nnadozie prince chino personal cds

1

A

DOCUMENTARY

OF

PERSONAL COMMUNITY DEVELOPMENT

SERVICE

BY

NNADOZIE, PRINCE CHINONSO

(NYSC State Code No: OS/12B/1292)

(CALL-UP NO: NYSC/UPP/2012/139186)

AT

ILESA, OSUN STATE, NIGERIA

DECEMBER, 2014

2

All correspondence to:

Address: Nnadozie Prince Chinonso,

C/o Professor E. J. Okereke,

Department of Banking and Finance,

Faculty of Management Sciences,

University of Port Harcourt,

P.M.B. 5323 Choba,

Rivers State, Nigeria.

E-Mail: [email protected]; [email protected].

Tel: +234 (0) 806 110 4979, +234 (0) 813 717 2517

NOTE:

This documentary is on personal projects carried

out by Nnadozie Prince Chinonso during his one

year National Youth Service in Ilesa, Osun State

of Nigeria with a view to achieving Millennium

Development Goals (MDGs) in the area.

3

THE PROJECTS ARE:

PROJECT 1:

Awareness/Sensitization of Primary and Junior Secondary School pupils in 15

schools of Ilesa-West L.G.A, Osun State on the need for hygiene practices;

inculcating good morals and fear of God in them, and letting them know their

supposedly roles to achieving the MDGs.

Donation of stationery and waste-bins to schools visited.

PROJECT 2:

Establishment of MDGs club in Methodist High School, Ilesa (MHSI).

Training of 50 pupils on MDGs – Family and Community Life Reorientation (FACOR).

Training of pupils on skills acquisition: wire-works (bids, bangles, earrings, and

necklace making); hair cutting; hair making/dressing; and computer (desktop

publishing and computer engineering).

Empowerment of trainees with some work equipment.

PROJECT 3:

Renovation of 22 years old abandoned Home Economics Laboratory/Staff room

building at Methodist High School, Ilesa.

PROJECT 4:

Visitation to Special School for the Handicapped, Ilesa (SSHI) with toiletries, food

items and stationery.

Encouraging and teaching the ‘Disabled’ hygiene practices and good ways of living.

4

Launching a platform for potable water supply in SSHI.

PROJECT 5:

Organizing Corps members for sanitation exercise in markets.

PROJECT 6:

Organizing a Seminar for Corps Members on skills acquisition and Curriculum Vitae

(CV) making

PROJECT 7 (Group project):

Printing and Distribution of Customized MDGs Exercise books to ten public schools

in Ilesa – West L.G.A, Osun State.

Encouraging pupils on the need for punctuality to school.

5

Dedication

To

The man behind the scene;

Prof. Emeka Okereke

Whose shoulders supported me to

Becoming what I am today,

To

High Chief Richard Egbule

&

High Chief Tony Chukwu

For

Their exemplary leadership to the great people of Mbano, Imo State of Nigeria.

6

EXECUTIVE SUMMARY The Personal Community Development Service of my PROJECT 1 kicked-off on September 4, 2012, a day after it was approved by the National Youth Service Corps (NYSC) State Coordinator, Dr. (Mrs.) Mojibola Eboagwu. Starting from the kick-off date to September 25, 2012 was for visitation to community stakeholders which was aimed at getting their support for the project. After spending quality time and holding discussions with them in their various schools, they wholeheartedly welcomed the project because they believed that the project would go a long way to bringing a meaningful development to the nation and instilling discipline into young people. A total of 15 schools (4 primary schools, 9 Junior Secondary Schools, and 2 primary/secondary schools) were visited. Over 3, 782 pupils participated fully in the program. During the program, pupils’ lives were affected positively. Bad societal norms, evil practices, and individual bad behaviours were changed. The program facilitated structural change within the communities; and provided sense of ownership. The members of staff of each school visited were not left behind as they too learnt one thing or more that re-shaped their lives. This is evidence in the Head of Languages Department of Ogedengbe School of Science, Mrs. Senge Raliat’s report that “The project delivered by Corps member was educative, very interesting; the teachers learnt from it too”. Millennium Development Goals numbers 2, 6, 7, and 8 were achieved during the awareness/sensitization program in schools. In PROJECT 2: A total of 50 pupils: 22 males (44%) and 28 females (56%) participated in both the FACOR and skills acquisition program. Their ages were from 5 – 15 years. 20 pupils (25%) were trained on wire-works (bids, bangles, earrings, and necklace making); 22 pupils (27%) on barbing; 5 pupils (6%) on hair making/dressing; and 34 pupils (42%) on computer training (Desktop publishing and Computer Engineering). In order to support the trainers on their skills acquisition, three (3) outstanding pupils were given one hair drier each; 6 pupils received one hair clipper each; 20 pupils received one computer manual each while all the 50 pupils received certificates of honour for their participation in the program. In PROJECT 3: The building that was abandoned for 22 years received a wonderful new look after it was renovated. “Home Economics/Food and Nutrition education in MHSI can now start again” as happily stated by the vice Principal of Methodist High School, Ilesa. Measures like setting-up disciplinary/maintenance committee were put in place to ensure maintenance of the building in time to come. In PROJECT 4: About 56 students were in attendance during my first visit to Special School for the Handicapped, Ilesa. The students were very happy for my coming even as they prayed for me and my supporters. The lives of the students were positively affected as I inculcated in them the importance of hygiene and good ways of living. Emphasis was laid on the need for them to brush their teeth everyday; and the consequences of not brushing their teeth, not keeping their environment clean, not abstaining from pre-marital sex, etc. MDGs 1, 2, 6, and 7 were achieved during my visit to the school. To accelerate progress towards the MDGs, I also embarked on lobbying some of the Philanthropists in the area to help assist the government in providing potable water to the physically challenged students. In PROJECT 5: The markets were kept clean and the traders came out fully to participate in the exercise. This was followed by a Town Hall meeting at Oloruntedo Quarters to educate villagers on the need for sanitation. Goals 6 and 7 of the MDGs were achieved during the program. In PROJECT 6: Fellow Corps members were taught on the need for self-reliance, how to write business proposals, and prepare Curriculum vitae (CV). In PROJECT 7: 1000 Pupils that came to school early on/before 7:30AM were given one MDGs customized exercise book each as an encouragement for their punctuality to school. Aside from other non-captured costs of some items, A total sum of Seven Hundred and Thirteen Thousand, Four Hundred and Thirty-Five Naira (N713, 435) was spent in the course of the project delivery.

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The Commissioner for Youth, Sports and Special Duties Osun State, Hon. Stephen Kolawole Balogun, with the NYSC State Coordinator, Dr (Mrs) Mojibola Adeola

Eboagwu presenting the Osun State Government Honours Award on behalf of the Executive Governor of Osun State, Engr. Rauf Aregbesola (June 06, 2013).

8

The Osun State Government NYSC Honours Award Presented to Nnadozie Prince (OS/12B/1292) by Hon. S. K. Balogun, the

Commissioner for Youth, Sports and Special Duties, Osun State on behalf of the Executive Governor of Osun State, Engr. Rauf Aregbesola, in recognition of his outstanding service to the State (June 06, 2013).

9

The NYSC-Millennium Development Goals Community Development Service Award Presented to DKF Nnadozie Prince by NYSC-MDGs Chapter, Ilesa-West LGA, Osun State (June 04, 2013).

The NYSC-Millennium Development Goals Advocacy Project Award Presented to Nnadozie Prince by NYSC-MDGs

National Project Coordinator, Nigeria.

10

TABLE OF CONTENTS

Project 1…………………………………………………………………………………………….. 11

Project 2…………………………………………………………………………………………….. 65

Project 3…………………………………………………………………………………………….. 98

Project 4…………………………………………………………………………………………….. 122

Project 5…………………………………………………………………………………………….. 139

Project 6…………………………………………………………………………………………….. 151

Project 7…………………………………………………………………………………………….. 162

11

PROJECT 1

12

A

PERSONAL PROJECT REPORT

ON

AWARENESS/SENSITIZATION OF PRIMARY AND JUNIOR

SECONDARY SCHOOL PUPILS IN 15 SCHOOLS OF ILESA-WEST

L.G.A, OSUN STATE, NIGERIA

ON THE NEED FOR HYGIENE PRACTICES

MORAL EDUCATION

MILLENNIUM DEVELOPMENT GOALS (MDGs)

THE EXPECTED ROLES OF PUPILS TO ACHIEVING THE

MDGs

DONATION OF STATIONERY AND WASTE-BINS TO

SCHOOLS VISITED.

BY

NNADOZIE, PRINCE CHINONSO

(DEVELOPMENT KNOWLEDGE FACILITATOR, DKF)

OS/12B/1292; NYSC/UPP/2012/139186

OCTOBER, 2012

13

DEDICATION

To Almighty God who is my motivator on the service-field, a personal source of

encouragement and strength, and a cause for my passionate commitment to the service

of my Fatherland.

To thousands of optimistic pupils of Ilesa-West schools whom I had the privilege and

opportunity to teach and inspire to strive to reach the ladder-top of excellence, propelling

them to become all they were born to be. Indeed, in them there is hope for Nigeria!

To every Corps member who is truly offering altruistic service to the nation, who believes

that greater things are yet to come and they themselves will help bring them into being.

14

ACKNOWLEDGEMENTS

This project wouldn’t have come to fruition without the selfless service of National Youth

Service Corps (NYSC) officials in Osun state led by the State Coordinator, Dr. (Mrs.)

Mojibola Adeola Eboagwu whose passion for service have left a legacy to motivate me

and my colleagues. I am really grateful!

I am most grateful to Ordu Jerry Melariri, my fellow Corps member who stood by me in

the rain and sun, ensuring that this project is successfully brought to a completion.

Adams, Ozioma, Innocent, Chimene, and Corps members whose place of primary

assignment was in Methodist High School, Ilesa, I appreciate you for your love, care and

support. Three hearty cheers!

