a sprouting bud among thorns

8/14/2019 A Sprouting Bud Among Thorns

1/26


2/26

DEDICATION

To the government of Zamfara state:for its commitment towards the institution and

progress of formal education in the state.

ACKNOWLEDGEMENTTo the One whosowed the seedand taught my hands to war, all glory is reserved.


3/26

I will not fail to acknowledge the indispensability of the following materials: ThePower of Positive Living, Norman Vincent Peale, Bantam Doubleday Dell PublishingGroup, Inc; How to Win Friends and Influence People, Dale Carnegie, Pocket Books;The Prayer of Jabez, Bruce Wilkinkson, Multnomah Publishers Sisters, Oregon; Articletitled, Who Will Feed the World (Should You Believe in Miracles), The Watchtower, published by Watchtower bible and tact Society of New York, Inc); Increase yourinfluence: Ethos, pathos, logos, Business Day, Tuesday September 11th, 2007; CareerAhead, published on June 2005; NYSC Handbook, revised in 1999; Hints on NYSC toprospective National Youth Service Corps members; Weekly legacy, pg 16, Monday,October 29th 2007; Vanguard, Wednesday September 5th, 2007, pg 13, and Microsoft Encarta Reference Library 2005. 1993-2004 Microsoft Corporation. All rightsreserved

I also appreciate immensely those who believed in and supported me all the way.First, I thank my family, without whom there would be no me; my sweetheart, Mercury,without whom I am not complete; friends at home; my able Zonal Inspector, Mr ChikaOsuagwu; Local Government Officers, Mr Emmanuel Ogbu, Mallam Abdullahi Sani, andmost especially Mr Rufai Sabo; NYSC, Zamfara state chapter; the school authority and

staff of Government Technical College, corps member friends, and other fellow corpsmembers.

I am also indebted to the State Coordinator/Director of Budget, Ministry of Finance,Gusau, and the Staff Officer; Education Secretary, Universal Basic EducaitonAuthority(UBEA), Kaura Namoda local government; and others whose valuablecontributions I will forever cherish.

A SPROUTING Bud Among Thorns

Through the veinsThat spews no support;


4/26

In the midst of a raceOf thick religious nature-From the wombOf a dot conducive pedigree,Largely guided by tombs

Still sucking underneath-Came forth a sprout:Tender, still tender;Its branches so loud,Some sure wings it flaps.A bud indeed is born:An ambition: of heaven height;Armed with a saving touch,Beaming universal might.

femi osho

NATIONAL ANTHEMArise, O compatriots,Nigerias call obey;To serve our fatherland,With love and strength and faith.The labor of our heroes past,


5/26


6/26

Chapter 3: Under the sun or in the rainChapter 4: With dedication and selflessnessChapter 5: Zamfara is ours, zamfara we serveEpilogue

PROLOGUE

The reality of ones name on the list of corps members qualified for the youth service,in ones school usually brings joy. This is understandably due to the fact that not all studentsthat graduate usually make the list. The joy is immediately meshed with mixed feeling at thesight of ZM as the state of deployment. Thoughts stream across the heart in zillions:Sharia-cutting of limbs-restrictions in behavioral or attirical expressions, to mention but few.For those who have never been to the northern part of the country, its a worse scenario in theconscious mind. Other thoughts like weather harshness, desert encroachment, rumors of lessvehicles more beasts of burden, and thatched houses, are not far fetched.


7/26

On March 13th, 2007, in what I would term the Corpers Lodge of the First BaptistChurch, Ahmadu Bello Way, Gusau, I had an argument with two fellow corps members, itwas about the level of education in Zamfara state. The whole argument revealed to me that:1. Their assessment was based on the level of education in their parts of the country.2. Their focus was more on what are yet to be done, and not on those already done

or are being done.3. Their bias was due to their inability to appreciate Zamfara in its entirety. This is

due to misconception, unjust comparison, seeming disappointment with theirplaces of primary assignment, and preconceived uncertainties about the rest ofthe service year.

It becomes therefore resourceful and somewhat indispensable, in the light of the above,for any corps member coming into the state- especially those that would eventually bedeployed as teachers in primary and intermediate (secondary, technical, etc) schools- to beaware of the level of development in the educational sector, and the need for more personnel-who believes in its future.

This book in your hand is out of a depth of research, an idea of a one whos gonethrough much of what you are about to experience. This book contains the state of a sector

that has waited for you, the exploits of a group striving to sustain and advance it, and thestate and aspirations of another youre meant to influence. Included are analyses of tworesearches that were conducted. One sought to determine the perception of corps membersabout Zamfara state, while the other tried to measure the level of knowledge of secondaryschool students on the subject of career.

Therefore the purpose of this book is to present a candid picture of the earth locationcalled Zamfara, and why education, right in it, has been deemed a sprouting bud, indeed,among thorns. It is written neither to promote a political or social propaganda. In otherwords, the book will not comment on the political state of the state, or abase, in any form, theculture of the land, or will it try to hook the present situation on any hinge of reason. It isstrictly meant to psychologically boost you; that is, to expose you to the needs of the state,most importantly in the educational sector, and the opportunities that abound in it. It is hopedthat this will serve as a cushion to provide the confidence and courage that would be neededto make your sojourn in the land peaceful and fruitful, as we serve our nation.

