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

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: princemakat@yahoo.co.uk; ymfproject@yahoo.com.
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.
2

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.
3

 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.

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.

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 Raliats 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 selfreliance, 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.

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).

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).

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.

TABLE OF CONTENTS
Project 1.. 11
Project 2.. 65
Project 3.. 98
Project 4.. 122
Project 5.. 139
Project 6.. 151
Project 7.. 162

10

PROJECT 1

11

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
12

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.

13

ACKNOWLEDGEMENTS
This project wouldnt 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.

14

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 doesnt end in the four walls of higher institutions; and that to do nothing is a way to
be nothing.
15

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 peoples and other community members awareness of issues
critical to national development.
16

 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. Dont 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.
17

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.

18

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.
,,,

19

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 Raliats 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).

20

TABLE 1: Showing the Names of Schools Visited, Number of Pupils Sensitized and Date
of Sensitization
S/N

SCHOOLS VISITED IN ILESA-

NATURE OF

NO. OF

DATE

WEST L.G.A

SCHOOL

PUPILS

OF

SENSITIZED

VISITATION

Methodist High School 1

Junior Sec.

275

26/09/12

Methodist High School 2

Junior Sec.

250

26/09/12

Methodist High School 3

Junior Sec.

296

26/09/12

N.U.D Primary School

Primary

168

27/09/12

Rose of Sharon IntL School

Primary

100+

27/09/12

African

350

27/09/12

Church

Grammar Junior Sec.

School
7

Ogedengbe School of Science

Junior/Snr Sec.

456

28/09/12

Holy Trinity Primary School

Primary

330

04/10/12

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 Junior Sec.

450

09/10/12

180

10/10/12

150

11/10/12

High School
12

Ajimoko High School

Junior Sec.

13

Ireti-Ayo Community Primary Primary

School

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+

21

Number of Pupil's Sensitized

500
450
400
350
300
250
200
150
100
50
0

Schools visited
Figure 1: Showing Schools and Number of Pupils present during the Sensitization
Program at Ilesa West LGA, Osun State.

22

TABLE 2: COST ANALYSIS

S/N

DESCRIPTION OF ITEMS

UNIT

UNIT COST

TOTAL COST (N)

(N)
1

Printing of notification letters

20

70

1,400

Photocopy of letter of introduction

20

10

200

Printing of colored digital charts

1,000

15

15,000

Motivational material Reach to

30

650

19,500

9,020

9,020

Infinity(Authored by me)
5

Stationery (biros, pencils, chalks &

exercise books).

Waste-bins/baskets

10

620

6,200

Printing of assessment report

70

140

Photocopying of assessment report

60

10

600

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

23

6.0 BRIEF ANALYSIS OF CHARTS

Chart One: Dont 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; its 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
24

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
25

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.

26

<

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.
27

 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 schools 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

28

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 persons 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, dont 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, wewe, weed; stimulants: cocaine; opioids: heroine, morphine, opium; depressants: sleeping
29

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

Its 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 peoples 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 couldnt 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. Its also important
that before one gets married one must undergo blood testing in hospitals to check
if one of the partners is affected by any disease or not; and to check their blood
groups for compatibility.
2. Touching ones genitals can introduce microorganisms on someones hands;
which when used to eat unwashed can cause harm to the body system.
30

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.

31

7.0 CHALLENGES ENCOUNTERED DURING PROJECT EXECUTION

It is certain that in any project work challenges abound but its 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

32

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
33

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.

34

Photos show: Nnadozie Prince sensitizing students of Ajimoko High

School, Ilesa on the Goal 6 of MDGs

35

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

36

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.

37

Photos show: Nnadozie Prince with members of staff and

students of Arimoro High School, Ilesa during his visit to the
school on MDGs.

38

Photo shows: Nnadozie Prince with members of staff IfeOluwa 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.

39

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.

40

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.

41

Photo shows: Nnadozie Prince with the Headmistress of Holy Trinity

Primary School, Ilesa and Pupils during his visit to the school on
MDGs awareness/sensitization.

42

Photos show: Nnadozie Prince with the pupils of Holy Trinity

Primary School, Ilesa during his visit to the school on MDGs
awareness/sensitization.

43

Photos show: Nnadozie Prince with the members of staff and

pupils of Ireti-Ayo Community Primary School, Ilesa during his
visit to the school on MDGs awareness/sensitization.

44

Photos show: Nnadozie Prince sensitizing pupils 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.

45

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.

46

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

with Students of Betgad.

47

Photos show: a). Nnadozie Prince answering

questions on kissing vs Romans 16:16 b). Students
of Betgad

48

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

49

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 pupils of NUD Primary School,

Ilesa during his visit to the school on MDGs awareness/sensitization.