My thanks go to my MDGS orientation facilitators: Mr. Akwa Labaris and Sunday Oshase

for their quality training and opportunity given to me to serve as the NYSC/FACOR (Family

and Community Life Reorientation) secretary in camp.

15

1.0 INTRODUCTION

Nigeria, the giant of Africa and the most populous black nation in the world is a blessed

country with about 170 million people. Among the populace is a large number of children

between the ages of 5 and 14 years. This age bracket represents a window of opportunity

for a better Nigerian society with sound moral values and quality leadership.

The project 1: Awareness/sensitization of Primary and Junior Secondary School pupils in

Ilesa-West Local Government schools started on September 4, 2012 and ended on

October 11, 2012. The project came at a time when moral values were rapidly

deteriorating in our society. It became an avenue through which messages were

conveyed to young people of Nigeria; shaping their lives positively in conformity with the

achievement of the MDGs. For instance, it is observed that out of fifteen pupils of ages 5

to 15 years in Ilesa-west primary/secondary schools, two have tasted or taken alcoholic

drinks before; and one out of thirty pupils have excessively taken alcohol. It is also

observed that within the stated age bracket above, one out of twenty-eight pupils have

once engaged in premarital sex or caressed.

Over three thousand seven hundred and eight-two (3,782) pupils were sensitized on

MDGs; and they were all educated on values that will bring national development and

sustainability. At the end of every meeting, pupils were asked questions and they in turn

asked theirs. Lives were transformed to the better through the program. Children were

taught that “a good education will teach one much about how to live than how to earn a

living; that schooling is just for a period of time, while education is a life time experience

that doesn’t end in the four walls of higher institutions; and that to do nothing is a way to

be nothing”.

16

Strategies in this NYSC/MDGs advocacy project involved the use of colored/digital charts,

motivational materials, and discussions to drive in the much needed values into pupils.

Presentation of stationery (biros, pencils and books) and refreshments (biscuits and

sweets) were given to pupils as a way to encourage them and thank them for their

participation. Some of the schools received books: ‘Reach to Infinity’ – a motivational

book I authored, and exercise books; chalks, packets of pen/biros and waste-bins. The

reason for donation of the motivational books to the schools was to ensure that every

pupil benefits from its contents; as the book would be kept in their school libraries where

every child can have access to reading it.

During the exercise, most of the school teachers benefitted from the program as they

testified and blessed me for bringing to their school what they called, Long awaited

program.

However, I encountered some challenges such as financial challenges and

discouragement from corps members during the period of project delivery. Although, as I

proceed on the project, I won over those challenges even from those coming from my

fellow Corps members – who tried severally to discourage me from continuing the

realization of my God-given project.

2.0 OBJECTIVES

To impact knowledge on pupils on the need for hygiene practices.

To re-orientate and imbue a Nigerian society with the right values.

To heighten young people’s and other community members’ awareness of issues

critical to national development.

17

To help pupils know their supposedly roles to achieving the MDGs.

To achieve MDGs

3.0 MATERIALS

The materials used includes: notification letters to stakeholders; colored/digital charts, a

motivational book – “Reach to Infinity”, stationery - biros, pencils, chalks and exercise

books; waste-bins/baskets, refreshments (biscuits and sweets), and assessment report

papers.

The charts contain pictures bearing the following information:

1. Don’t hawk around.

2. Listen attentively to your teacher.

3. Exercise your body.

4. Plant trees.

5. Stop cutting down trees.

6. Stop burning refuse and bushes.

7. Sweep and tidy your environment regularly.

8. Drop refuse into the waste-bin.

9. Stop drinking alcohol.

10. Stop smoking.

11. Stop illicit relationship and behavior.

12. Take bath regularly.

13. Wash your hands with soap and clean water.

14. Wash your school uniforms.

15. Brush your teeth everyday.

18

4.0 METHODS

In carrying out this project, strategies were used to ensure that effective results were

achieved.

Firstly, I met the stakeholders of different communities where I presented my letter of

notification, informing them when I would visit their schools. The date and time of some

schools were unanimously rescheduled to ensure participation of pupils and members of

staff. I engaged the stakeholders with discussions targeted at supporting my idea and

accepting the project.

During the implementation process, I observed the rules of effective communication:

1. I made sure I used a comfortable classroom setting.

2. I attracted the audience attention by employing various participatory methods

such as the introduction of a story and songs; and the use of charts.

3. I made sure that I was audible enough for the pupils to hear my message.

4. I kept my words short/simple and sensible.

5. I delivered my message by first introducing myself and telling them the meaning of

MDGs and its 8 goals; and their supposedly roles expected of them to achieving

MDGs.

6. I asked pupils questions and also, they asked me questions.

7. I presented gifts (biros and pencils) to pupils, especially those that answered my

questions well; and in agreement with their Principals/Heads shared biscuits and

sweets to all pupils to encourage them for their participation.

19

8. I also presented gifts (exercise books, motivational materials, packet of biros,

chalks and waste-bins) to schools for their support and acceptance of this

sensitization program.

5.0 RESULTS OVERVIEW

The CDS project kicked-off on September 4, 2012 a day after it was approved by the NYSC

state coordinator. Starting from the kick-off date to September 25, 2012 was for visitation

to community stakeholders which was aimed at getting their support of the project. After

spending quality time and holding discussions with them in their individual schools, they

wholeheartedly welcomed the project because they believed that the project could go a

long way to bringing a meaningful development to the nation and instilling a culture of

discipline into pupils.

A total of 15 schools (4 primary schools, 9 Junior Secondary Schools, and 2

Primary/Secondary Schools) were sensitized. Over 3,782 pupils participated fully in the

program. The schools are shown in Table 1.

Ogedengbe School of Science has the highest number of pupils, about 456 pupils that

participated while Pre-varsity Education Centre recorded the least number, with 60

pupils.

At the end of presentation in every school visited, four (4) assessment report papers

were given to the Heads/staff present during the project delivery to fill.

,,,

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The awareness/sensitization program ended on the 4th of October, 2012 at Betgad Group

of Schools, Ilesa where the proprietor/principal of the school, and Executive Secretary of

Obokun Local Government Area, Rev. Gbola Oguntoye was in attendance. Please see

some of the action pictures below.

During the program, pupils’ lives were affected positively. Bad societal norms, evil

practices and individual bad behaviours were changed. The program facilitated

structural change within the communities; and provided a sense of ownership.

The members of staff of each school were not left behind as they too learnt one thing or

more that re-shaped their lives. This is evidence in the Head of Languages Department of

Ogedengbe School of Science, Mrs. Senge Raliat’s report that, “The project delivered by

Corps member was educative, very interesting; the teachers learnt from it too”.

Millennium Development Goals numbers 2, 6, 7, and 8 were achieved during the

awareness/sensitization program in schools.

A total of Seventy-five thousand seven hundred and thirty naira (N75,730) was used to

execute the project (Please see Table 2 below).

21

TABLE 1: Showing the Names of Schools Visited, Number of Pupils Sensitized and Date

of Sensitization

S/N SCHOOLS VISITED IN ILESA-

WEST L.G.A

NATURE OF

SCHOOL

NO. OF

PUPILS

SENSITIZED

DATE

OF

VISITATION

1 Methodist High School 1 Junior Sec. 275 26/09/12



4 N.U.D Primary School Primary 168 27/09/12

5 Rose of Sharon Int’L School Primary 100+ 27/09/12

6 African Church Grammar

School

Junior Sec. 350 27/09/12

7 Ogedengbe School of Science Junior/Snr Sec. 456 28/09/12

8 Holy Trinity Primary School Primary 330 04/10/12

9 Arimoro High School Junior Sec. 70 04/10/12

10 Pre-Varsity Education Centre Primary/Sec. 60 08/10/12

11 Ife-Oluwa C & S Commercial

High School

Junior Sec. 450 09/10/12

12 Ajimoko High School Junior Sec. 180 10/10/12

13 Ireti-Ayo Community Primary

School

Primary 150 11/10/12

14 Aromolaran Grammar School Junior Sec. 247 11/10/12

15 Betgad Group of Schools Primary/Sec. 400+ 11/10/12

TOT 15 3,782+

22

Figure 1: Showing Schools and Number of Pupils present during the Sensitization

Program at Ilesa West LGA, Osun State.

0

50

100

150

200

250

300

350

400

450

500

Nu

mb

er

of

Pu

pil'

s Se

nsi

tize

d

Schools visited

23

TABLE 2: COST ANALYSIS

S/N

DESCRIPTION OF ITEMS

UNIT

UNIT COST

(N)

TOTAL COST (N)

1 Printing of notification letters 20 70 1,400

2 Photocopy of letter of introduction 20 10 200

3 Printing of colored digital charts 1,000 15 15,000

4 Motivational material – “Reach to

Infinity”(Authored by me)

30 650 19,500

5 Stationery (biros, pencils, chalks &

exercise books).

- 9,020 9,020

6 Waste-bins/baskets 10 620 6,200

7 Printing of assessment report 2 70 140

8 Photocopying of assessment report 60 10 600

9 Refreshment (biscuits and sweets) - 10,000 10,000

10 Transportation - 5,000 5,000

11 Final report preparation - 8,670 8,670

Total

75,730

24

6.0 BRIEF ANALYSIS OF CHARTS

Chart One: Don’t Hawk Around

Here, I was able to talk to the pupils about schooling and the benefits of learning how to

read and write. I told them the possible side effects of hawking around. Early marriage,

unwanted pregnancy, abortion, kidnapping, child abuse (rape/sexual or verbal abuse),

child labour, and dropping out of school may be the possible negative outcomes. I told

them that a man or a woman that is educated is capable of becoming a great person. I

asked them, if they wanted to become great in life; and they all responded “Yes!” I then

advised them to take their lectures/education serious because education is the engine

room of personal development; it’s through it that the daughter of a peasant can

become a doctor, that the son of a fisherman can become a minister of the federation;

that a child of a farm worker can become the president of a great nation. I used the case

study of President Goodluck Jonathan, a man from a poor background who later

became the President of Nigeria to buttress my points.