1YOUTHS OBEY THE CLARION CALL

NYSC Handbook, revised in 1999 (excerpts)According to the National Youth Service Corps Decree 51 of 16 th June 1993, thepurpose of the scheme is primarily to inculcate in Nigerian Youths the spirit ofselfless service to the community, and to emphasize the spirit of oneness andbrotherhood to all Nigerians, irrespective of cultural or social background.


8/26

OBJECTIVE OF THE SCHEMEThe objective of the National Youth Service Corps Scheme as clearly spelt out inDecree 51 of 16th June 1993 as follows:

a) To inculcate discipline in Nigerian youths by instilling in them thetradition of industry at work, and of patriotic and loyal service to Nigeriain any situation they may find themselves.

b) To raise the moral tone of the Nigerian youths by giving them theopportunity to learn about higher ideals of national achievement, socialand cultural improvement;

c) To develop in the Nigerian youths the attitudes of mind, acquired throughshared experience and suitable training, which will make them moreamenable to mobilization in the national interest;

d) To enable Nigerian youths acquire the spirit of self reliance byencouraging them to develop skills for self employment;

e) To contribute to the accelerated growth of the national economy;f) To develop common ties among the Nigerian youths and promote national

unity and integration;g) To remove prejudices, eliminate ignorance and confirm at first hand the

many similarities among Nigerians of all ethnic groups; andh) To develop a sense of corporate existence and common destiny of the

people of Nigeria.

At Tsafe Orientation CampThe orientation programme provides the first venue for effectingthe desired change of attitude, as participants receive training inpreparation for their next assignment of selfless and patriotic

service to their fatherland. The purpose of the course is also tointroduce corps members to and familiarize them with the idealsof the Youth Corps Scheme

- ORIENTATIONPROGRAMME

Zamfara state, iyo, iyo, zamfara state, iyo, iyo (2ce).Food no dey, iyo, iyo, water no dey, iyo, iyo

This song has the potency of evoking an idea, not too pleasant, about the state. Mostof us had come in from the east and south, getting into Tsafe, without encounteringplaces like Gusau, Kaura Namoda, Talata Mafara, to mention but few. It becomes easilytempting to concur with the wordings of the song-and others equally derogative to thereputation of the state in any form. This may succeed the bad tales that must have beenheard before coming to the state. Unfortunately the stress-according to most corpsmembers-one is being put through while on camp only help compound these problems. Ionce heard a male co-corps member in my lodge telling an incoming batch B, less than


9/26

one week to the orientation camp, to go and collect a doctors report indicating a falsemedical status, to ensure she doesnt partake in camp exercises

Others tend to compare situations with those heard from other corps members in otherstates.

All these are in contrast to the purpose of the orientation programme as outlinedabove.

An Assessment of Zamfara State by Corps MembersAs part of my Personal Community Development Project, a research was conducted. Thescope of the basic research was: An Assessment of Zamfara State, with Emphasis on theEducational Sector, by Corps Members. Its objective was to determine the perception ofcorps members about the state before coming for service, present impression as scored bythem, and their expectations for its future. Year: 2007. Sample size was one hundred(male constituting seventy five percent), all of whom were 2007/2008 batch A corpsmembers. Quota sampling was employed as the sampling technique while survey methodwas used. Questionnaires were filled where both open and closed (structured) form wereused. The observation of the researcher was also put into consideration.

From the analysis of the research, majority of the corps members hail from SouthEastern, South Western, and North Central parts of the country, with the followingstatistics (considering the states): Ogun (10%), Delta (10%), Kwara (9%), Imo (9%),Enugu (8%), Osun (7%). It was also the same for the state of residence: 17% reside inLagos state, 11% in Kwara, Oyo had 7%, Rivers 6%, Delta and Edo states were each 5%.

On the issue of primary assignment, it was observed that 23% teach in primaryschools while 72% are in the secondary schools. Others include the local governmentsecretariats, hospitals, tertiary institutions etc. The corps members were drawn fromBakura, Birnin Magaji Bungudu, Demba, Gusau, Kasuwar Daji, Kaura, Keita,Kwatarkwashi, Maru, Rututu, Talata Mafara, and Zurmi-of these, Gusau and Kauraproduced 30% and 37% respectively of the corps members.

The perceptions of the corps members about Zamfara state before coming for servicewere sought for. Those that had good perception only constituted just about 19%, that ofabout 48% were bad, while 21% were neutral in theirs. The rest had nothing to say or noprior knowledge about the state. Some of the perceptions are as follows:

They are good at farming. I think it was very good or functioning in terms of education. Religion criticism, undeveloped state. A state that is based mostly on religion belief. (sharia) Never knew that theres a place called Zamfara. To me, I heard so many things like: in Zamfara they cut peoples handsOn their former perception of the level of education in the state, 78% had some bad

impression, only that of just 2% were good, while 13% were fair in theirs. Some likewise

had nothing to say. Responses included: Very low standard. I though the citizenry of the state are highly educated, Is at infant stage, i.e. still growing.Some of the corps members attributed the low level of education to the fact that the

state is a developing one, while some believed it is because it is a northern state (most ofwhom were from the south).


10/26

46% revealed they sourced their information from the media, 18% from ex-corpsmembers, while 25% deduced theirs from public perception/hearsays. Other sourcesincluded presumption, emigrants, to mention but two.