50

Photo shows: The sharing of candies Sweet to Pupils of NUD

Primary School, Ilesa during the MDGs sensitization

Photo shows: Nnadozie Prince educating pupils of NUD Primary

School, Ilesa on the need to throw refuse into waste bins.

51

Photos show: Nnadozie Prince with pupils of NUD Primary School,

Ilesa during his sensitization visit to the school on MDGs.

52

Photos show: Nnadozie Prince with pupils of Rose of Sharon

Intl School, Ilesa during his visit to the school on MDGs.

53

Photo shows: Nnadozie Prince donating his book to the

Proprietor, Rose of Sharon Intl 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.

54

Photos show: Nnadozie Prince with students of Ogedengbe School of

Science, Ilesa after his MDGs sensitization in the school.

55

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.

56

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

57

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

58

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 pupils, Methodist
High School, Junior School 1, Ilesa during Sensitization Visit to the School.

59

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 pupils,

Methodist High School, Junior School 3, Ilesa during Sensitization Visit to
the School.

60

Photos show: a) Nnadozie Prince sensitizing pupils of Methodist High School,

Junior School 3, Ilesa b) Nnadozie Prince with pupils of MHSI, 3 Ilesa.

61

Photos show: Nnadozie Prince with members of Staff and pupils,

Methodist High School, Junior School 2, Ilesa during Sensitization
Visit to the School.

62

Photo shows: Nnadozie Prince with pupils 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.

63

Photo shows: Nnadozie Prince with students of Aromolaran Grammar

School, Ilesa during his Sensitization Visit on MDGs to the School.

64

PROJECT 2

65

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

66

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

67

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.

68

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 Nigerias 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
69

are unemployed and thus, youths restiveness has been the cause of crime (insecurity)
because an idle mind is the devils 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 peoples 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).
70

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 pupils awareness on issues of national development.
To heighten pupils 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/selfemployed, 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:
71

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 pupils 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.

72

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
14/01/2013; 2:00 3 :30pm)

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

- Background to FACOR

Prayer/National anthem
Election of principal officers
(Governor, Deputy governor,
Secretary, PRO, and Provost/
Time keeper).
Setting of guiding rules/regulations
and procedures.
Learning of MDGs songs/anthem

- Grouping of pupils into 3 groups

- Learning Goal 1 MDGs with the use of
a) presentations
b) role plays/drama
c) pictographs.

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)
b)
c)
d)

Growing up
Menstruation and wet dreams.
Parenting/child upbringing.
Substance/drug abuse.

73

e)
f)

Destitution.
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

74

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?

75

4.0 Materials Used and Cost Analysis

S/N
A
1
2
3
4
5
6
7

B
1

2
3
4

5
6
7
8
9
10
A+B

ITEM
FACOR PROGRAM
FACOR manual
Motivational books
Charts/pictographs
Forms + typed
materials
Cardboard papers
Certificates
Refreshments
TOTAL
SKILLS ACQUISITION
Computer training
trainers

UNIT

UNIT COST(N)

TOTAL COST(N)

1
10
15
-

3,200

21
50
-

20
150
-

420
7,500
4,230
15,350

Free of charge

25,000

18,000

Free of Charge

2,450

14,700

13,000
3,200
850

13,000
6,400
8,500

500
-

10,000
1,700
97,300
112,650

Hon B. L. Ayeni
Foundation/
Standard
Computer
Academy
Hair making/dressing Lady B Concept,
trainer
Ilesa
Hair cut trainer
AY Barbing
Saloon, Ilesa
Bids, bangles, earrings
Corper Aka
and necklace making
Latifat
trainer
Wahl/Chaoba clippers
6
& accessories
Hair (Standing)dryer
1
Hair (Hand) dryer
2
Round nose + flush
10
cutter
Computer manuals
20
Transportation
TOTAL
GRAND TOTAL

76

5.0 RESULTS OVERVIEW

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 pupils 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).

77

25%
42%
Wire works
Barbing
27%
6%

Hair making
Computer training

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

78

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.

79

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

80

Photo shows: The student trainees (Batch C) and club members of

MHSI - MDGs FACOR) making necklaces.

81

Photos show: Students undergoing training in wire-works.

82

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 equipmentby Nnadozie Prince.

Photo Shows: Graduands

83

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.

84

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

85

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.

86

Photo Shows: A cross-section of MHSI students that came to

witness the graduation ceremony

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

Club members

87

Photo shows: Batch A students of Methodist High School

trained on various computer skills (Desktop publishing and
Computer Engineering.

88

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

session.