Questions were asked by pupils. Of course, almost all the pupils of the 15 schools I

covered asked, “Should we disobey our parents, if for instance, they asked us to go and

hawk goods to raise money for our school fees?” I answered by quoting the scripture,

Ephesians 6 vs. 1 – 3 which says, “Children obey your parents in the Lord, for this is right.

Honor your father and mother; which is the first commandment with promise; that it may

be well with thee, and thou may live long on the earth.” I advised them to obey their

parents always because every good parent will want the best of their children. But in a

situation in which a child is subjected to hawking around, the child should let the parents

know the implications of hawking. I reminded them that in Nigeria education is free for

25

all, from primary school level to secondary school level. In that case, no child should

have an excuse why he/she did not enroll in school. I also told them to tell their parents

to enroll any of their siblings at home in school.

Chart Two: Listen Attentively to Your Teacher

Paying attention to a teacher will not only instill moral values in pupils but also it will

create a conducive ‘noiseless’ atmosphere where pupils can grab useful information from

the teacher. I beckoned on the pupils to keep and maintain a noiseless classroom or any

place of learning to be able to achieve universal basic education. I tasked them on the

commitment to achieving the MDGs; that these goals are their goal. So they must be part

of the vanguards to achieving them.

Chart Three: Exercise Your Body

Exercising the body is a way to keep the body fit and healthy. I told the pupils that when

one exercises ones body, blood will circulate well in the body through the blood vessels

and organs. I asked them the ways in which we can exercise our bodies. And they said,

“By running, playing football, swimming, taking a walk, etc.” I urged them to keep on

exercising their bodies more especially, during recreation/sports periods in school.

Chart Four: Plant Trees; and

Chart Five: Stop Cutting Down Trees

Many a time, I wonder how the world would have become without seeing these beautiful

creatures of God – trees. As an ardent advocate of conservation and pollution-free

26

environment, I urge pupils to plant trees in their domain. I told them the importance of

trees in our environment; that trees:

1. Serve as a shade and protects one from direct sunlight.

2. Such as flowers, trees make the environment beautiful.

3. Reduce the carbon (iv) oxide (air pollutant) present in the atmosphere. As under

the Kyoto Protocol (1997), afforestation and reforestation activities have been

undertaken as measures to cut down the carbon emission in our atmosphere

considering the fact that plants make use of carbon (iv) oxide, and by this act of

absorption by plants, we can overcome the challenges posed by global warming.

I equally told them the negative effects of cutting down trees:

1. It causes erosion – where the top soils that contain manure in our farms are being

carried away by torrential rainfall. As a result, the farm crops will not grow well or

produce good yields.

2. It causes climate change (global warming).

3. Continuous cutting down of trees will lead to extinction of some important trees.

Chart Six: Stop Burning Refuse and Bushes

Burning of refuse and bushes is an act that causes air pollution. The WHO (March, 2012)

reported that about 7 million people die each year from causes directly attributable to air

pollution. Cities around the world with high exposure to air pollutants have the possibility

of people, especially children living within them, to develop asthma, bronchitis,

pneumonia and other lower respiratory infections as well as lung and heart diseases.

27

<Hence, this project brought to the foreknowledge about the effects of bush/refuse

burning. The pupils were caught young, as I turned them to crusaders of environmental

protection and sustainability.

However, among the effects I taught them include the following:

1. It brings pollution of the ecosystem.

2. It kills soil microorganisms (microbes) that are beneficial in agriculture.

3. It exposes soil to erosion.

4. It reduces/destroys soil structure.

5. It leads to loss of soil fertility (i.e, destroys soil nutrients).

6. It leads to migration and disappearance of some organisms/games.

Prior to these facts, I advised the pupils to always take refuse out to where

municipal/Local government sanitation workers can collect them and take them to where

they would be degraded.

Chart Seven: Sweep and Tidy Your Environment

There is a saying that says, “Cleanliness is next to godliness”. This was the information I

passed across to pupils. I told them the need to tidy their environment (in school and at

home) always in order to maintain healthiness.

I also beseeched them to cut down grasses within their surroundings, dispose properly

tins and trash cans, empty containers with water, pour into gutters oils like kerosene, and

spray insecticides. All these measures were aimed to eliminate insects like mosquitoes

and their breeding sites.

28

Chart Eight: Drop Refuse Into The Waste-Bin

Waste, garbage, trash, junk, debris, and refuse are all the names given to that “stuff” that

are no longer useful in its current form. In a contemporary society, many of the items

used daily are designed to be used and discarded.

Today, throughout Nigeria, solid waste litters are a major issue. Indiscriminate disposal

and dumping of solid waste such as biscuits or ‘gala’ packs, pure-water sachets, and

others on the floors of our Primary and Junior Secondary Schools have been a common

practice by pupils. At the back of most school’s classrooms are the major dumping sites

for collected waste products. Apart from various diseases, harmful microorganisms and

toxic conditions inherent in and derivable from waste products, the presence of waste

degenerates the aesthetic value of the environment.

In my quest to inculcate good moral values into pupils, I told them that, If you litter

waste, you waste your education. Subsequently I asked, Do you want to waste your

education? In response, they all shouted “No!”

At the end, the pupils promised not to litter the environment again. Accordingly they will

onwards drop refuse in waste-bins. In fact, they thanked me for the ready available waste

baskets.

However, some of the pupils complained bitterly that in their school, they rarely see a

waste-bin – in which to drop the refuse. On that note, I urged them; peradventure there

29

is no available bin, to endeavor to drop it in any approved dumping site around their

vicinity.

Chart Nine: Stop Drinking Alcohol; and

Chart Ten: Stop Smoking

In most schools I visited, just before I started talking on the above mentioned topics

(Chart 9 & 10), I asked pupils of their ages and found out that they were between the age

of 5 and 15 years. I enquired whether or not they have taken alcohol since they were

born. Amazingly, one-third of the pupils raised their hands in affirmation of the fact that

they had taken hard drinks. Consequently, I admonished them to stop drinking alcoholic

drinks because alcohol is a psychoactive substance and when taken by a person, can

affect a person’s central nervous system, perception, mood, cognitive or mental

function/learning ability, behavior or motor functions.

Some of the alcohols such as beer, spirits, and home-brew were let known to pupils so

that they will avoid taking them. I also let them know that it is not good to smoke; that

those who engage in it can suffer insanity, respiratory infections (such as asthma, and

bronchitis); immuno-suppressions, etc. I let them understand what drug abuse is - as the

use of illegal drugs not prescribed by a physician. I reminded them the saying that,

Smokers are liable to die young. Hence I asked them: “Do you want to die young?” They

responded, “No!” I continued, “When you grow up, don’t do what…?” ‘Smoke’, they

replied. I then listed a number of substances people smoke or take that is injurious to

health. They include; nicotine: cigarettes, tobacco, snuff; cannabis: marijuana, ganja, we-

we, weed; stimulants: cocaine; opioids: heroine, morphine, opium; depressants: sleeping

30

pills e.g, diazepam (valium 5). I also informed them on the ways by which these

substances are taken into the body; and factors that can lead to drug abuse.

Chart Eleven: Stop Illicit Relationship and Behavior

It’s heartbreaking to see young people misbehave and indulge themselves in acts that one

may least expect from them now. This behavioural display, such as touching of fellow

young people’s genitals and passionately kissing their mouth or cheeks were learnt by

association. Some young people thought that it is right to kiss anybody because according

to one of the pupils at Betgad Group of Schools the holy Bible says in Romans 16 vs. 16 –

that we should greet one another with an holy kiss. I then asked her, “How many people,

including your teachers have you greeted with an holy kiss today?” ‘How do you know an

holy kiss and unholy kiss?’ She couldn’t reply me. I further advised pupils not to engage

themselves in kissing or touching their peers’ genitals. I gave them a number of reasons

why they should not do so. The reasons include:

1. Kissing can lead to the contraction of diseases from a person that is infected with

a deadly pathogen such as the Ebola Virus. In addition, when the mouth is

wounded or teeth gums are bringing out blood, there is possibility of being

infected with a contagious disease. However, I declared to them that when they

grow up and get married, they can kiss their wife or husband. It’s also important

that before one gets married one must undergo blood testing in hospitals to check

if one of the partner’s is affected by any disease or not; and to check their blood

groups for compatibility.

2. Touching one’s genitals can introduce microorganisms on someone’s hands;

which when used to eat unwashed can cause harm to the body system.

31

3. What the Bible meant in Romans as stated above is that people should love their

fellow human beings, care for them and treat everyone equal. Not by actual

kissing.

Chart Twelve: Take Bath Regularly

Chart Thirteen: Wash Your Hands with Soap and Clean Water

Chart Fourteen: Wash Your School Uniforms; and

Chart Fifteen: Brush Your Teeth Everyday

Microorganisms (germs) live everywhere – in water, air, soil, surface of objects, and in/on

living organisms. Majority of these microorganisms are harmful to humans. Since

microorganisms have been revealed on fomites, it is clear how these surfaces can be

potential source for cross-infections, and transmitting microorganisms.

Undoubtedly, many pupils greet their colleagues or friends by handshake. It is through

shaking of hands that diseases can also be transmitted from one person to another.

Therefore, I urged pupils to wash their hands, clothes, and bath with soaps/sanitizers and

clean water; that it will limit the incidence rate of microorganisms; that failure to wash

their hands before eating foods will cause microorganisms to enter their body system and

cause harm. Besides, when they failed to brush their mouth before eating, germs or

biofilms that live on the teeth will move into their body and cause disease. I also advised

them to wash their hands with soap and clean water after making use of the toilets to

avoid contracting and spreading a disease like cholera.

32

7.0 CHALLENGES ENCOUNTERED DURING PROJECT EXECUTION

It is certain that in any project work challenges abound but it’s through these challenges

that one can achieve success.

The challenges I encountered in the course of this project include:

1. Financial challenge: The people I met in the council area for sponsorship,

despite their earlier promises to support the project, failed to fulfill their

promises. Obviously, as a young entrepreneur and ardent believer in service I

did not despond; hence I sponsored the project with little assistance from

friends.

