Pilot scheme launched in four public secondary schools within Ibadan, Oyo State.

1. REPORT ON THE 1ST PHASE OF FORMAL MENTORING ACTIVITIES EMBARKED ON BY THE MENTORS ASSISTANCE PROGRAMME (MAP) Pilot scheme launched in four public secondary schools within Ibadan, Oyo State.

2. INTRODUCTION The ‘MAP’ is a formal mentoring programme that works to influence youth lifestyle development, transform self destructive and disruptive social patterns amongst young people as well as rebrand the collective attitude and participation of our youth in national life and nation building. Vital and woven into our objectives are our ongoing efforts to promote a formal mentoring culture across Nigeria, particularly within the grassroots local communities and across the public schooling system. Perhaps what is most significant and unique about the programme is that it is driven by youth professionals, on volunteer basis, who are motivated by a healthy “can do it” spirit and an unwavering faith in the Nigerian project.

3. OUR VISION & MISSION STATEMENT Vision The vision of the “MAP” is to rebrand the collective youth lifestyle nationwide and redefine youth participation in national life as well as nation building through transformative and general assistance mentoring. Mission Statement Our twin mission; • To influence the positive life style development of Nigerian youths as emerging adults by creating mentor/mentee relationships and promoting a new culture of assistance mentoring • To transform negative individual and group life styles amongst Nigerian youths and so redefine youth participation in national life and nation building through the mentoring approach.

4. A SUMMARY OF ‘MAP’ OBJECTIVES Objectives • Conduct focus group (transformative) mentoring programmes for “at-risk” youths across public schools and varied communities in Nigeria. • Establish a nationwide database of volunteer mentors composed of credible accomplished individuals drawn from various groups, professions, sectors and levels of national life. • Provide assistance mentoring for young upcoming Nigerians and emerging adults by pairing them with mentors under a Mentor/mentee pairing system. • Engage successful role models and society icons in regular/frequent interaction with “at-risk” youths in under-privileged schools and communities across the country and by so doing promote visions of success in the minds of these category of “at-risk” youths. • Restore adult-youth relations and mutual interactions across the society. • Build a general transformation and innovation mindset across the youth brackets within the Nigerian society thereby reducing system over-dependency. • Transform the Nigerian youth and so transform the nation.

5. THE REPORT In October, 2011, the ‘MAP’ launched its Focus Group Mentoring (FGM) programme commencing the first round of formal transformative mentoring sessions with “at-risk” youths across four low-funded public secondary schools in Ibadan, Oyo State. The programme was also introduced briefly in one community secondary school in Ile-Ife, Osun State. The target participants for the programme were students, belonging to the senior school category, who had failed their promotional exams and as a consequence were repeating a class. The schools which participated in the programme were: 1. Abadina College 2. Immanuel College 3. Methodist High School, and 4. St. Louis Girls Grammer School These target participants are profiled in an original MAP social analysis as ‘at risk’ youths because of their low academic performance in the schools and also due to peculiar factors within their socio-economic and family backgrounds. The formal transformative mentoring sessions are designed to complement the formal educational programme across the relevant public schools by addressing psycho-social aspects of the participants’ development. Through the programme’s scheme, ‘MAP’ successfully mentored and impacted an average of 60 public secondary school teenagers between October, 2011 and December, 2011.

6. The ‘MAP’ has also embarked on a massive awareness and sensitization effort through a weekly radio segment devoted to highlighting the importance of formal mentoring in youth lifestyle development as well as a measure to address the dwindling standards of public education in Oyo State. The programme is aired on U.I. Diamond FM Community radio Station (101.1) and is broadcast throughout the entire environs of Ibadan, Oyo State. In addition the MAP initiative was spotted by a progressive group called “The Nigerian Youth Merit Awards” and became a subject of interest for this group, being a youth driven initiative designed to address youth lifestyle development issues as well as youth participation in nation building. In view of our focus, the MAP was selected for an interview, the outcome of which was published as well as featured on an online interactive website www.nymaonline.com (You may read the interview via this following link; www.nymaonline.com/our-world/interviews), which is a great forum for widespread reach in view of the huge attendance of youth professionals and organizations to this online forum.

