguish gender-specific occupations
- explain occupational product usefulness
- explain apprenticeship methods
- explain occupational status
- distinguish male from female occupations
- explain occupational significance
- compare modern impact on traditional occupations
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Kayayyakin Bukatun Rayuwa (Material Culture)
Contents
- Household needs (clothing, indoor furnishings)
- Other needs (structures, equipment)
- Modern influences on material culture
Objectives — candidates should be able to:
- distinguish Hausa life necessity items
- distinguish necessity item uses
- explain modern structure influences on material culture
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Bukukuwa da Wasanni (Cultural Festivities)
Contents
- Religious (prayer/salah festivals, month-end celebrations, Quran recitation completions)
- Traditional (naming celebrations, harvest inaugurations, traditional beverage occasions)
- Occupational (fishing competitions, wrestling, hunting, blacksmith competitions, merchant celebrations, horse riding)
- Leisure activities
- Children's games (various traditional games)
- Modern festival influences
Objectives — candidates should be able to:
- explain Hausa festival and game varieties
- demonstrate their significance
- explain preservation methods against loss
- explain conduct procedures
- explain modern festival influences
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Camfe-Camfe da Bauta (Traditional Beliefs and Worship)
Contents
- Beliefs (household deities, Islamic observances, ancestral reverence)
- Worship forms (spirit possession/bori, Islamic practices, herbalism, maita, tsafi)
- Modern influences on traditional beliefs and worship
Objectives — candidates should be able to:
- distinguish belief and practice varieties and implementation methods
- explain their utility
- explain their limitations
- explain modern influences
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Sarautun Gargajiya (Traditional Authority)
Contents
- Types (chief, provincial governors, district heads, ward heads)
- Chief's court positions
- Religious office holders
- Official functions
Objectives — candidates should be able to:
- categorize authorities by position type
- explain authority attributes
- differentiate official duties
- explain each position's importance
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Magungunan Gargajiya (Traditional Medicine)
Contents
- Traditional types (herbal remedies, potions, water-based treatments)
- Religious types (Islamic healing, written charms, divination, diagnosis)
- Application methods (drinking, application, ingestion, wrapping, tying, binding, attachment, burning)
- Practitioners and expertise
- Functions (prevention, wound care)
- Modern influences
Objectives — candidates should be able to:
- classify medicine varieties
- explain application methods
- demonstrate utility
- explain modern influences
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Zuben Baka (Oral Narratives)
Contents
- Story types (folktales, legends, narratives, tales, history)
Objectives — candidates should be able to:
- distinguish narrative types
- employ contextually appropriate narrative vocabulary
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Maganganun Azanci (Folk-Sayings)
Contents
- Proverbs, praise poetry, allusions, extended sayings, riddling, linguistic artistry
Objectives — candidates should be able to:
- distinguish figures of speech and explain usage methods
- interpret and employ contextually appropriate saying vocabulary
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Waƙoƙi na Baka (Oral Songs)
Contents
- Types (solo, group, male, female and others)
- Structure, rhythm, form, organization, singers, instruments, subject matter
- Work songs (farming, harvesting, grinding, spinning)
- Youth and children's songs (courtship, play)
Objectives — candidates should be able to:
- distinguish oral song varieties
- distinguish singers by type
- separate musical form, rhythm, structure, arrangement and performance materials
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Wasannin Kwaikwayo na Gargajiya (Traditional Drama)
Contents
- Children's drama types, performance methods and significance
- Adult drama types, performance methods and significance
Objectives — candidates should be able to:
- distinguish drama and performance types
- distinguish performers by type
- differentiate children's and adult performance characteristics and significance
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Zube (Written Prose)
Contents
- Prescribed text: Kome Nisan Dare by M.B. Bambale (Zaria: NNPC, 2009)
- Narrative form, structure, theme and style
Objectives — candidates should be able to:
- analyze narrative form, structure, theme and style within prose texts
- apply orthographical rules during prose reading
- interpret word and sentence meanings for comprehension
- identify key messages and make evaluative judgments
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Waƙa (Written Poetry)
Contents
- Prescribed text: Waƙoƙin Mu'azu Haɗeja by M. Haɗeja (Zaria: NNPC, 1980)
- Form, style, theme and structure of poetry
Objectives — candidates should be able to:
- comprehend form, style, theme and structure during poetry analysis
- apply orthographical rules particular to poetry
- interpret word and sentence meanings during poetry study
- connect vocabulary and sentence usage to poetic messages
- identify key messages and make evaluative judgments
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Wasan Kwaikwayo (Written Drama)
Contents
- Prescribed text: Kulɓa Na Ɓarna by U.Ɗ. Katsina (Zaria: NNPC, 2011)
- Setting, form, style, characters and structure of written drama
Objectives — candidates should be able to:
- analyze dramatic setting, form, style, characters and structure of written drama
- apply orthographical rules for meaning extraction
- interpret word meanings for comprehension
- identify key messages and make evaluative judgments
Recommended Texts
- Bambale, M.B. (2009). Kome Nisan Dare. Zaria: NNPC. (prescribed prose text)
- Haɗeja, M. (1980). Waƙoƙin Mu'azu Haɗeja. Zaria: NNPC. (prescribed poetry text)
- Katsina, U.Ɗ. (2011). Kulɓa Na Ɓarna. Zaria: NNPC. (prescribed drama text)
- Galadanci, M.K.M. (1976). Introduction to Hausa Grammar. Zaria: Longman.