Ironically most of them scored the commitment of the state government high.When asked of the factors that they feel are responsible for the present level of

education in the state some of the responses included: Lack of well trained teachers. Inadequate laboratory materials and general poor equipment in schools. Emphasis on Arabic literacy. Mingling education with religion. Non appreciation of corps members Use of vernacular to teach.On the issue of their expectation for the state in the future: An improved level of education as a result of governments efforts. Religion and other sectors co-existing without one impeding the other. Invest in industrial sector for technological advancement.Corps members expectation for the educational sector:

Have a university. An expansion in the sector through governments sponsorship and strong

educational policies. If environment remains harsh, teachers not committed, students not ready to learn

and government not giving proper concern, the system may collapse.Suggest ways to improve the educational sector of the state. Some of the corps

members had these to say: Improving the standard of living of the people of the state. Seminars and symposia on the importance of education should be put in place. A commission comprising of men of integrity, to be charged with the

responsibility of ensuring that the efforts of the government does not drip off thepipe, should be set up.

Encouraging the students by providing textbooks for them.The past perceptions of the corps members were weighed against their present

perceptions. It was observed that 42% rated the present level of education better that whatthey initially thought before coming for service, 8% expressed a worse situation, theperception of some 39% remain unchanged, while the rest could not be placed.Also weighing the level of education in their state of residence against their presentperception of the level in Zamfara state, It was observed that only 17% rated the level ofeducation in Zamfara state better that that in their state of residence (this comprisedmostly of corps members from the North Central and North Western pars of the country).58% rated otherwise. 21% rated both as the same (most of these also were corps membersfrom the North Central and North West).

ConclusionIt is evident that the assessment of corps members of Zamfara state is poor.

Unfortunately, most are influenced by what are obtainable in their state oforigin/residence. This sure will affect their productivity during the service year.

Thus the clarion call is a call to action: a call to remove prejudices, eliminateignoranceand imbibe the spirit of selfless service to this community called Zamfarastate.


11/26

2LET US LIFT ZAMFARA HIGH

Welcome to Zamfara State: the Land of Dogonyaro and CottonZamfara state was carved out of Sokoto state in October 1996. Its capital is Gusau. It

has a land area of 37,400sq km, with a population: 2,310,000. The indigenes are majorly

Hausa and Fulani.The following are the local governments in the state: Anka, Bakura, Birnin magaji,

Bukkuyun, Bungudu, Gummi, Gusau, Kaura namoda, Maru, Shinkafi, Talata mafara,Tsafe, Zurmi.

One of the peculiarities of the state is its agriculture inclination. As a matter of fact,one of the common slogans says, farming is our pride. I discovered an abundance ofNeem (dogonyaro) tree. I couldnt help but admire the ruggedness of this plant duringharmattan. To some, the plants are just a bunch of useless sticks, but actually they are


12/26

assets to the state. It was disclosed that Nigeria could earn N63 billion ($500USD)annually from the exportation of these Neem (Dogonyaro) products. According to theDirector General of National Research Institute for Chemical Technology (NARICT), Dr.Ebenezer Okonkwo, Neem has been found to be the wonder tree of 21 st century. It iscalled a wonder tree because of the great potentials it has over our everyday life. Theresno area of human endeavor you cannot find this wonder plant. It is found in agriculture,health, commerce, in building, to mention but few.

Also worthy of being mentioned is that the state is one of the highest producers ofcotton in the country.

Another peculiarity, one that made the state become, according to some of us, theland that even the angels fear to tread, is Sharia (Arabic, the way), a term that refers tothe body of laws and rules that regulate Muslim life. Indeed, they are a set of people richin religious values.

Cumulatively, the state has fared excellently well at being one of the most peaceful (itwas once voted as the most peaceful) in the country.

The people of the land are respective and considerate. One thing I also discovered isrespect for class, with no envy for the achievement of each other.

Being a developing state, it offers so many opportunities in unskilled and semi-skilledlabor. Zamfara was the first place I got to where artisans would still be working by 11pm.I know a fellow corps member who is making it big time repairing handsets. In terms ofthe level of industrialization I would refuse to accept that its industries are moribund, butrather placed it at the infant level.

Education in ZamfaraState: the Bud among Thorns!While declaring open the UBE library in Gusau, the governor once said that his

administration, in line with federal governments reform programmes and initiatives, hasrenewed its commitment to education in recognition of its importance in the overalldevelopment of any society. He said, The present administration is determined to

enhance the free basic education policy through the payment of WAEC, NECO, and National Board for Business and Technical Examination fees for all categories ofstudents studying in state government owned secondary schools. He added that Zamfarastate government has awarded a contract for the renovation of all secondary schools,including libraries, and construction of additional classrooms as well as students hostels.Presently, theres a State University Basic Education Plan. The state, according to thecommissioner for education, now understands that education is the bedrock for socio-economic and political development in any society. These no doubt sum up the resolutionof a state ready to give formal education its rightful position.

To further buttress this, the following statistics are excerpts from a publication:The 1999 Scenario Less than 50% of school age children were in school.

Enrolment of the girl child very low. Primary and secondary school building totally dilapidated. Very high adult illiteracy rate. Only one tertiary institution in the whole state. Lack of qualified teaching staff. Laboratory, library and other teaching materials lacking in most school. Zamfara was especially backward in science and teaching education.