2. Discouragement from Peer/Corps members: I was pressurized by fellow Corps

members to quit the program when they observed that those who promised to

be of help failed to comply. Some of them ridiculed me for using my monthly

stipends of Nineteen Thousand Eight Hundred naira (N19,800) for a project

they thought was unachievable.

3. Language challenge: Of all the schools I visited I had a communication

challenge in only one – Aromolaran Grammar School Ilesa. Here I discovered

that the majority of pupils understood Yoruba language very well instead of

English language. With regard to this, I beckoned on one of their teachers and

she helped me to interpret whatever I said into Yoruba.

8.0 CONCLUSION

In order to foster the NYSC/MDGs advocacy projects through my awareness, I secured a

pact with the stakeholders of Methodist High School, Ilesa, to train at least 50 pupils (10 –

33

15 years of age) of their school starting from year 2013 on MDGs. This will help meet up

the target of NYSC/MDGs in Nigeria and actualize FACOR program objectives.

9.0 RECOMMENDATIONS

I recommend that FACOR program should be extended to Senior Secondary

Schools because most of the students there are within the age brackets of 5 – 14

years.

Sanitation and hygiene practices should be encouraged in schools and taken very

serious in order to prevent sudden outbreaks of diseases. However, it is necessary

to create public awareness on hygiene following the use of public facilities and

the challenges posed by global warming on the environment. Thus, this program

warrants further sustainability by subsequent batches of Corps members that will

be posted to the State.

Government should support projects initiated by Corps members to help alleviate

the sufferings of host communities and ensure that the projects are completed on

time. And where necessary, awareness should be created on the need to

sustain/protect such projects.

Government should create and fund a unit in the NYSC scheme that would be

responsible in financing some of the projects Corps members embarked on in

communities to enhance quick spread of development across different

communities.

Government of Osun State should work assiduously to ensure that all children

enroll in primary and secondary schools. Parents or guardians that contribute to

child labour should be sanctioned. Children found hawking goods or loitering

34

around streets during school hours should be arrested and detained. Their release

should be strictly conditioned.

Photo shows: Nnadozie Prince with the Principal and Members of Staff Ajimoko High School, Ilesa during his sensitization visit on MDGs

Photo shows: Nnadozie Prince with students of Ajimoko High School, Ilesa during his sensitization visit on MDGs.

35

Photos show: Nnadozie Prince sensitizing students of Ajimoko High School, Ilesa on the Goal 6 of MDGs

36

Photos show: Nnadozie Prince with members of staff and students of Pre-Varsity Education Center, Ilesa during his visit to the school on MDGs

awareness/sensitization.

37

Photo shows: Nnadozie Prince sensitizing students of Pre-Varsity Education Center, Ilesa on MDGs

Photo shows: Nnadozie Prince presenting stationeries to the Principal, Pre-Varsity Education Center, Ilesa for the school.

38

Photos show: Nnadozie Prince with members of staff and students of Arimoro High School, Ilesa during his visit to the

school on MDGs.

39

Photo shows: Nnadozie Prince with members of staff Ife-Oluwa C & S Commercial High School, Ilesa during his visit to the school on MDGs Awareness/Sensitization.

Photo shows: Nnadozie Prince with students of Ife-Oluwa C & S Commercial High School, Ilesa after his sensitization on MDGs in

the school.

40

Photo shows: Nnadozie Prince with the Principal Ife-Oluwa C & S Commercial High School, Ilesa and Corps Members serving in the school during his visit to the school on MDGs awareness

Photo shows: Nnadozie Prince answering questions asked by students of Ife-Oluwa C & S Commercial High School, Ilesa during

his visit to the school on MDGs awareness/sensitization.

41

Photos show: Nnadozie Prince with Students of Ife-Oluwa C & S Commercial High School, Ilesa asking him questions on

Environmental Pollution and on HIV/AIDs.

42

Photo shows: Nnadozie Prince with the Headmistress of Holy Trinity Primary School, Ilesa and Pupil’s during his visit to the school on

MDGs awareness/sensitization.

43

Photos show: Nnadozie Prince with the pupil’s of Holy Trinity Primary School, Ilesa during his visit to the school on MDGs

awareness/sensitization.

44

Photos show: Nnadozie Prince with the members of staff and pupil’s of Ireti-Ayo Community Primary School, Ilesa during his

visit to the school on MDGs awareness/sensitization.

45

Photos show: Nnadozie Prince sensitizing pupil’s of Ireti-Ayo Community Primary School, Ilesa during his visit to the school on MDGs

Photo shows: Nnadozie Prince sensitizing students of Betgad Group of Schools, Ilesa during his visit to the school on MDGs.

46

Photo shows: Nnadozie Prince sensitizing students of Betgad on the dangers of drug abuse.

Photo Shows: Nnadozie Prince presenting his books to Betgad Group of Schools Proprietor and Executive Secretary Obokun LGA,

Osun State, Rev. Gbola Oguntoye for the school.

47

Photos show: a). Students of Betgad b). Nnadozie Prince with Students of Betgad.

48

Photos show: a). Nnadozie Prince answering questions on kissing vs Romans 16:16 b). Students

of Betgad

49

Photo shows: Nnadozie Prince listening to questions asked by a student of Betgad.

Photo shows: Nnadozie Prince with Headmistress and members of staff, NUD Primary School, Ilesa during his visit to the school on MDGs

awareness/sensitization

50

Photo shows: The Headmistress NUD Primary School, Ilesa receiving cartons of chalks donated by Nnadozie Prince during his visit to the school on MDGs awareness/sensitization.

Photo shows: Nnadozie Prince with pupil’s of NUD Primary School, Ilesa during his visit to the school on MDGs awareness/sensitization.

51

Photo shows: The sharing of candies “Sweet” to Pupil’s of NUD Primary School, Ilesa during the MDGs sensitization

Photo shows: Nnadozie Prince educating pupil’s of NUD Primary School, Ilesa on the need to throw refuse into waste bins.

52

Photos show: Nnadozie Prince with pupil’s of NUD Primary School, Ilesa during his sensitization visit to the school on MDGs.

53

Photos show: Nnadozie Prince with pupil’s of Rose of Sharon Int’l School, Ilesa during his visit to the school on MDGs.

54

Photo shows: Nnadozie Prince donating his book to the Proprietor, Rose of Sharon Int’l School, Ilesa during his visit to the school.

Photo shows: Nnadozie Prince with the Vice-Principals and members of staff, Ogedengbe School of Science, Ilesa during his visit to the school

on MDGs awareness/sensitization.

55

Photos show: Nnadozie Prince with students of Ogedengbe School of Science, Ilesa after his MDGs sensitization in the school.

56

Photos show: a) Nnadozie Prince giving pens to students that answered his questions at Ogedengbe School of Science, ilesa during MDGs

sensitization. b). Nnadozie Prince sensitizing the students on hygiene, body exercise, etc.

57

Photo shows: Students of Ogedengbe School of science Ilesa.

Photo shows: The Vice Principal, African Church Grammar School, Ilesa receiving books donated by Nnadozie Prince, during Prince sensitization

58

Photos show: Nnadozie Prince with members of Staff and students of African Church Grammar School Ilesa during his sensitization visit to the school.

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Photo shows: Nnadozie Prince taking students of African Church Grammar School, Ilesa on the need to plant trees and protection of the environment.

Photo shows: Nnadozie Prince with members of Staff and pupil’s, Methodist High School, Junior School 1, Ilesa during Sensitization Visit to the School.

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Photo shows: Presentation of a waste basket by Nnadozie Prince to the Principal, Methodist High School Junior School 3, Ilesa

Photo shows: Nnadozie Prince with members of Staff and pupil’s, Methodist High School, Junior School 3, Ilesa during Sensitization Visit to

the School.

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Photos show: a) Nnadozie Prince sensitizing pupil’s of Methodist High School, Junior School 3, Ilesa b) Nnadozie Prince with pupil’s of MHSI, 3 Ilesa.

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Photos show: Nnadozie Prince with members of Staff and pupil’s, Methodist High School, Junior School 2, Ilesa during Sensitization

Visit to the School.

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Photo shows: Nnadozie Prince with pupil’s of Methodist High School, Junior

School 2, Ilesa during his Sensitization Visit to the School.

Photo shows: Nnadozie Prince with members of Staff of Aromolaran Grammar School, Ilesa during his Sensitization Visit to the School.

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Photo shows: Nnadozie Prince with students of Aromolaran Grammar School, Ilesa during his Sensitization Visit on MDGs to the School.

65

PROJECT 2

66

REPORT ON

THE MILLENNIUM DEVELOPMENT GOALS CLUB OF

METHODIST HIGH SCHOOL, ILESA (MDGs – FACOR)

AND

FREE SKILLS ACQUISITION /DONATION OF WORK EQUIPMENT

TO TRAINEES

BY

NNADOZIE PRINCE CHINONSO

OS/12B/1292

NYSC/UPP/2012/139186

P.P.A: METHODIST HIGH SCHOOL, ILESA, OSUN STATE,

NIGERIA

JANUARY 2013 – MAY 2013

67

DEDICATION

To the Glory of God for His inspiration and provision of human and material resources.

68

ACKNOWLEDGEMENTS

I sincerely thank the members (Development Knowledge Volunteers) of Millennium

Development Goals/Family and Community Life Reorientation (MDGs – FACOR) Club of

Methodist High School, Ilesa for their zeal and cooperation throughout their training. I

love you all!

My tributes go to the Principal and Members of staff Methodist High School, Ilesa for

their support and approval of the program in their school.

To my Local Government Inspector, Mr. Rotimi Oloruntoba for his advice and

encouragement during the program.

To Hon. B. L. Ayeni Foundation, Standard Computer Academy, Corper Aka Latifat, Prof. E.

J. Okereke for their inestimable contribution to this project.

69

1.0 INTRODUCTION

Children, regardless of their ages, could be a very interesting group to teach and mentor.