89

FREE HAIR CUT TRAINING FOR MDGs CLUB

MEMBERS (STUDENTS) OF METHODIST HIGH
SCHOOL ILESA

90

91

92

93

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

Photo shows: The students trained in Hair making.

94

95

96

97

PROJECT 3

98

PERSONAL PROJECT REPORT

ON
RENOVATION OF 22 YEARS OLD ABANDANONED HOMEECONOMICS LABORATORY/STAFF ROOM BUILDING AT
METHODIST HIGH SCHOOL, ILESA
BY
NNADOZIE PRINCE CHINONSO
OS/12B/1292
NYSC/UPP/2012/139186

MAY, 2013
99

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.

100

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 blindeyes 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 its 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.
101

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.

102

3.0 MATERIALS/COST ANALYSIS/SPONSORSHIPS

S/N

DESCRIPTIONS

QUANTITY

RATE

AMOUNT (N)

Asbestos ceiling
Solo adex
3 x 4 wood
2 x 3 wood
1 x 12 wood
Tie-rod
Flashband
Vet rubber
Wooden doors
4 inches nails
2 inches nails
3 inches nails
3 inches hinges
Bolt
Transportation
Workmanship

45
22
15
17
13
30
3
bag
15Lb.
bag
32pairs
40 pairs
-

870
2000
720
350
710
75
2,000
200
5,200
2,500
160
2,500
50
60
5,000
35,000

39,150
44,000
10,800
5,950
9,230
2,250
2,000
200
15,600
2,500
2,400
2,500
1,600
2,400
5,000
35,000
180,580

Cements
Sand
Transportation
Workmanship

4 bags
Load
1

1,750
6,500
800
7,000

7,000
6,500
800
7,000
21,300

7 (of 20
litres)
5 (of 20
litres)
17

3,500

24,500

3,820

19,100

3,500

59,500

12

Free of
Charge
250
1,500
29,000

A) WOODS/CEILING/ROOFING
WORKS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
TOTAL
B) CEMENT WORKS
1
2
3
4
TOTAL
C) PAINTING WORKS
1
2
3
4
5
6
7
TOTAL
GRAND TOTAL(A+B+C)

Ox-blood emulsion
paints
White emulsion paints
30/40 cream emulsion
paints
Grey gloss paints
Scraper
Transportation
Workmanship

3
-

750
1,500
29,000
134,350
336,230

103

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 HomeEconomics 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.
104

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).

105

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. Theres 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.

106

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

107

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.

108

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.

109

Photo Shows: Anterior//Posterior views of the Home Economics

Laboratory/Staff Room (Before Renovation) at MHSI.

110

Photo Shows: Anterior/Posterior views of the Home Economics Laboratory/Staff

Room (After Renovation) at MHSI.

111

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.

112

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.

113

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.

114

Photos shows Happy Members of Staff of MHSI and et al. Immediately

after the commissioning of the building.

115

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.

116

Photo shows: Hon. Alake Abiodun congratulating Nnadozie

Prince for a good work at MHSI.

117

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.

118

Photo Shows: Mrs Ayodeji making a speech during the

ceremony.

Photo Shows: Nnadozie Prince making a speech during the

ceremony

119

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 IlesaWest 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.

120

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.

121

PROJECT 4

122

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
NNADOZIE PRINCE CHINONSO
OS/12B/1292
NYSC/UPP/2012/139186

APRIL, 2013
123

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.

124

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.
125

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.

126

3.0 COST ANALYSIS

S/N

ITEMS

UNIT

UNIT COST (N)

TOTAL COST(N)

Rice

1bag

9,600

9,600

Groundnut oil

1 gallon

2,100

2,100

Toilet rolls

15 rolls

50

750

Tomatoes

1 carton

2,500

2,500

Detergent

1 packet

420

420

Biscuits

2 cartons

630

1,260

Caprisome

1 carton

1,750

1,750

410

820

Exercise books 2 dozens

Pen (biros)

1 packet

870

870

10

Pencils

5 dozens

50

250

11

Clothes

38 pieces

23,200

12

Charts

13

Cardboard

20

80

paper
TOTAL

43,600

127

4.0 RESULTS OVERVIEW

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 premarital 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.
128

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.

129

Photo showing: Nnadozie Prince sensitizing pupils of SSHI

on hygiene.

Photo showing: Nnadozie Prince sensitizing pupils of SSHI

on hygiene

130

Photo showing: Interpreter of SSHI

Photo showing: Some of the pupils of SSHI.