13/26

The Primary School Scenario in 1999 Total school age population: 619, 635. Total number enrolled in school: 287,173. (43%) Total out of school population: 332, 465. (53%) Number of students with regular attendance: 172, 000. (27%)

Our Achievement in the Educational Sector (Primary Education) Rehabilitated primary school buildings. Constructed additional classrooms in many schools. Established one female focal primary school in each local government area with

free lunch as added incentive. Achieved increase in the enrolment figures:

1999/2000 287,173.2000/2001 296, 365.2001/2002 307,627.2002/2003 319,207.

Achievement in the Educational Sector (Secondary School) Upgraded 8 JSS to SSS. Established 3 specific science SSS. Reopened a number of JSS closed by previous administration. Procured laboratory and technical equipments for science and technical schools. Improved the quality of feeding in secondary school. 12 new secondary schools to be opened this year. Rehabilitated Girls Unity Secondary School Kwatarkwashi, GSS Bakura, GSS

Anka, and others.

Our Achievement in the Educational Sector (Tertiary Education and Institution) Established 4 new tertiary institutions:

College of Education, Maru. College of Arts and Science, Gusau. College of Agriculture, Bakura. College of Health Technology, Tsafe.

Improved the technical facilities at Abdu Gusau polythecnic to meet NBTEstandards.

State School of Nursing to take off soon in the state capital. 10, 458 students undergoing various courses in different tertiary institutions.

Achievement in the Educational Sector (general) Free education for all at all levels.

Free feeding for all boarding school students. (only lunch for primary schools andday secondary schools)

Improved the scholarship allowance of zamfara students in tertiary schools. Breakdown of allowance accruable to students.

Medicine N5, 000/month. Science/ Engineering N3, 000/month. Arts/Humanities N2, 000/month. Pre-Degree N1, 000/month.


14/26

Before 1999, its just N1, 000/university student/month.

There is an agency for mass education in charge of literacy programme and also thereis that of nomadic education for the dissemination of information and agricultural supportfunds to educate and sensitize the cattle-rearing nomads on grazing methods, diseasecontainment and management as well as allocating grazing areas and water holes toenable easy and stress free access to proper livestock management. This is achievedthrough the agricultural, livestock and food production projects initiative.

Despite the fact that there are a lot of challenges in the state, yet education is thriving,or rather put, beginning to thrive!

Zamfara state may not be blessed with so much natural resources as some states in thesouth, east or west; Zamfara state may not have as many companies, or skyscrapers, yetshe has rich human resources, and that her future lies in these ones; she now believes thisyoung generation is the first institution that must be built. The people now understandthat there is need for a blend of religious, moral, and educational values. They may not beas advanced yet as the east or west in terms of education, yet they have begun and this isthe most important stage. It therefore needs supporters, collaborators, and co-investors.

Every child in the state is proned to be daunted by the fear of what he or she would doin the future if he or she went to school. The thought of where would I practice if I readlaw? Would there be space for me in the hospital if I read medicine? and more, areconstant, potential interest killers to these kids. This is why it becomes inevitable toattract the children with incentives-at least for some time. Every state that has gone fareducationally definitely did something of this nature, at one time or the other.

The World Food Programme is promoting an initiative that aims to serve at least onemeal a day in schools. The idea is not only to reduce hunger but also to activate throughregular education other programs designed to prevent HIV/AIDS among youngsters. Youwill soon find out that in Zamfara state this initiative has long been, and is still beingimplemented: with three meals a day for students in the boarding schools, and one tothose in day schools. In this case, it is one of the incentives being put in place to sustainthe interest of the kids.

You cant afford not to help raise the standard of education in this state. Everythinghas and is still being put in place. The educational aspirations of the state must be met-thekids must go and continue in school! The bud indeed is beaming a universal might, let itnot stop beaming!


15/26

3UNDER THE SUN OR IN THE RAIN

Your PPA: the sun or the rainYour Place of Primary Assignment, also known as your PPA, is the organization or

establishment you are deployed to. Generally, this includes a school, hospital, localgovernment secretariat, private establishments etc.

For some on the last day on camp it will be a moment of relief while to the other itwill seem the beginning of another round of trouble. It is natural that the news of onesPPA, having been briefed on the situation of the place can dampen one psychologically.This has the potency of destroying ones service year. Most would get discouraged whenthey get to know upon reaching theirs that theres no GSM network and/or electricity.These lapses may not necessarily determine the outcome of your service year. You canstill be happy all through your time. You can still record that success you feel you would

achieve if you were deployed to a city-that one that looks like the one you came from.Three days after our passing-out from the camp I had an encounter with a fellow

corps member. He felt one becomes backward once he comes to zamfara state. Why?Because hes cut away from information. In response I told him that hes not madebackward, that being cut out only has the tendency. The ball is now in his court

The happiness or fulfillment will never come if its a goal in itself; happiness is a bye-product of a commitment to worthy causes. For instance, you can never find happiness by


16/26

reaching for happiness. If there is a spiritual experience, inner peace, sanity, serenity, joy,excitement, struggle, and above all, faith and love, happiness will not be far.

Avoid criticism. It is a known fact that no process or system is perfect. Ask the manthat loves criticism how far it has borne him. Such dont accomplish. Not long after theyfind themselves in another system they only begin to feel dissatisfied with it, criticism istheir soothing companion. Such men are never settled.