It is obvious that in Nigeria, morals have deteriorated. Most parents or guardians no

longer educate their wards or children on the values worth living. Young people

nowadays fold their hands in awe and wait for food to come on their table. Graduates

with various degrees roam about the streets looking for white collar jobs; while parents

after much waiting for their child(ren) they spent so much resources on in school to

reciprocate in taking care of them, regret the waste of resources in training such fellows

and decries the insensitivity of government over job creation. They asked, ‘Why?’ and the

questions are endless.

,Some of the Nigeria acute problems have been traced by scholars to poor mentality and

misinformation of people; hence comes this Family and Community Life Reorientation

(FACOR) program to help acquaint pupils on issues/topics such as: Family, community,

growing up and human development, healthy living, schooling, environment, and

personal skills. The program gives roadmaps that help redefine pupils and turning them

into agents of positive change in their environments. Also, the program inculcated into

pupils skills that will help transform their families, communities, and society at large.

Presently in Nigeria, the achievement to hundred percent of the MDGs is tasking and

challenging, this is as a result of Nigeria’s population size, inadequate volunteers and

other critical issues traceable to governance. The rate of child abuse, killing, terrorism,

kidnapping, armed robbery and poverty have increased tremendously despite the efforts

of government, and non-governmental organizations (NGOs). Majority of young people

70

are unemployed and thus, youths’ restiveness has been the cause of crime (insecurity)

because an idle mind is the devil’s workshop.

In Osun State, about 27 percent of its youths are “Okada” riders and about 18 percent of

its youth population roams about without a job. This was as a result of unemployment in

the State. Although, the incumbent Governor of the State, Engr. Rauf Aregbesola is

working tirelessly to ensure that the State provides jobs to its citizens, the people need to

think creatively and establish a business for themselves.

However, to create a path away from these ugly trends, there is the need to train young

people in skills acquisition schools so that they can be self-reliant and contribute to

state/national development. For the country to achieve especially goal 1, 2, 3 and 8 of

the MDGs before the year 2015, efforts must be made by all and sundry towards job

creation through skills acquisition and reorientation of young people’s mind to the

positive.

Prior to this fact, 50 development knowledge volunteers (pupils) of Methodist High

School, Ilesa (MHSI) were trained on MDGs – FACOR program and on Skills acquisition,

after which some of them that performed excellently well were empowered with work

equipments.

The pupils were trained on:

1. Computer (Desktop Publishing, and Computer Engineering).

2. Hair Cut (Barbing).

3. Hair making/dressing; and

4. Wire works (bids, bangles, earrings, and necklace making).

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Certificates were given to pupils for their successful completion of FACOR training and

skills acquisition. The pupils were also advised during their graduation to imbibe the

culture of discipline and values that will foster unity and progress in Nigeria. They were

urged to implement whatever they learnt so as to achieve maximally the MDGs.

2.0 OBJECTIVES

To heighten pupil’s awareness on issues of national development.

To heighten pupil’s awareness on the family, and community related issues.

To help pupils and other community members discover how they can contribute to

attaining the MDGs, engaging with the family and community components and

programs.

To help pupils become aware of humanitarian works being carried out within their

community.

To train pupils in different skills so that they can be entrepreneurs, self-reliant/self-

employed, and employers of labor.

To achieve MDGs.

3.0 METHODS

The methodology I adopted in the training of pupils on FACOR and skills acquisition is

theoretical and practical methods. Pupils were taken through information processing

where they explore the key messages of every session.

I employed methods which were aimed to achieve a quality output of trainees. I ensured

that:

72

1. I provided a comfortable setting with little or no distraction.

2. I stuck to the pupils’ needs and interest.

3. I gave reasonable information at the appropriate time.

4. I was audible enough for the pupils to hear my message.

5. I maintained “KISS” (Keep it short/simple and sensible) as my guide during

teachings.

6. One new sterilized clipper is used for each of the pupil’s whose hairs were used

for hair cut training.

On January 10, 2013, after the approval of MHSI by the principal and teachers of MHSI, I

went round Junior Secondary School 3 (JSS 3), and Senior Secondary School 1 and 2

classes of the school, informing the pupils of MDGs and the need to establish MDGs club

in the school. I told them that interested students between the ages of 5 and 15 years

should come out and join the club. Figure 1 shows the flow chart of activities used for the

program.

73

Briefing of pupils about MDGs (January 10, 2013)

Collection of interested pupils name/data (January 10, 2013)

Fixing of venue and time for meeting (January 10, 2013)

(First meeting (Second meeting(16/01/2013; 2:00 – 3:30pm)

14/01/2013; 2:00 – 3 :30pm) - Background to FACOR

Prayer/National anthem - Grouping of pupils into 3 groups

Election of principal officers - Learning Goal 1 MDGs with the use of

(Governor, Deputy governor, a) presentations

Secretary, PRO, and Provost/ b) role plays/drama

Time keeper). c) pictographs.

Setting of guiding rules/regulations

and procedures.

Learning of MDGs songs/anthem

Learning of the MDGs(16/01/2013 – 11/02/2013)

- Learning Goal 2 – 8 with the use of:

a) Role plays/drama

b) Pictographs.

(13/02/2013)

- Exams

- Guest lecture.

(18/02/2013 – 20/02/2013; methods: presentations, story telling, and case study scenarios)

- Module one

a) Family.

b) Community

(25/02/2013 – 13/03/2013; methods: role plays, small group discussion, use of diagrams/charts)

- Module two

a) Growing up

b) Menstruation and wet dreams.

c) Parenting/child upbringing.

d) Substance/drug abuse.

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e) Destitution.

f) Child abuse.

(18/03/2013 – 20/03/2013; Methods: individual and group presentations)

- Revision of module one and two.

- Assignments

(25/03/2013)

-Delivery of marked assignment/corrections

(27/03/2013 – 03/04/2013; Methods: group discussions and assignment)

-Module three.

. Schooling.

(01/05/2013 – 06/05/2013; Methods: group discussion, paper presentations and the use of charts).

-Module four.

.Environmental education.

,,,

(08/05/2013 – 13/05/2013; Methods: role plays,use of motivational books, group work, and assignments).

-Module five.

a) Values.

b) Self- esteem.

c) Goal setting.

d) Decision making.

e) Communication.

(16/05/2013; Presentation of certificates, work equipments and refreshments)

-Graduation of Development Knowledge Volunteers (DKVs)

Figure 2: Flow Chart of Activities for MDGs FACOR Program

75

However, during the FACOR training, questions were asked. The questions, for instance,

on family include:

a) Individual work

1. What is family?

2. List and explain the types of family you know

3. Write the uniqueness of each member of your family and mention the role he/she

plays

4. Describe your kind of family

5. Mention the importance of family

b) Group work

1. What do you dislike about your parents/Guardian?

2. What do you think that makes them behave that way?

3. If you were them, what would you do?

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4.0 Materials Used and Cost Analysis

S/N ITEM UNIT UNIT COST(N) TOTAL COST(N)

A FACOR PROGRAM

1 FACOR manual 1 - -

2 Motivational books 10 - -

3 Charts/pictographs 15 - -

4 Forms + typed materials

- - 3,200

5 Cardboard papers 21 20 420

6 Certificates 50 150 7,500

7 Refreshments - - 4,230

TOTAL 15,350

B SKILLS ACQUISITION

1 Computer training trainers

Hon B. L. Ayeni Foundation/

Standard Computer Academy

Free of charge -

2 Hair making/dressing trainer

Lady B Concept, Ilesa

- 25,000

3 Hair cut trainer AY Barbing Saloon, Ilesa

- 18,000

4 Bids, bangles, earrings and necklace making

trainer

Corper Aka Latifat

Free of Charge -

5 Wahl/Chaoba clippers & accessories

6 2,450 14,700

6 Hair (Standing)dryer 1 13,000 13,000

7 Hair (Hand) dryer 2 3,200 6,400

8 Round nose + flush cutter

10 850 8,500

9 Computer manuals 20 500 10,000

10 Transportation - - 1,700

TOTAL 97,300

A+B GRAND TOTAL 112,650

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A total of 50 pupils: 22 males (44%) and 28 females (56%) participated both in the FACOR

and skills acquisition program. Their ages were between 5 and 15 years. The program

lasted five months for FACOR and skills acquisition training except for Computer training

that lasted for one year.

20 pupils (25%) were trained on wire-works (bids, bangles, earrings, and necklace

making); 22 pupils (27%) on hair cutting; 5 pupils (6%) on hair making/dressing; and 34

pupils (42%) on computer training (Desktop publishing and computer engineering).

In order to support the trainers on their skills acquisition, 3 pupils were given one hair

drier each; 6 pupils received one hair clipper each; one by one 20 pupils received a

computer manual while all the 50 pupils received certificates of honor for their

participation in the program.

The pupil’s lives were positively affected so that they can in turn affect positively the

general masses and their respective communities.

Attached here with are copies of:

1. Evidence of admission letters of some of the pupils into computer training; and

2. Action pictures.

(Please see the attachments below).

The total amount spent for the project was One Hundred and Twelve Thousand Six

hundred and Fifty naira (N112,650).

78

Figure 3: Showing the Percentage of Pupils trained on various skills at Ilesa West LGA,

Osun State, Nigeria.

25%

27%

6%

42%

Wire works

Barbing

Hair making

Computer training

79

6.0 CHALLENGES ENCOUNTERED

a). The challenge of starting: Initially, I found it difficult to start; but I thank God that I

was able to overcome the negative impulses that wanted to draw me back.

b). Financial Challenge: It took me days before I could convince my sponsors to financially

support the project.

c). Peer Pressure: Several times, when the going got tough, I was asked by my colleagues

that were far and near to quit the program. Glory be to God who showed me light at the

darkest hour of this project.

7.0 CONCLUSION

The MDGs were achieved through the program. Pupils were able to understand that

FACOR gives roadmaps that help re-define individuals, families, communal roles and

identify potentials to live a healthy life.