7. A SUMMARY PROFILE OF THE SEPARATE SCHOOLS’ PARTICIPANTS • FOCUS GROUP MENTORING PROGRAMME AT IMMANUEL COLLEGE Introduction Programmecommenced Thursday 6th October, 2011 with a 2 hour session held with 14 student participants. The group later grew to a total of 18 students. All the participants are senior school class 1 students, who presented the worst grades at the last conducted promotional examinations and as such are currently repeating the SS1 class. The first mentoring session witnessed a total of 11 male student participants and 3 female student participants who attended the focus mentoring sessions but later grew to 16 male participants and reduced to 2 female participants. General Profile of the Group Participants In general profile the participants are engaging and earnest but present a crudeness in speech and appearance. They possess a distinct rough tout appearance but however show cultural good manners. Their verbal and written English stand very poor and require urgent attention. These participants possess potentials for academic success and real contribution to society, however they are strongly affected by negative factors and influences in their backgrounds and social contexts. Mostly they have been conditioned by factors within their environment such as illiteracy within the family, superstitious and spiritual beliefs and impoverished conditions. They are largely unmotivated, possess generally low expectations as well as drive, and basically do not realize the presence of any individual unique skills or talents in themselves. Mostly their ambitions are to take up artisan roles within larger society such as actor, musician or foot ball players. Very few show an interest in formal sector positions or careers. Many of them are adopting a street culture and already manifest aggressive fighting patterns and absenteeism from school life. (For a separate individual profile of each of the student participants please contact MAP).

8. A CROSS SECTION OF PARTICIPANTS AT IMMANUEL COLLEGE, IBADAN, DURING A SESSION

9. FORMAL MENTORING PROGRAMME AT ABADINA COLLEGE FOCUS GROUP MENTORING AT ABADINA COLLEGE Introduction The programme commenced on Thursday, 13th October, 2011 with a 1 hour session held with 16 student participants. The number of participants later grew to a total of 21. All the participants are senior school, class 1 students who presented the worst grades and academic profile during the last conducted promotional examination by the school. They are also currently repeating the SS1 class. There were in total 12 male students and 9 female students who participated in the focus mentoring sessions held in this school. General Profile of the Group Participants In general profile the students at this session are a mix of extremely lively and engaging as well as shy and withdrawn. While many are cheerful, playful and enthusiastic and this reflects in their participation during the session, some are shy, insecure and low in self esteem. The participants, with only one or two exceptions, present a crudeness in speech. They reveal distinct cultural good manners however. Their verbal and written English are very poor and require urgent attention. They all possess unlimited potential for success however they reveal a lack of consciousness of their unique potentials and are strongly affected by negative factors and influences in their home backgrounds and social surroundings. They mostly belong to the underprivileged divide (all presenting poor and low educated family backgrounds). Mostly they present a rural (toughened physical features) appearance. They appear to have been steadily conditioned by factors within their environment to be more concerned with basic survival than with the expression of creativity. Their general social knowledge as well as knowledge and even interest in their physical environment stands impaired and this reflects in their mindsets and attitudes. They are not innovation driven. There is low form of expression of skills or talents in these ones and even co-curricular activities do not witness group or individual skill or talent. They are averagely presentable in neatness and appearance. (For a separate and individual profile of each of the student participants, please contact MAP).

10. ABADINA COLLEGE PARTICIPANTS

11. FOCUS GROUP MENTORING (FGM) AT METHODIST HIGH SCHOOL, IBADAN FOCUS GROUP MENTORING PROGRAMME AT METHODIST HIGH SCHOOL Introduction The programme commenced on Wednesday, 12th October, 2011 with a 1 hour session held with 8 student participants. The group later grew to 12 in number. All the participants are senior school class 1 students who presented the worst grades, at the last conducted promotional examinations by the school. They are currently repeating the SS1 class. There were a total of 9 male student participants and 3 female student participants who benefited from the focus mentoring sessions. General Profile of the Group Participants In general profile this group of participants is shy and unexpressive, requiring constant prompting and encouragement before revealing forms of individual expression. They required constant affirmation in order to resist and overcome their shyness. The students present a crudeness both in speech with only one female exception. They however presented a general neat appearance and revealed cultural good manners. Their verbal and written English both stood very poor and in need of serious attention. They all possess raw potentials however they do not show an awareness or appreciation of this fact which is tell tale of a poor affirmative or creative environment. They mostly present crude back grounds. Most of them, with one or two exceptions, belong to the underprivileged divide (revealing poor and uneducated family backgrounds). Mostly they present a rural appearance and mindset and lack knowledge or exposure for standards their age. They are largely unmotivated, possess generally low expectations as well as drive, and rarely exhibit any skills or talents. Ironically they mostly indicate an interest in formal sector positions or careers, however, when asked, they present no knowledge of what these professions involve or the requirements, but merely regard these roles as measures of attainment of success. ( For an individual profile of each of the student participants, you may contact MAP).