Your school may not provide the conducive environment, the authority may be non-challant in their attitude to work, even the kids may not prove cooperative to schoolwork; and these may be strictly against the no-nonsense you; yet you must not seecriticism as the tool to make them see reasons. Rather, subscribe to dialogue. Even whenyou would make your grievance fully known, dont tread the path of criticism- dontforget human ego; everyone will always want to safe his face. Criticism will only lead toresentment.

Instead, try to see if theres any flash of hope-theres always one! If only youll sitdown and think instead of brooding over the uncertainties and shortcomings in thesystem, youll come up with ideas and methods that will change things!

Learn to spend your time thinking of a solution rather than meditate on how best to

tongue-lash when next they gaffe.Develop the character in you. Develop your self control. These if given the space will

strangle attempts to criticize at any time.Lets understand that the educational sector of the state is still young and emerging.

People are hard to change. Traditions and culture must be penetrated. So dont expect anovernight change

Scholastic Animals: understanding your students.Compare the PPA, then you might want to know which creatures will be sharing your

class with you:

Scholastic SnakeIbrahim wants to get to the top, and he believes the teachers are better placed to help

him. He is good at winning his ways into the hearts of people: he greets very well, alwaysvolunteer at every beckon. However, he shows contempt for classmates. His colleaguesare not too sure about him. Though they seldom treat him with admiration, therere tracesof apprehension.

There is nothing wrong with this approach per se, as long as you will be tolerant ofjealousy, backstabbing- hes sure going to be telling you about what his mates say aboutyou, and those happening in the room of the mallam or mallama that he understands youdont like. Such student will also thrive under you if youre not a fan of diligence, prefers(vain) respect from students rather than inculcating real values.

If you use objective measures to assess your students youll discover that this sect ofstudents are not always as good as they are.

Scholastic Worker BeeSalisu is not usually interested in extra-curricular activities. It is not uncommon to

find him avoiding after-school chores, only to be found buried in his books- they disdainevery distraction from academics. He cant figure out why other colleagues dont seem toalways take their academics serious. His sluggard mates thus always feel happy to benefit


17/26

from his bookworm nature, and use his industry to their own favor. Youll find dronesflocking around him during tests or examination. Some other colleagues no doubt maydespise and dislike him particularly as he is unparalleled with and a constant reminder oftheir own deficiencies.

To help this sect, you can decide to always sit them where no one disturbs during testor examination, encouragement through your intimacy will sure go some miles.

Scholastic Monkey

Halima is a very ambitious one. She is not overbearing and is keen to learn in class,very friendly, with promising people skills; shes happiest and very productive in a groupsetting. She is good at winning her way through, but unlike the snake, she is motivated bythe need/desire for information about what the school or/and curriculum requires, andhow the group is faring rather than for personal advancement. She loves transparency,protective towards her group. Shed love to be motivated by you. Her colleagues just loveher.

Spot this student, you place her as the class rep, and you will not regret you did.

Scholastic chameleonSome will describe shehu as having a good ability and a school life balance. To other

he is nothing more than a lazy waste of space. This varied character may be traceable tohis melancholy personality. He tends to display rapt attention during class, yet he doesntalways do his assignment. Hell volunteer whenever you need one, but his class notes arenot up to date.

Such students need close monitoring. Some psychological pepping will sure do somegood. Such students need to get a life!

I conducted a research to determine the level of knowledge of secondary schoolstudents-in Kaura Namoda-on the subject of career. It also formed part of my CD project.Majority of the students it was observed knew why they come to school, had specificaims in life and desired choice of career, though most of them confessed their parentschose the career for them. Unfortunately most didnt know where they could practicetheir career. Yet it was evident in the students that there is a desire to go far educationallyif they would be encouraged.

It would be evident in some of them traits of low self-image and low self-esteem, andsincerely they have little self-confidence- inferiority complex describes them best. Thismay on the surface be attributed to their inability to speak fluently the English language.Most of them had crawled through the classes stealthily. Every child is naturally born tobe positive. Negativities abounding in their world usually make them to be who they areyears after. Therefore let your presence create the sense of (needed) release from thisseeming inadequacy- they also have assets and possibilities. Careful observation revealedthat their exhibition of seeming inferiority complex tends to be limited to while they are

in the class. Go to their hostels, on the football pitch, just watch them after school hours,and then you will see their real selves.

Let them know that to get rid of their low self-esteem they must get upon it. If thelack of self-confidence and low self-esteem is not corrected-which can be done by you-these can haunt them into adulthood.

The kids may look empty on the outside; sincerely a chunk is loaded within. Theyhave only been forced to be conservative and ordinary, in their attitude to education-theyve been turned off! Most now look as if they cannot think or learn. They have lost


18/26

belief in the process (education). Only if you can take a journey into them, you will feelthe hearts of these innocent kids crying, yearning to know. This is often displayed at thesudden flash of seeming understanding of a part or all of a subject during class. It must benoted that this is usually achieved when there is an unusual method of teaching, or anextraordinary length of time expended during explanation. It is also achieved throughlavish use of examples, especially using those easily seen around them.

Your perception of them would decide your attitude towards them. This woulddetermine your performance during your service year. You cant just afford yourperception to be darkened or remain dark.