Young people were empowered through skills acquisition and presentation of work items.

80

Photo shows: Members of Methodist High school MDGs (FACOR) Club,

Ilesa.

Photo Shows: The coordinator of Methodist High School MDGs (FACOR) Club, Ilesa Nnadozie Prince with some of the club members

and students of MHSI.

81

Photo shows: The student trainees (Batch C) and club members of MHSI - MDGs FACOR) making necklaces.

82

Photos show: Students undergoing training in wire-works.

83

Photo shows: (From back row left: The Vice-Principal Methodist High School Ilesa, The Principal George Burton Memorial Secondary School, A representative of Ilesa West LGA Chairman, The NYSC Local Government Inspector Ilesa-West, another representative of Ilesa-West LGA chairman, Nnadozie Prince, and the Principal MHSI-1 Junior school 1 During the graduation ceremony of MHSI-MDGs (FACOR) Club members and free skills acquisition trainees. Outstanding students were presented with working equipment by Nnadozie Prince.

Photo Shows: Graduands

84

Photo shows: Beneficiaries of work equipment after undergoing training in different skills.

Photo shows: Members of MDGs club graduated from Development Knowledge Volunteers to Development Knowledge Facilitators.

85

Photo Shows: The recipient of a Hair drier after emerging the overall best during training. Courtesy of Nnadozie Prince.

Photo Shows: One of the recipient of Clipper

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Photo shows: The presentation of certificate to the club Governor, Igbalajobi Oluwaferanmi by the NYSC LG Inspector, Mr Rotimi Oloruntoba.

Photo shows: The presentation of certificate to the club Deputy Governor, Morakinyo Anuoluwapo by the NYSC LG Inspector,

Mr Rotimi Oloruntoba.

87

Photo Shows: Drama presentation by MHSI-MDGs (FACOR) Club members

Photo Shows: A cross-section of MHSI students that came to witness the graduation ceremony

88

Photo shows: Batch A students of Methodist High School trained on various computer skills (Desktop publishing and

Computer Engineering.

89

Photo shows: Some of the Batch B students during their training session.

90

FREE HAIR CUT TRAINING FOR

METHODIST HIGH

SCHOOL ILESA

MDGs CLUB

MEMBERS (STUDENTS) OF

94

Photo shows: Nnadozie Prince and the trainer with the students trained in Hair making.

Photo shows: The students trained in Hair making.

98

PROJECT 3

99

PERSONAL PROJECT REPORT

ON

RENOVATION OF 22 YEARS OLD ABANDANONED HOME-

ECONOMICS LABORATORY/STAFF ROOM BUILDING AT

METHODIST HIGH SCHOOL, ILESA

BY


OS/12B/1292

NYSC/UPP/2012/139186

MAY, 2013

100

ACKNOWLEDGEMENTS

I have made many new friends in the course of this project and some have immensely

contributed to the completion of this project. The following are friends/organizations that

I would like to personally thank for their contribution to this project. If you are not on the

list, and you have helped in any way, please pardon my oversight and know that I also

thank you.

I wish to thank: The Principal, staff and students of Methodist High School, Ilesa (MHSI);

NYSC corps members; Apasco Paint Industries; Smile Global Konzult; Young Minds Farm

Project, Prof. E. J. Okereke; Mr. Truman Icheku; Hon. Obiora Ejiofor; DKF Anugwem

Promise, DKF Umensofor Ozioma; Onyemaechi Paulinus; Ordu Solomon; Nwogu Chisom;

and all NYSC/MDGs corps members in Ilesa West LGA, of Osun State.

101

1.0 INTRODUCTION

When you take a walk around your neighborhood or some places in your surroundings

you will notice one or more uncompleted buildings that have been abandoned for years

by people. When you take a closer look at the buildings you will discover that most of

them are stronger than the modern day house infrastructures. It is shocking to note that

most of the abandoned infrastructures one sees around are government properties or

early missionaries’ buildings. The dilapidated state of these gigantic physical structures is

not caused by government alone, but also by individuals who neglected or turn blind-

eyes over government properties. Most people see government properties as not their

own and therefore they do it anyhow or destroy it. On the part of government, it does

not put in place well-articulated policies or supports that are aimed at maintaining their

properties.

In MHSI, there are a lot of government buildings that have been abandoned for years;

classrooms that are meant for example 50 students accommodate over 100 students;

Staff rooms are not enough for the teachers. Their Home-Economics building/laboratory

that was built by early missionaries has been abandoned for 22 years because it’s in a

dilapidated/sorry state. And this has made the school not to teach students “Home

Economics/Food and Nutrition subjects”.

<

Lack of infrastructure as a factor, as observed, is one of the causes of the decline in

quality education in Nigeria. And it buttresses the widely reports that the black man, in

most of the African nations, beyond secondary schools, is far behind all the other

students from western countries in education.

102

In order to bridge this gap, there is need to renovate abandoned classrooms/laboratories

and staff rooms, and ensure a conducive learning environment for our teeming young

people (students).

2.0 AIMS/OBJECTIVES

To increase the number of classrooms in MHSI so that it can accommodate a

considerable number of students.

To bring back to life Home Economics education through renovation of abandoned

Home-Economics Laboratory where Home Economics education will be taught in

the school.

To renovate toilet/bathroom in the building for members of staff and students use.

To improve the living standard of students and teachers.

To achieve MDGs.

103

3.0 MATERIALS/COST ANALYSIS/SPONSORSHIPS

S/N DESCRIPTIONS QUANTITY RATE AMOUNT (N)

A) WOODS/CEILING/ROOFING WORKS

1 Asbestos ceiling 45 870 39,150

2 Solo adex 22 2000 44,000

3 3 x 4 wood 15 720 10,800

4 2 x 3 wood 17 350 5,950

5 1 x 12 wood 13 710 9,230

6 Tie-rod 30 75 2,250

7 Flashband - 2,000 2,000

8 Vet rubber - 200 200

9 Wooden doors 3 5,200 15,600

10 4 inches nails ½ bag 2,500 2,500

11 2½ inches nails 15Lb. 160 2,400

12 3 inches nails ½ bag 2,500 2,500

13 3 inches hinges 32pairs 50 1,600

14 Bolt 40 pairs 60 2,400


16 Workmanship - 35,000 35,000

TOTAL 180,580

B) CEMENT WORKS

1 Cements 4 bags 1,750 7,000

2 Sand ½ Load 6,500 6,500

3 Transportation - 800 800

4 Workmanship 1 7,000 7,000

TOTAL 21,300

C) PAINTING WORKS

1 Ox-blood emulsion paints

7 (of 20 litres)

3,500 24,500

2 White emulsion paints 5 (of 20 litres)

3,820 19,100

3 30/40 cream emulsion paints

17 3,500 59,500

4 Grey gloss paints 12 Free of Charge

-

5 Scraper 3 250 750


7 Workmanship - 29,000 29,000

TOTAL 134,350

GRAND TOTAL(A+B+C) 336,230

104

4.0 CO-SPONSORS

1. MHSI, Principal, members of staff and students.

2. Smile Global Konzult.

3. Young Minds Farm Project.

4. Apasco Paints Industries.

5. Mr. Truman Icheku.

6. Prof. E. J. Okereke.

7. Hon. Obiora Ejiofor.

8. Mr. & Mrs. Cosmas Nwokorie.

9. NYSC corps members.

5.0 METHODS

On the second week of my arrival to MHSI, the place of my primary assignment (PPA) for

National Youth Service I walked round the school premises and discovered the Home-

Economics building/laboratory that has been abandoned for more than two decades. I

later approached the stakeholders of my host communities where I was approved to

carry-out the renovation of the building. According to them, they have been waiting for

government for a long time to solve the problem by fixing the building but to no avail.

However, as I have developed interest to champion the renovation, they obliged to give

me the necessary support I needed to accomplish the task.

In order to achieve this objective, I requested the contacts of the Old students association

of the school from the Principal and the Old students agreed to support me after much

consultation.

105

I also source funds from well-meaning Nigerians; among those that contributed to the

project include Apasco Paint Industries that gave me some of the paints I used. Although,

I wrote to companies requesting for their support by providing me with some of the

materials – their products, the appeal was turned down.

Initially, before the renovation commenced, I invited Builders, Carpenters and Painters to

give me quotations and cost estimates of materials needed for the project. I then went to

the market with the help of some Corps members to buy the materials. The students

helped in the tidying of the inside and surroundings of the building.

6.0 RESULTS

The building that was abandoned for 22 years received a wonderful new look after it was

renovated. Home Economics/Food and Nutrition education in MHSI started again.

Everyone, including the people of Ilesa, was happy for the successful

completion/renovation of the building.

Measures like setting-up disciplinary/maintenance committee were put in place to ensure

maintenance of the building in time to come.

The amount used for the completion of the building project was Three Hundred and

Thirty-Six Thousand, Two Hundred and Thirty naira (N336,230).

106

7.0 CHALLENGES

In a project such as this, one may likely encounter challenges that may either build or

break oneself.

In the course of this project, I was faced mostly with a financial challenge, but I learnt

something from it – that “together we can achieve the impossible”.

8.0 CONCLUSION

I would like each and everyone of us to think what he/she can do for his/her country, to

better the life of the common people. I would also like the government to be more

proactive in her duties and provide basic amenities to all her citizenry. There’s nothing

wrong in pulling down dilapidated structures to build new ones but attention should be

given to renovation of abandoned structures which our fore-fathers and early

missionaries laboured to build. Those olden days’ structures can attract tourists and thus

can boost the economy of our great country, Nigeria.

107

Photo Shows; Back view of the Home Economics Laboratory/Staff Room (Before Renovation) at MHSI.

Photo Shows: Back view of the Home Economics Laboratory/Staff Room (After Renovation) at MHSI

108

Photo Shows: Front view of the Home Economics Laboratory/Staff Room (Before Renovation) at MHSI.

Photo Shows: Front view of the Home Economics Laboratory/Staff Room (After Renovation) at MHSI.