12. PARTICIPANTS OF METHODIST HIGH SCHOOL

13. FORMAL MENTORING PROGRAMME HELD AT ST. LOUIS GRAMMER SCHOOL, IBADAN FOCUS GROUP MENTORING PROGRAMME AT ST LOUIS GRAMMER SCHOOL Introduction The programme commenced at 11. 30 am on Tuesday, 11th October, 2011 with a 45 minute session held with 8 student participants. The group later grew to a total number of 12. All the participants are senior school class 1 students who presented the worst grades, at the last conducted promotional examinations by the school. They are currently repeating the SS1 class. There were all female student participants who benefited from the focus mentoring sessions. General Profile of the Group Participants In general profile the participants are engaging and earnest but present a crudeness in speech. They reveal distinct cultural good manners however. Their verbal and written English are very poor and require urgent attention. The students all possess unlimited potential for success however they do not possess a consciousness or appreciation of this potential. They mostly present crude back grounds and are strongly affected by negative factors and influences in their home backgrounds and social surroundings. Most of them, with one or two exceptions, belong to the underprivileged divide (revealing poor and uneducated family backgrounds). Mostly they present a rural appearance and mindset and lack knowledge or exposure for standards their age. They are largely unmotivated, possess generally low expectations as well as drive, and rarely exhibit any skills or talents. Ironically they mostly indicate an interest in formal sector positions or careers, however, when asked, they present no knowledge of what these professions involve or the requirements, but merely regard these roles as measures of attainment of success. ( For an individual profile of each of the student participants, you may contact MAP).

14. DURING A GROUP SESSION AT ST LOUIS GRAMMER SCHOOL

15. ACTIVITIES DURING THE MENTORING SESSIONS INCLUDED: • Visits and interactions by older youth professionals and role models. • Unique self discovery and talent exercises. • Topical research, individual and group presentations • Moral and character lessons • Life skills training • Individual & Group affirmation exercises • Award of participants certificates

16. PICTURES OF SOME OF THE ACTIVITIES [two participants at St Louis Grammer School act an illustrative drama during a session]

17. A PARTICIPANT PRESENTS A WELL RESEARCHED TOPIC TO THE GROUP

18. A PARTICIPANT AT METHODIST HIGH SCHOOL DISCOVERS HIS ABILITY FOR PUBLIC SPEAKING

19. A YOUTH PROFESSIONAL & ROLE MODEL, MR. YEMI OGUNBIYI, ADDRESSES PARTICIPANTS AT IMMANUEL COLLEGE

20. A PARTICIPANT BATTLES SHYNESS DURING A GROUP PRESENTATION AT ABADINA COLLEGE

21. A PARTICIPANT AT ST. LOUIS GRAMMER SCHOOL, MAKES HER PRESENTATION ON “RISKS”

22. IMPACT RECORDED FOLLOWING THE MENTORING SESSIONS INCLUDE: • More regular school and class attendance recorded by the participants (this was confirmed by the school authorities). • Heightened individual and group sense of responsibility for improved school performance and general success (participants began to monitor each others presence or absence during class and teachings and often reported any members lapses during the mentoring sessions). • Improved class room and subject performance • Improved self confidence and reduced shyness • Reduced reports of classroom and peer fighting. • Increased social awareness and interest in happenings around them (of the participants).