Most of us unconsciously or subconsciously have only been comparing the kids withothers from where we came from. They might not be able to compete with those thoughbut they have themselves to compete with. Lets see them that way, treat them that way.Well sure get their best to extract. Simply put, that child cannot be the image of the oneyou know in your state, there are distinctions in personality

It is very necessary to make the children understand that a belief in God can cause achange. This especially useful for those seeming hyper olodos that you would comeacross. This is where the question of religion comes in. sincerely speaking; tolerance

would be called into play. The essence of this is not to try to inculcate a religious type,but to instill a confidence in God-a tenet of every religion. The essence is to be theconduit through which the child would learn to look up to God as a solution. If the rightmeasure and nature of faith can be instilled every child would be turned on!

To the kids, they need courage, they need faith. Your approach when you enter theclass would either retain-or increase-the fear, or reduce it. If only you will not displaythat terrorist look, even when situation calls for it, whenever you enter.

The strength most of this kids display outside school touches a nerve in ones brain.Enormous dexterity they exhibit doing chores. There is a latent energy in them beckoningto be released. Within the right mental and spiritual frame this energy can be convertedinto that needed to cope, or rather put, excel in the academics. If only you would be thepath!

You may soon discover that some of them are religiously fanatical, so much that theiracademic performance suffers. It is simply a product of mind conditioning. This onlysuggests that these same minds of them can be reconditioned to accommodate bothreligion and education. Equilibrium can be achieved without one affecting the other.

Love the children. Thats when the release of yourself to them can be natural, real,uncorrosive, thats only when you can give your best. If you can make it a point of dutyto take your time to correct every student who wrongly greets you, with smiles, they withtime will become confident in you. You could be their corper-best friend; willinglythey will offer to teach you the native language-for those who dont understand, fetchwater, amongst other offerings

When you enter the classroom change the picture you have in your mind: of a session

of you talking into the air, with no reasonable response. Instead of seeing yourselfcoming out as usual, visualize a class session between an instructor giving his best shotand a set of students rapt in their attention, striving to and achieving some measure ofunderstanding on the subject. You may have to say a word of prayer, and do somepsyching on yourself. That day may be the day theyve always dreamt of, a day theschool authority has only wished for!

You can make your students want to learn. Yes you can! Dont be tempted tocompare them, to their face, to their counterparts in other more educationally inclined


19/26

states. They too want that feeling of importance! Instead of comparing appreciate them;expose them to the need for improvement. Instead of comparing open their eyes to menand women of achievement from the north; reveal to them what would be required ofthem to get to that position. You can arouse enthusiasm in them. You can always calltheir attention to their mistakes indirectly without hurting their feelings. Be genuinelyinterested in them. If this is sincere, it will create a wave of attraction; with time each ofyou begins to pour out to each other. Interest in other people will precede understandingof them. You can begin by learning most of their names, correcting any seen display oflack of courtesy.

Make them feel among while in class. You seek their opinions, encourage them toask questions or express themselves freely.

Always begin your class in the friendliest way possible. Use examples that wouldinterest them. You may have to develop your points or base your explanation on theexamples they give, this makes them belong. Even when their illustration is out of line,wisely adjust it to suit the subject matter. Use real objects or situation to drive home your points. You may have to dramatize, emphasize, repeat, appeal before youd beunderstood.

Increase your influenceOne of the most common frustrations that you might face in the school is a perceived

inability to influence change in the school, or simply put, get result.It becomes more frustrating when expected responder seems not to be responding to

ones effort, or the system is too rigid for change; the method may be red problem.In these cases, it is often necessary to change method. Unfortunately, a lot

disempower themselves, thereby empowering the faulty method.Lets consider the Greek philosophy of influence called Ethos, pathos, and logos.

Etho. This is credibility, the faith that the school authority and the students will have inyour integrity and competence. It is the trust you inspire. You control much ethos being a

corps member (mostly in the eyes of the students). You can always get to see whoeveryou desire to see in the school. This is the foundation to be effective with pathos.

Pathos. It is synonymous with empathy. It means you are emotionally tuned into theneeds of the school and what they are trying to communicate. You may have to set up ameeting with the authority of the school, consult with students on a more personal basis,out of the class levels. You may have to present your points. Begin by presenting theirown point of view better that they would have themselves.

However, you must be opened to being influenced.

Logos. It is logic, reasoning. It is consisted in your objective, proposal, and presentation.You simply adopt your own presentation based on your increased understanding. You

may have to do this emotionally because youre not just selling an idea but striving tocause a change.

Note of warning: to have real influence, you must have credibility; you have to be productive, honest, and transparent. If you are always late, overpromising, andundelivering, you wont be taken seriously.


20/26

4

WITH DEDICATION AND SELFLESSNESSThe generality of corps members are expected to undertake on ayear-round-basis, in addition to their primary assignment, atleast one community development project in their neighborhood,individually or in groups, after due consultation with thecommunity people.

-Community Development Service (CDS)

Its not always the number of months of ones youth service but the quality thatcounts. It will be indispensable to be equipped before a journey is embarked upon.It may be helpful to be inquisitive. Sure therere teachers, and corps members already

in the school. Questions may be asked on how best to get the best out of the children.Adjustments could be made on the answers received. They could be customized withother ideas to make the process more suitable for you, at the same time not reducing theirpotency.

To the children, every corps member has a reasonable mind, something to offer: akeenness of thought. They expect one with integrity of character in excess of anythingthey had ever known.