109

Photo Shows: Inside view of the Home Economics Laboratory/Staff Room (Before Renovation) at MHSI.

Photo Shows: Inside view of the Home Economics Laboratory/Staff Room (After Renovation) at MHSI.

110

Photo Shows: Anterior//Posterior views of the Home Economics Laboratory/Staff Room (Before Renovation) at MHSI.

111

Photo Shows: Anterior/Posterior views of the Home Economics Laboratory/Staff Room (After Renovation) at MHSI.

112

Picture shows Nnadozie Prince painting a window of the Home Economics/Staff Room at MHSI.

Picture shows some of the workmen painting the Building at MHSI.

113

Photo Shows: Nnadozie Prince with a worker painting the kitchen of the Home Economics Laboratory at MHSI.

Photo Shows: The inside of the renovated part of the building.

114

Photo Shows: The commissioning of the Home Economics Laboratory/Staff Room by Two Representatives of Ilesa-West LGA Chairman: Hon. Alake

Abiodun and Hon. Tokunbo Onigbagi on the 16th of May, 2013.

Photo shows Mrs Ayodeji, The Vice Principal (Academics) MHSI with Nnadozie Prince during the Commissioning of the building.

115

Photos shows Happy Members of Staff of MHSI and et al. Immediately after the commissioning of the building.

116

Photo (From Left) shows: Hon. Alake Abiodun, Nnadozie Prince, Mrs Oluwadore - a Senior Member of Staff MHSI, Mrs Ayodeji, Mrs F. Adesokan - The Principal George-Burton Memorial Secondary School Ilesa, Mrs Ejilegon - The Principal MHSI Junior School 1, Mr Ipoola - The Vice Principal Special Duties MHSI, Mr. Rotimi Oloruntoba - The NYSC Ilesa West LGA Inspector, and Hon. Tokunbo Onigbagi.

Photo shows: Nnadozie Prince flanked by the Two Representatives of Ilesa West LGA Chairman.

117

Photo shows: Hon. Alake Abiodun congratulating Nnadozie Prince for a good work at MHSI.

118

Photo showing: Mrs F. Adesokan, a former Vice Principal at MHSI, and Principal of George-Burton Memorial Secondary School, Ilesa making a speech during the Ceremony for the inauguration of Development Knowledge Volunteers and Commissioning of the building at MHSI (May 16, 2013).

Photo Shows: Mr. Ipoola leading a prayer session during the Ceremony.

119

Photo Shows: Mrs Ayodeji making a speech during the ceremony.

Photo Shows: Nnadozie Prince making a speech during the ceremony

120

Photo shows: Nnadozie Prince with a cross-section of Corps Members that came to witness the commissioning of the Building at MHSI.

Photo shows: Nnadozie Prince with the Executive Chairman of Ilesa-West LGA, Hon. Azeez Issa Adesiji when he came, in the evening of

May 16, 2013, to inspect the Building after receiving report from his Representatives.

121

Photo shows(middle): Hon. Azeez Issa Adesiji, the Executive Chairman of Ilesa-West LGA, Osun State during his visit to inspect a building renovated by Nnadozie Prince.

Photo Shows: Nnadozie Prince receiving a handshake from the LGA Chairman, Ilesa West for a job well-done.

122

PROJECT 4

123

PERSONAL COMMUNITY DEVELOPMENT SERVICE REPORT

ON

VISITATION TO SPECIAL SCHOOL FOR THE HANDICAPPED,

ILESA WITH TOILETERIES, FOOD ITEMS AND STATIONERY;

TEACHING THEM HYGIENE PRACTICES AND GOOD WAYS OF

LIVING

PLUS

LAUNCHING A PLATFORM FOR POTABLE WATER SUPPLY IN

THE SCHOOL

BY


OS/12B/1292

NYSC/UPP/2012/139186

APRIL, 2013

124

ACKNOWLEDGEMENTS

I sincerely wish to thank the corps members of NYSC-Millennium Development Goals

(MDGs), Ilesa-West L.G.A for their immense contributions to the actualization of this

project.

I appreciate Okoroegbu Mariagorothy Chisom for her support in the provision of food

items and some toiletries. May the good Lord bless all of you mightily.

125

1.0 INTRODUCTION

In life, no human can strongly hold claims to what would happen in the future. Our

predictions of the future can turn-out to be true or false. Most of the people who are

presently disabled did not know that they would be in the condition they found

themselves in today. Nobody can boldly tell what will happen tomorrow! It is only God

who can actually tell what will happen in the future.

Obviously, those people found in the disabled homes today were either born with their

condition or they found themselves disabled through accident, ailment, or any other

misfortune. Therefore, they need not to be abandoned. They need our love, care, and

support. Hence, comes this visitation to Special School for the Handicapped (SSH), Ilesa

with food materials, toiletries, stationery, and educating them on hygiene practices and

good ways of life.

2.0 MATERIALS AND METHODS

The materials for the project include:

1. Charts and cardboard papers.

2. Exercise books.

3. Packets of pen and pencils.

4. Clothes.

5. Food items: a bag of rice, groundnut oil, tomatoes, caprisome drinks and biscuits.

6. Toiletries: Toilet rolls (tissue papers), soaps and detergents.

However, most of the items used for the visit were donated by individuals and

philanthropists.

126

During the sensitization in SSHI, the methods adopted include the use of digital charts and

cardboard papers with drawings and inscriptions that read:

1. Wash your clothes.

2. Brush your teeth everyday.

3. Smoking is dangerous to health.

4. Health is wealth; keep good hygiene.

5. Say no to fighting, drug abuse and cultism.

6. Education is the best legacy; Study hard!

7. AIDS, malaria, cancer are real. But a good and healthy life keeps you safe.

Moreover, the visitation was divided into three sections: the first was the presentation

of food materials on February 16, 2013. On that visit, the students complained of lack of

potable water, and this warranted my second visit on March 02, 2013 to the school to

help seek for an end to lack of potable water supply in the school.

My third visit was on April 06, 2013. The purpose of this visit was to sensitize the

students on hygiene practices, and good ways of life. The sensitization also involved

presentations of gift items.

During the programs, I made use of an interpreter provided by the school – who

demonstrated whatever I said with hands/signs because most of the disabled students

were deaf and dumb.

127

3.0 COST ANALYSIS

S/N ITEMS UNIT UNIT COST (N) TOTAL COST(N)

1 Rice 1bag 9,600 9,600

2 Groundnut oil 1 gallon 2,100 2,100

3 Toilet rolls 15 rolls 50 750

4 Tomatoes 1 carton 2,500 2,500

5 Detergent 1 packet 420 420

6 Biscuits 2 cartons 630 1,260

7 Caprisome 1 carton 1,750 1,750

8 Exercise books 2 dozens 410 820

9 Pen (biros) 1 packet 870 870

10 Pencils 5 dozens 50 250

11 Clothes 38 pieces - 23,200

12 Charts - - -

13 Cardboard

paper

4 20 80

TOTAL 43,600

128


About 56 students were in attendance during my first visit to SSHI. The students were

very happy for my coming even as they prayed for me and my supporters. The lives of the

students were positively affected as I inculcated in them hygiene and good ways of living.

I spoke on the need for them to brush their teeth everyday, and the consequences of not

brushing their teeth, not keeping their environment clean, not abstaining from pre-

marital sex, and the likes.

I also spoke on the ways in which one can contract HIV/AIDS, or get malaria; and ways in

which the environment can be badly affected. I instilled in them the importance of taking

their education serious. I reminded them of the fact that most of the people in history

that contributed positively to mankind were disabled; hence there is ability in disability.

From this point of view, they too can be agents of positive change in Nigeria and the

world at large.

MDGs 1, 2, 6, and 7 were achieved during my visit to the school.

In order to accelerate progress towards the MDGs, I embarked on lobbying some of the

Philanthropists in the area to assist the government in providing water to these physically

challenged students. I did this by the use of pictures, letters, and visit to the people of

Ilesa. I am glad that smiles later showed on the faces of these students.

During my last visit to the school, I was taken round the hostels and classrooms. I

observed that everywhere was well kept. I then urged them to continue with their

environmental cleanliness.

129

5.0 CHALLENGES ENCOUNTERED

1. The inability to communicate independently with students.

2. The challenge of lobbying people to support the water project of the school that

later commenced.

130

Photo showing: Nnadozie Prince sensitizing pupil’s of SSHI on hygiene.

Photo showing: Nnadozie Prince sensitizing pupil’s of SSHI on hygiene

131

Photo showing: Interpreter of SSHI

Photo showing: Some of the pupil’s of SSHI.

132

Photo showing: Nnadozie Prince with Corps Members taking the National and MDGs

Photo showing: Nnadozie Prince with Corps Members that came to support his program at SSHI

133

Photo shows: (first row) - a). A protest picture of Physically challenged pupil’s of SSHI demanding for a potable water supply to their school on March 03, 2013. b). Nnadozie Prince sharing biscuits and caprisome to pupil’s of SSHI on February 16, 2013 during his visit to the school; (second row) - c).Nnadozie Prince with a member of staff of SSHI in solidarity with the pupil’s of SSHI during protest for potable water supply on March 03, 2013. d) Nnadozie Prince Presenting Food items and toiletries to SSHI on February 16, 2013.

134

Photo showing: Nnadozie Prince sensitizing pupil’s of SSHI on the need to shun cultism, drug abuse and fighting.

Photo showing: Nnadozie Prince sensitizing pupil’s of SSHI on the need for education.

135

Photo showing: Nnadozie Prince sensitizing pupil’s of SSHI on HIV/AIDs and other diseases.

Photo showing: Nnadozie Prince sensitizing pupil’s of SSHI on health.

136

Photo showing: Nnadozie Prince, addressing the Principal of SSHI on his dedication to the well-being

of her pupil’s.

Photo showing: Nnadozie Prince presenting clothes, stationeries, and toiletries to the Principal of SSHI on

April 06, 2013)

137

Photo showing: Corps Members with Nnadozie Prince and the Principal SSHI

Photo showing: Nnadozie Prince addressing the Pupil’s of SSHI.