23. PROUD MAP PARTICIPANT SHOWS OFF HIS IMPROVED TEST SCORES

24. OBSERVATIONS RECORDED BY MAP IN THE COURSE OF MENTORING ACTIVITIES ACROSS THE 4 PUBLIC SCHOOLS IN IBADAN/CHALLENGES TO PUBLIC SECTOR EDUCATION • There is a distinct absence of computer literacy training programmes in the subject curriculum across the public schools where the mentoring programme took place. An estimated 96% of the participants across the four schools lack basic computer literacy. • Poor classroom and learning conditions exist across the four public schools. This was amply reflected in crowded classrooms, limited and broken down chairs, desk and other furniture (e.g. notice boards, first aid boxes), worn out black boards, broken down toilets and sanitary facilities etc.

25. There is an absence of laboratories and equipment for the conduct of real practical lessons by the students in such subjects as Chemistry, Physics, Biology, Food and Nutrition, Music, Arts etc and this hinders serious learning of those subjects. • There is no presence of any Parents Teachers Association (PTA) in any of the public schools visited, neither is there any presence of an ‘old boys’, ‘old girls’, or ‘old students’ association, to monitor, contribute to or even assist the school authorities in running the school policy, curriculum and other needed student initiatives. • The public school environments are uniformly crude, basic, uninspiring and hardly offer unique exposure or creativity for improving the minds and character of the students. (very worrisome also is the fact that there are no excursions or visits to meaningful learning sites included in the training of these students)

26. There is minimal and, in some schools, zero enrolment or participation of the students in local, state or even national competitions across the subjects, and this affects group standards, maintaining low drive and low motivation amongst the student population. • There are no libraries in these public schools, and in the one case where a library space was detected in one of the schools visited, there was no single book, dictionary or encyclopedia but only old student files kept in storage. This contributes to the lack of a book/reading culture amongst these profile of students.

27. Majority of the students lack text books, dictionaries and guidance materials across all the subjects. • Extra-curricular activities in these public schools rarely take the form of active student participation and fun learning exercises such as drama, debating, musical choirs, red cross training, boys scouting or girls guide thereby stifling the platform for creative expression and training. Rather extra-curricular activities across these schools have taken the permanent shape of presentations (mostly during prolonged assembly) by NYSC members on such topics as HIV/AIDS prevention, drug abuse prevention, crime prevention etc. while these sensitization programmes are important, they should not by any means replace active extracurricular forms of participation by students.

28. Neatness, presentation, grooming and etiquette are distinctly lacking across these profile group of students, with only a few rare examples amongst them. • Participation in school life by these profile of students is largely passive and characterized by lateness, loitering during formal school hours and absenteeism. In general, and especially when compared to their contemporaries in the private school sector, public school students present an obvious lack of group confidence, group intelligence, and group participation in unique creative, intellectual and sporting events. They are NOT being prepared to become wholesome citizens who will take up formal or innovative roles within the society.

29. MAP AWARDS A CERTIFICATE TO AN ABADINA COLLEGE PARTICIPANT, FOLLOWING THE 1ST PHASE OF FORMAL MENTORING PROGRAMME

30. MAP FOUNDER WITH MALE PARTICIPANTS OF ABADINA COLLEGE

31. PARTICIPANT AT IMMANUEL COLLEGE, IBADAN, RECEIVES HIS CERTIFICATE OF PARTICIPATION

32. EXCITED PARTICIPANTS OF IMMANUEL COLLEGE

33. MAP FOUNDER IN A GROUP POSE WITH A CROSS SECTION OF THE PARTICIPANTS AT ST. LOUIS GRAMMER SCHOOL

34. RECOMMENDATIONS • MAP recommends initiatives and schemes by equally concerned and well meaning citizens of this country, across all the sectors, to address any of the above highlighted observations and challenges being experienced within the nation’s public education sector, as profiled by the 4 schools worked with. The following areas in particular require an urgent intervention and MAP calls for direct support: 1. the need for the introduction of computer literacy training projects and initiatives , including the donation of computers, across public schools in Oyo State. 2. the need for library building and book donation projects across public schools within Oyo State. 3. the need infrastructural support and laboratory projects as well as donation of science and other lab equipment to the public schools. • MAP equally recommends that every individual embraces a formal mentoring culture and adopts a public school to be the focus of expression of this new mentoring inclination.

35. THANK YOU!