At the onset, to get the best of your time, there would be the need to drop everyperceived negative notion of the culture, religion and sociality of the people. This no

doubt would create a psychological atmosphere where the goodness usually presentedby new culture could be enjoyed. This does not deny the fact that you may encountersome display of cultural or religious excesses. In such cases, caution would always savethe day.

With Determination, DedicationThere may be the need to set a target. Resolutions like, Im going to be the best

corps member in this school could shot you up the height embedded in it. Even if you


21/26

dont eventually get there, where youd be would still be farther than where you wouldhave been without the target.

Keep affirming that youll make the difference, and sure you will. It may not be toosoon or even recorded during your time in the school, but time will record it against you;even if no one gets to recognize it.

To be frank with you there will be obstacles. Ninety nine percent of your time in thatschool may record no sizeable amount of success. The students may prove too daft, theschool authority too lackadaisical. It may be that your last session in the school is whenthe desired goal will be achieved. Ability to always comeback after every bout of defeat,opposition, display of negligence on the part of other stakeholders required tocomplement your efforts will prove valuable. If only youll not give in to fate, or getdaunted even in the face of evident opposition. If only youll see the whole situation as anavenue to be more thoughtful and inventive in your approach and method. Wherenegative abounds grace for positive much more abounds.

Everything worthwhile accomplishing is tough and requires will, purpose, goals,stumbling, falling, picking one self up and going forward despite all setbacks, resolutelygoing forward. But the objective of getting through with that killjoy empty feeling and

substituting a fullness of joy and satisfaction is well worth all the difficulty necessary toattain it.

As you recover, keep doing what is right, trust your intuition- it is one divine asset inyou. Doing what is right in itself, even in the face of adversity, is an accomplishment. Itcreates a sense of self-fulfillment. It defeats detractors, challenges onlookers, and itmaintains a sense of peace and freedom within.

SelflessnessThe one person who most blocks you from a full, happy, and successful life is you.

So if you feel empty as many do, start by getting free from yourself as a first step tovibrant living.

Cut out of you into that child. Theres enough of you to go around no matter howmany others take a cutDont be given to hostility, whether in response to the situation of your PPA, its

location, in reaction to the attitude of the students, or borne out of resentment for theculture or religion of the place. This can even cause physical problems. Medical researchaffirmed that it can lead to not just a heart disease but also mortality.

Giving your would-be-present job all youve got is a sure way to getting to the top ofthe ladder

You may be approached, either by a co-corps member or a staff in your school to beinvolved in something. The picture may not look bad at all, the invitation without anintention to cause hurt. It might be the temptation to deviate from a principle,compromise a stand or give in to seduction. Take your time to listen to the man within

you- the real you. As long as hes not been strangled or corrupt hell definitely lead youright. Pay attention to him and you could save yourself some breath

BelievingBefore positive impact is positive believing. A thought can ruin you (which can be

imparted). But a thought can also make you (which can also be imparted).If you would like to make a landmark in the school then believe in yourself, have

confidence in your ability and goals. Likewise, believe in other people- the students,


22/26

teachers, co-corps members, and the school authority, for without helping hands noladder can be climbed. Also believe in Zamfara state which is affording the opportunity,and be a believer in opportunity itself

If only youll unlearn being a nonbeliever, say constantly to yourselves, even thoughyou may not believe it at first that you are going to be successful, if only youll constantlyreiterate, constantly assert, and constantly affirm the believing attitude. If only youllkeep on believing: to every disadvantage there is a corresponding advantage. Oppositestill attracts!

You will sure achieve much if you will go against your habitual thought patternsduring this service year. Never be blind to your assets because thats when you will beable to see possibilities. Be ready to be dissatisfied with routines: go to class, observeyour session, and back to your lodge (or house) at the end of the day. You must be readyto slant up, resolute to perform today than the previous one.

In his book The Greatest Risk of All, Walter Anderson makes this significantstatement:

Be assured, it is not possible for human beings to be empty vessels. No person whohas ever lived has been an unbeliever, despite what they may argue. Everyone believes in

something. It might be God or not God, manifest greed for money or power, a career or afriend, science, a principle-something. Whatever it is we place before our lives is whatwe turn toward.

Choose what you believe.We need to remember that the wise God put us here to help that suffering child. We

are His hands, His feet, His voice. And we can choose to believe this or not. Theres nosuch thing as unbelief. For we all believe in something. Either we believe in love, virtue,and hope. Or we believe in hate, evil and hopelessness

Many of the responses youd receive upon your inquisition are those borne out oftruth, bias, and resentment, to mention but few. This is why you might have to weigheverything through observation, let time tailor them, before you make your conclusion, soagain: choose what you believe.

Ensure you belief is undergirded by a solid trust in the help of God. Fight everyattempt to want to achieve with vices-cutting corners.

There will also be the need for you to stop thinking only of yourself as a priority.Drop that I must make it big time goal as your only objective. Be flexible but notgullible.

Persistence too will prove indispensable.

And a bit of EnthusiasmEnthusiasm is one vital element that you cannot afford not to have if you have to be a

successful believer it must be possessed in abundance. You will sure need it in meetingresponsibilities, in succeeding on the job, and in solving daily problems

When you get enthusiastic, your entire personality gets lightened up. You become bolder, more courageous-kindling confidence. Your mind becomes sharper, moreintuitive; your entire life force and creative ability are enhanced. Then you are motivated,and sure you can make an impact!