139

PROJECT 5

140

REPORTS

ON

SANITATION EXERCISE IN MARKETS

BY


OS/12B/1292

NYSC/UPP/2012/139186

MAY, 2013

141

1.0 AIMS

This exercise was aimed at;

1. Keeping markets clean.

2. Creating awareness for the traders on the need to be environmental

friendly/hygienic in order to enhance and sustain a healthy environment for the

general public.

3. Achieving MDGs.


I wrote to the Director of Sanitation, Ilesa- West L.G.A on the 7th of March, 2013

requesting approval to carry out sanitation exercises in markets. On April 24, 2013, the

Assistant Director, Mr. Ogundinran, approved the project. He said I was to embark on the

project on Saturday 11th of May, 2013 by 7:00AM.

In the morning of that Saturday, I together with four other Corps members was at

Roundabout, Ilesa where I was asked to start the exercise.

Materials such as brooms, shovels, waste-bins, parkers, rakes, and waste disposal vehicles

were provided by the L.G.A.

The Ilesa-East L.G.A chairman, Hon. Lanre Balogun and his executives were in hand to

support us.

142

3.0 RESULTS

Traders came out fully to participate in the exercise and the markets were kept clean.

After the market sanitation exercise we (the Ilesa East L.G.A chairman inclusive)

embarked on Town Hall Meeting Sensitization and Awareness Campaign on Environment

and Its Sustainability. The Town we visited was Oloruntedo Quarters, Ilesa.

Everyone was happy of the exercise. The people of Oloruntedo promised to ensure

environmental sustainability in their quarters.

Goals 6 and 7 of Millennium Development were achieved.

Attached herewith are pictures showing the outcome of the exercise. (Please see pictures

below).

4.0 CONCLUSION

Cleanliness they say is the next to godliness. To ensure that environmental sustainability

is achieved all hands must be on deck to keep our environment clean. Actions which could

lead to environmental pollution should be totally jettisoned and strict penalties should be

given to any offender who breaks the laws pertaining to environmental sanity.

143

Photo shows: Nnadozie Prince (3rd from left) and Hon. Lanre Balogun, the Executive Chairman of Ilesa East LGA (3rd from right) with other Corps Members.

Photo shows: Nnadozie Prince raking dirts at Ilesa, osun State on May 11, 2013.

144

Photo shows: People coming to drop refuse into the Waste Disposal Vehicle during the Sanitation Exercise in Ilesa market

(May 11, 2013).

145

Photos show: Nnadozie Prince sweeping and dropping refuse into the Waste Disposal Vehicle.

146

Photo shows: Nnadozie Prince raking refuse together at Ilesa.

147

Photo shows: Nnadozie Prince with a Sanitation worker, shoveling refuse into Waste Disposal Vehicle.

148

Photo shows: A sanitation worker directing people to tidy the roads at Ilesa.

Photo shows: Nnadozie Prince with the Chairman and Deputy Chairman of Ilesa East

LGA during the Sanitation day.

150

Photo Show: Awareness/ Sensitization of Oloruntedo inhabitants on Environmental Sanitation

& Sustainability

151

PROJECT 6

152

PROJECT REPORT

ON

THE SEMINAR ORGANIZED FOR CORPS MEMBERS ON SKILLS

ACQUISITION, HOW TO WRITE BUSINESS PROPOSALS, AND

PREPARE CURRICULUM VITAE

BY


OS/12B/1292

NYSC/UPP/2012/139186

JUNE 2013

153

1.0 AIMS OF PROJECT

Spurred by the increasing population of unemployed young people in Nigeria and the

demand for quality business proposals and curriculum vitae (CV), I organized this program

to help reduce the rate of unemployment in the country, and expose youths to how to

write quality business proposals and curriculum vitae that are acceptable by 21st century

employers.


The program was organized in collaboration with International Breweries Plc., Ilesa –

where facilitators/resource persons were drawn to educate Corps members.

A projector, sound system and other necessary materials needed for the seminar were

provided adequately.

3.0 COST ANALYSIS

S/N Description of Items Unit Cost (N) Total Cost (N)

1 Hiring of Projector 1 20,000

2 Resource persons Brought by Int’l

Breweries, Ilesa

Brought by Int’l

Breweries, Ilesa

3 Refreshments Brought by Int’l

Breweries, Ilesa

Brought by Int’l

Breweries, Ilesa

3 Preliminary Expenses/Logistics 32, 425

Total 52,425

154

4.0 RESULTS

A total of 876 Corps members participated in the program – they were taken through

various skills and modern ways of writing business proposals and preparing CVs.

Below are pictures showing the event.

155

Photo shows: Nnadozie Prince presenting a welcome address during the seminar for Corps members at Ilesa.

Photo shows: A resource person, Mr. Carlos Gomez, the General Manager International Breweries, Ilesa

educating Corps Members during the seminar.

156

Photos shows: Mr. Carlos Gomez educating Corps members during the Seminar organized by Nnadozie

Prince at Ilesa.

157

Photos show: Resource persons educating Corps Members during the seminar at Ilesa.

158

Photo shows: Resource persons seated and listening to the organizer of the Seminar, Nnadozie Prince at Ilesa.

Photo shows: A Resource person educating Corps Members during the seminar at Ilesa.

159

Photos show: Audience, Corps members listening attentively to the Resource persons.

160

Photos (from left) show: Nnadozie Prince, the organizer of the seminar with some of the Resource persons.

161

Photo shows: Nnadozie Prince during the seminar.

Photo shows: Some of the Corps members that participated during the programme

162

PROJECT 7

163

PROJECT REPORT

ON

THE PRINTING AND DISTRIBUTION OF MDGs CUSTOMIZED

EXERCISE BOOKS TO TEN PUBLIC SCHOOLS IN ILESA-WEST

LGA, OSUN STATE, NIGERIA

BY


OS/12B/1292

NYSC/UPP/2012/139186

MAY 2013

164

1.0 INTRODUCTION

Community Development Service (CDS) is one of the five major programs of the NYSC

scheme. According to the United Nations, it is the processes by which the efforts of the

people themselves are united with those of government authorities to improve the

economic, social and cultural condition of the communities, to integrate those

communities in the life of the nation and enable them to contribute fully to the national

progress.

As part of the programs I outlined for CDS, during my swearing-in as the 6th NYSC-MDGs

Advocacy Group President, Ilesa-West LGA in 2013, the distribution of MDGs customized

books to public schools will help encourage pupils, in the area, on the need for

punctuality to schools and also it will help inform them on the goals of MDGs and their

supposedly roles to achieving the goals. This was necessary because of the observed non-

punctuality of pupils to school; and the unawareness of pupils about MDGs.

2.0 AIMS/OBJECTIVES

To encourage pupils on the need for punctuality to school

To inform pupils on MDGs and how they can contribute to achieving its goals.


As moves by us to inculcate moral values and discipline among young people of Ilesa –

West LGA, we first of all approached the key stakeholders of the school communities and

165

explained to them the importance of our activities in their domain. We beckoned on them

to accept the program and support us in our move to achieve our set goals and targets.

1,500 copies of MDGs customized exercise books were printed and used for the program.

The books were distributed to 150 pupils in 10 schools in Ilesa – West LGA.

In order words, we adopted a distribution method of giving the books to 150 pupils that

came to school on or before 7:30AM in each of the schools visited.

4.0 RESULTS

The stakeholders of each of the schools visited accepted the program respectively. They

gave Corps members maximum cooperation.

The aims of the program were achieved as 1,500 books were printed and distributed to

150 punctual pupils in 10 public schools of Ilesa – West LGA .

The schools visited include:

1. Ogendengbe School of Science, Ilesa.

2. N.U.D Primary School, Ilesa.

3. Arimoro High School, Ilesa.

4. Methodist High School, Ilesa.

5. School of Handicapped, Ilesa.

6. Ajimoko High School, Ilesa.

7. African Church Grammar School, Ilesa.

166

8. George Burton Memorial College, Ilesa.

9. Ife-Oluwa Commercial secondary School, Ilesa.

10. Oba-Agunlejika Secondary School, Ilesa.

In each of the schools visited, we also sensitized pupils on the need for coming to school

early; and the importance of listening attentively to their teachers when lessons are going

on in their classrooms.

During the program, pupils’ lives were positively affected. Bad attitudes and individual

negative behaviors were changed to the better. Millennium Development goal 2 was

achieved.

,

5.0 COST ANALYSIS

S/N ITEMS UNIT UNIT PRICE (N) TOTAL (N)

1 Printing of customized

MDGs books

1,500 55 82,500

2 Printing of Charts 10 500 5,000

3 Transportation 5,300 5,300

TOTAL 92,800

167

6.0 SPONSORSHIPS

The NYSC-MDGs Advocacy Group, Ilesa West LGA sponsored the project.

7.0 CHALLENGES

Inadequate support of key projects by Government.

Low turn-out/lackadaisical attitude of corps members to CDS activities.

8.0 CONCLUSION

Punctuality to school will help contribute to the quality of education the pupils of Ilesa

need to become a better person. The distribution of free exercise books to schools has

helped to strengthen education in the area.

9.0 RECOMMENDATION

Government should adequately support Corps members’ projects in communities.

Corps members should take CDS activities very serious; and those that fail to

comply with the rules and regulations binding the group should be sanctioned so as

to serve as a deterrent to others.

168

Photo shows: Members of NYSC-MDGs CDS Group, Ilesa West LGA led by the President, Nnadozie Prince during the distribution of free exercise books to pupil’s of NUD Primary School, Ilesa

Photo shows: Pupil’s of MHSI Junior Secondary School 3 after receiving free Exercise Books.

169

Photo shows: Lanre Eboda addressing pupils of NUD on the need for punctuality to school.

nnadozie prince chino personal cds

Documents

group project

schools of ilesa

osun state of nigeria

ilesa sshi

ilesa west

rivers state

imo state of nigeria

ilesa mhsi