131

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

132

Photo shows: (first row) - a). A protest picture of Physically challenged pupils of SSHI
demanding for a potable water supply to their school on March 03, 2013. b). Nnadozie
Prince sharing biscuits and caprisome to pupils 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 pupils of SSHI during protest for potable water supply on March 03,
2013. d) Nnadozie Prince Presenting Food items and toile
tries to SSHI on February 16,
2013.

133

Photo showing: Nnadozie Prince sensitizing pupils of

SSHI on the need to shun cultism, drug abuse and
fighting.

Photo showing: Nnadozie Prince sensitizing pupils of

SSHI on the need for education.

134

Photo showing: Nnadozie Prince sensitizing pupils of SSHI on

HIV/AIDs and other diseases.

Photo showing: Nnadozie Prince sensitizing pupils of

SSHI on health.

135

Photo showing: Nnadozie Prince, addressing the

Principal of SSHI on his dedication to the well-being

of her pupils

Photo showing: Nnadozie Prince presenting clothes,

stationeries, and toiletries to the Principal of SSHI on
April 06, 2013)

136

Photo showing: Corps Members with Nnadozie

Prince and the Principal SSHI

Photo showing: Nnadozie Prince addressing the

Pupils of SSHI.

137

138

PROJECT 5

139

REPORTS
ON
SANITATION EXERCISE IN MARKETS
BY
NNADOZIE PRINCE CHINONSO
OS/12B/1292
NYSC/UPP/2012/139186

MAY, 2013
140

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.
2.0 MATERIALS AND METHODS
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.

141

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.

142

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.

143

Photo shows: People coming to drop refuse into the Waste

Disposal Vehicle during the Sanitation Exercise in Ilesa market
(May 11, 2013).

144

Photos show: Nnadozie Prince sweeping and

dropping refuse into the Waste Disposal Vehicle.

145

Photo shows: Nnadozie Prince raking refuse together at Ilesa.

146

Photo shows: Nnadozie Prince with a Sanitation worker,

shoveling refuse into Waste Disposal Vehicle.

147

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.

148

149

Photo Show: Awareness/ Sensitization of

Oloruntedo inhabitants on Environmental Sanitation
& Sustainability

150

PROJECT 6

151

PROJECT REPORT
ON
THE SEMINAR ORGANIZED FOR CORPS MEMBERS ON SKILLS
ACQUISITION, HOW TO WRITE BUSINESS PROPOSALS, AND
PREPARE CURRICULUM VITAE
BY
NNADOZIE PRINCE CHINONSO
OS/12B/1292
NYSC/UPP/2012/139186

JUNE 2013
152

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 21 st century
employers.
2.0 MATERIALS AND METHODS
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

Hiring of Projector

Resource persons

Unit Cost (N)

Total Cost (N)

20,000

Brought

by

Intl Brought

Breweries, Ilesa
3

Refreshments

Brought

by

Breweries, Ilesa
3
Total

Preliminary Expenses/Logistics

by

Intl

Breweries, Ilesa
Intl

Brought by Intl
Breweries, Ilesa
32, 425
52,425

153

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.

154

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.

155

Photos shows: Mr. Carlos Gomez educating Corps

members during the Seminar organized by Nnadozie
Prince at Ilesa.

156

Photos show: Resource persons educating Corps Members

during the seminar at Ilesa.

157

Photo shows: A Resource person educating Corps Members during the

seminar at Ilesa.

Photo shows: Resource persons seated and listening to the organizer of

the Seminar, Nnadozie Prince at Ilesa.

158

Photos show: Audience, Corps members listening

attentively to the Resource persons.

159

Photos (from left) show: Nnadozie Prince, the organizer of

the seminar with some of the Resource persons.

160

Photo shows: Nnadozie Prince during the

seminar.

Photo shows: Some of the Corps members that

participated during the programme

161

PROJECT 7

162

PROJECT REPORT
ON
THE PRINTING AND DISTRIBUTION OF MDGs CUSTOMIZED
EXERCISE BOOKS TO TEN PUBLIC SCHOOLS IN ILESA-WEST
LGA, OSUN STATE, NIGERIA
BY
NNADOZIE PRINCE CHINONSO
OS/12B/1292
NYSC/UPP/2012/139186

MAY 2013
163

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 nonpunctuality 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.

3.0 MATERIALS AND METHODS

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

164

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.
165

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)

Printing of customized

1,500

55

82,500

500

5,000

MDGs books
2

Printing of Charts

10

Transportation

5,300

TOTAL

5,300
92,800

166

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.

167

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 pupils of
NUD Primary School, Ilesa

Photo shows: Pupils of MHSI Junior Secondary School 3

after receiving free Exercise Books.

168

Photo shows: Lanre Eboda addressing pupils of NUD

on the need for punctuality to school.

169