Always be optimistic and never let the fire of enthusiasm die!In summary, you have a choice. You can resign to fate, pitch your tent in the camp of

routine, looking forward to POP, or the next time youll travel. You can decide to livenup, invent new methods of handling issues in the school, and create ideas to move the


23/26

community forward. You can even use the time to learn one or two things, perhapspeculiar to that part where you are deployed but not common where you come from. Whoknows you may be the promoter of another culture, or the pioneer of a business, orcustodian of apprenticeship when you get back to your state of residence.

5ZAMFARA IS OURS, ZAMFARA WE SERVE

BEQUEATHED TO YOUBequeathed to youIs this land;

Left by people,Who in it once passed time.

Some left streaks of scar.Some did smudge;Some gave blisters-The land they never loved.

Some served, with no traceLeft behind;But others laid

Sure paths that lead to life.

Bequeathed to youIs this land;Yearning for you:A true touch of your hands.

femi osho

Corps members are to be an embodiment of Service andHumility in line with the NYSC motto. They are to be above in

everything.-general national service information, Hints on NYSC to

prospective National Youth Service Corps members

Zamfara state is really beckoning for co-visioners to the government; it is calling forco-facilitators in the development process. The efforts of the government must becomplemented: it cannot do it alone.


24/26

The state needs to move with the pace of the computer age, and so she needs wheels.You are the tools necessary to build and make this wheel work; you are the grease thatwould lubricate the clogs against the movement of the wheels.

Their educational pedigree is still young. Thus there is need for people who will bepartners in progress in the educational sector- and others. The students need motivators,encouragements; they need models, someone to encourage them that they can be the nextdoctor, engineer etc after you-they need investors into their future. Your attitudes may bethe altitude for a morale booster. You may be the model through whom the paths of theirfuture dreams would be remodeled. Theres a measure of motivation, instruction, andimpartation that would be required to cause an ignition in that student, your contributionmay become the last straw, or the beginning of the process. However, it has its ownquota.

We made a vow to serve Nigeria (which is also consisted in Zamfara state) withdedication and selflessness. The clarion call therefore is to build up an institution ofdevelopment-oriented minds; to inculcate into the heart of every child in this state: in theschools the belief that Zamfara state can be a fountain of intellectual minds.

You could be the skyscrapers that will spur them to want to study to any height,

without incentives. You might be the model whose educational height they would want toattain regardless of whether there is a physical structure to eventually exhibit all theywould acquire. This is the charge to obey the clarion call; to lift our nation high, underthe sun or in the rain, with dedication and selflessness.

This is a test of management-of humans in this respect. It is a test of what our attitudeto lifes challenges and opportunities will be. In the same vein, it is an opportunity toinvest in human resources, invest in the educational sector of this country, invest in thefuture of this state, and invest in lives! I think it is a privilege for me and you to be part ofthe educational history of this state.

When a soldier goes to war, he goes to serve, protect, preserve a course, practicaliseall hes learnt-he defends his uniform! This is a chance. You can scribble your name onthis sand of history!

Zamfara is yours, Zamfara is mine; zamfara is ours


25/26

EPILOGUE

On the door of the office of the commissioner for education, Zamfara state, I sawsomething that my eyes couldnt avoid. It says:

If you are planning for one year plant rice. If you areplanning for five years plant a tree, but if you areplanning for the future you educate the child.

My principal made a statement while addressing the students on the assembly ground.It was precisely on October 8th, 2007, a slightly cold day. The truth of the statement wasvery much evident while he spoke. He said, The government is serious about qualitativeeducation.

The question is: would you love to begin a remarkable difference in that school,where youd be deployed? If yes, then youll have to sign up to be a gimper. A gimper issomeone who always does a little more than whats required or expected. Be a gimperand the miniprofile of your exploits will never erase from history. That little difference ofyours sure will make a great deal of difference. So change your world for the better-signup-and youre positioned perfectly to change the school, and the state; and the country;and the world!

A remarkable change can happen in that school any day. Be ready for it. I challengeyou to be what you can be what you should be!

Yours faithfully,OSHO OLUWAFEMI.ZM/07A/0857


26/26

Its not always the number of months of ones youth service but thequality that counts Cut out of you into that childA remarkablechange can happen in that school any day. Be ready for it. I challengeyou to be what you can be what you should be!

Osho Oluwafemi

this one written by Osho Oluwafemi ZM/07A/0857 on education inZamfara state is a must read by the prospective corps members andserving corps membersThis book is indeed a good manual for allcorps members and corps employers. Mr. Ogbu, Abu E.,

Asst. Chief Inspector, NYSC, Zonal Office, Kaura Namoda

Oluwafemi Osho hails from Ose local government in Ondo state. A graduate of

Mathematics/Computer Science, from the Federal University of Technology, Minna, Niger State. Apart from being a system analyst/computer programmer and amathematician, he is also a poet, writer, loves inventing ideas, and talented with goodanalytical and motivational skills.

His vision is to serve his generation, and pave way for those to come, with virtues and

ideas. He is a firm believer in the future of his country, Nigeria, the richness of herhuman resources-particularly her young generation.

a sprouting bud among thorns

Documents