- Junju, M.H. (1980). Rayayyen Nahawun Hausa. Zaria: NNPC.
- Muhammad, Y.M. (2005). Fassarar Hausa. Zaria: ABU Press.
- Sani, M.A.Z. (1999). Tsarin Sauti Da Nahawun Hausa. Ibadan: UP Plc.
- Sani, M.A.Z. et al. (2000). Exam Focus: Hausa Language. Ibadan: UP Plc.
- Skinner, N. (1977). Grammar of Hausa. Zaria: NNPC.
- Yahaya, I.Y. et al. (1992). Darussan Hausa 1-3. Ibadan: UP Plc.
- Bichi, A.Y. (1979). Waƙoƙin Bikin Aure. Lagos: Nelson.
- Dangambo, A. (1984). Rabe-Raben Adabin Baka da Muhimmancinsa Ga Rayuwar Hausawa. Kano: T.P.C.
- Gusau, S.M. (1991). Makaɗa Da Mawaƙan Hausa. Kaduna: Fisbas Media Service.
- Ibrahim, M.S. (1977). Kowa Ya Sha Kiɗa. Zaria: Longman.
- Madauci, I. et al. (1992). Hausa Customs. Zaria: ABU Press.
- Umar, M.B. (1976). Ɗanmaraya Jos Da Waƙoƙinsa. Ibadan: OUP.
- Umar, M.B. (1977). Wasannin Tashe. Zaria: NNPC.
- Bargery, G.P. (1951). A Hausa-English Dictionary and English-Hausa Vocabulary. London: OUP.
- Newman, R.M. (1997). An English-Hausa Dictionary. Ibadan: Longman.
- Newman and Newman (1977). Sabon Ƙamus Na Hausa Zuwa Turanci. Ibadan: UPL.
- Skinner, N. (1993). Kamus Na Turanci Da Hausa. Zaria: NNPC.
- CSNL (2006). Ƙamusun Hausa Na Jami'ar Bayero ta Kano. Kano: CSNL.
Frequently Asked Questions
- How is the JAMB Hausa syllabus structured?
- It is divided into three broad sections: Harshe (Language), Al'adu (Culture) and Adabi (Literature). The Language section covers grammar and writing skills, the Culture section covers Hausa customs and institutions, and the Literature section covers both oral literature (Adabin Baka) and written literature with prescribed texts.
- How many topics does the JAMB Hausa syllabus cover?
- There are roughly 22 topic areas in all: about eight under Harshe (Language), eight under Al'adu (Culture), and the remainder under Adabi (Literature) covering oral narratives, folk-sayings, songs and drama plus three prescribed written texts (prose, poetry and drama).
- What are the prescribed literature texts for JAMB Hausa?
- Candidates study three prescribed texts: the prose work Kome Nisan Dare by M.B. Bambale, the poetry collection Waƙoƙin Mu'azu Haɗeja by Mu'azu Haɗeja, and the drama Kulɓa Na Ɓarna by U.Ɗ. Katsina (all published by NNPC, Zaria). These should be read closely as questions test their themes, structure and style.
- What language skills are tested under Harshe (Language)?
- The Language section tests orthography (Kâ'idojin Rubutu), comprehension (Auna Fahimta), composition and letter writing (Tsarin Rubutun Inshaâ'i), translation (Fassara), phonology (Tsarin Sauti), morphology (Kirar Kalma), syntax (Ginin Jumla) and semantics (Maâ'ana).
- Is translation part of the JAMB Hausa exam?
- Yes. Under Fassara (Translation), candidates must translate proverbial and idiomatic expressions and new vocabulary from English to Hausa, recognise different translation types, and understand the problems specific to Hausa translation.
- What does the Al'adu (Culture) section cover?
- It covers Hausa rites of passage (birth, marriage, death), social institutions, traditional occupations, material culture, festivities and games, traditional beliefs and worship, traditional authority/chieftaincy, and traditional medicine, including how modern life has influenced each.
- What is the difference between oral and written literature in the syllabus?
- Oral literature (Adabin Baka) covers narratives, folk-sayings, oral songs and traditional drama passed down by word of mouth. Written literature is studied through the three prescribed texts in prose, poetry and drama, where candidates analyse form, theme, style and structure.
- How should I prepare for the JAMB Hausa comprehension questions?
- Comprehension (Auna Fahimta) uses unseen passages of about 200 words. Practise reading written Hausa fluently, building vocabulary, interpreting word and sentence meanings, identifying central ideas, and drawing conclusions from the text.
Source: the official JAMB UTME syllabus (jamb.gov.ng / IBASS). Always confirm details against the official syllabus.