Image Credit: Social Voices
By Kehinde Ogunronbi
In the bustling metropolis of Lagos, the economic epicenter of southwestern Nigeria and arguably the entire nation, a vibrant and densely populated landscape unfolds. The State government has undertaken commendable efforts to enhance public education access for its citizens, alongside venturing into innovative projects and partnerships aimed at engaging the vast number of employable youth. Initiatives such as Eko Excel, Lagos State Employment Trust Fund (LSETF), and Creative Lagos are evidence of these proactive measures. However, despite these endeavors, a discernible gap remains. Disturbing reports have emerged, highlighting incidents involving secondary school students entangled in cult groups, engaging in cybercrime, substance abuse, and other alarming activities.
With a recognition of the challenges faced by secondary school students in Lagos, Oyiks Oyidiya Alfred and her team orchestrated the Girls Skill Acquisition Programme (GSAP) and Boys Skill Acquisition Programme (BSAP) through an NGO, the Crystal Innovation Centre (CIC). As extracurricular activities, these initiatives aim to engage students by providing them with moral guidance and valuable skills training. Alfred, who serves as both the president of CIC and the driving force behind these programs, explained that their inception was driven by the urgent need to keep students occupied after school hours, particularly those attending public schools who may be susceptible to engaging in inappropriate behaviors within their peer groups.
The process
The implementation process of the skill acquisition programs at Aje Comprehensive High School (located in the Sabo-Yaba area of Lagos) involved several key steps. Initially, CIC communicated its project intentions to the school through a written proposal, followed by an in-person visit to share its vision in greater detail. Upon receiving the school’s consent, letters were sent to the parents or guardians of the students, seeking their signed approval for their child’s participation in the program. This marked the beginning of the journey for interested students, who would then embark on a path of learning both hard and soft skills crucial for their development and future employability.
Alfred disclosed that the GSAP training began with forty girls, selected based on the first forty students whose parents or guardians signed the consent forms. However, as support and recognition for the initiative grew, the program expanded to include boys as well, leading to the establishment of the Boys Skill Acquisition Program (BSAP) in January 2023. In total, an estimated 100 students, comprising both boys and girls, are now participating in GSAP and BSAP combined.
Image Credit: Social Voices
The training sessions take place three times a week, on Mondays, Wednesdays, and Fridays, starting at 3 pm and concluding at 5 pm. The training is divided into two parts: soft skill sessions focus on topics such as overcoming peer pressure, goal-setting, self-esteem, handling depression, and nurturing a relationship with God. The students also receive training in various hard skills, including nail beautification and treatment, fashion designing, arts and crafts, barbing, photography, videography, and graphic design.
To facilitate the hard skills training, multiple facilitators and volunteers are involved, with at least two facilitators assigned to each skill set. After each day’s lesson, the students put their newly acquired knowledge into practice with their fellow schoolmates, with materials and equipment provided to facilitate peer-to-peer knowledge transfer and evaluation.
Initially launched in January 2022, with four skill sets (hairdressing, makeup, nail fixing, and barbing), the program expanded to include additional skill sets such as textile/sewing-fashion designing, computer knowledge, video and cinematography, arts and crafts, musical instruments, and cooking (pastry and intercontinental dishes) over time.
In addition to the weekly training sessions, CIC organizes an annual 4-day camp during the extended holiday period to expose the students to various enriching experiences. The camp incorporates additional programs that cannot be covered in the regular after-school sessions. Students engage in excursions, network with others, and partake in recreational activities such as games, picnics, and city tours. Notably, this year’s camp will feature an excursion to the recently commissioned Blue Rail Line by the Lagos State Government.
The CIC Dinner serves as a crucial event within the program, bringing together various stakeholders, including the CIC team, school representatives, parents, and students. During the ceremony, students showcase the skills they have acquired, while parents and school representatives provide feedback and remarks on the program’s impact on the students.
Apart from the skill acquisition training, camp, and dinner, CIC also offers free GCE and JAMB forms to SS2 and SS3 students and pledges to sponsor their tertiary education provided they attend a government-owned institution. The organization further supports these students through mentorship programs and extramural classes to prepare them for external examinations.
Recording impact amidst challenges
Chima Elizabeth, an SS3 student at Aje Comprehensive High School (ACHS), shared her experience with the GSAP program, where she developed skills as a nail technician and began offering nail services to others. She expressed her joy about attending the camp last year, highlighting how the activities and moral teachings positively impacted her personal, spiritual, and academic life.
The news of receiving free registration for GCE and JAMB also brought a mix of excitement and nervousness to Chima.
Esther Idowu and Jadesola Mathew, two other students who benefited from the GSAP program, also shared their thoughts. Esther expressed her happiness about her parents’ pride in her accomplishments and mentioned that people now seek her services as a nail technician. Jadesola mentioned the positive impact of moral lessons on her ability to manage her anger issues, despite initial difficulties.
Image Credit: Social Voices
Solomon Enukuomeyin, who is learning photography and cinematography skills through the BSAP program, said he’s now plugged onto opportunities that guarantee his contribution as a functional memeber of the society.
Mrs. Omolola Odunsi, the English teacher at Aje Comprehensive Senior High School, along with another teacher representing the school’s principal, thanked the CIC team for their transformative impact on the students and the school as a whole. Mrs. Odunsi noted significant positive changes in every student involved in the programs.
In addition to the GSAP and BSAP programs, the CIC team has contributed to the academic development of the school through various projects. They engage with the school every Tuesday and Thursday for moral and intellectual knowledge sessions, providing support, sponsoring events, and supplying school materials to enhance effective knowledge delivery.
However, the CIC faces challenges in its efforts. As a primarily self-funded organization, the scope and number of projects they can undertake are limited. In addition, the lack of sufficient trainers and parental cooperation hinders progress in training the students. Despite initial consent from parents, some make it difficult for their children to actively participate. Alfred, referencing a specific case, recounted how she offered alternative employment to two girls who were trading on the streets late at night, only to have their parents insist they continue street trading.
More challenges
While the GSAP and BSAP programs hold great potential for empowering secondary school students, they also face certain challenges and limitations that could impede their success. These include:
Limited Resources: Adequate resources, such as funding, materials, and equipment, are crucial for the effective implementation of skill acquisition programs. The availability and sustainability of these resources may pose challenges, especially for an NGO like CIC that relies on external support.
Infrastructure Constraints: Lagos, being a densely populated and fast-paced city, may present challenges in terms of access to suitable infrastructure for conducting the training sessions. Adequate space, facilities, and utilities need to be available to ensure a conducive learning environment.
Socioeconomic Disparities: Lagos is marked by stark socioeconomic disparities, and not all students may have equal access to the opportunities provided by the programs. Financial constraints and lack of transportation options could limit participation, particularly among students from low-income backgrounds.
Parental Engagement: The success of these programs relies heavily on the support and engagement of parents or guardians. Securing parental consent and ensuring their continued involvement throughout the program can be challenging, especially if parents are unfamiliar with or skeptical of the benefits of such initiatives.
Staffing and Expertise: Recruiting and retaining qualified facilitators for various skill sets is another challenge. Adequate training and supervision of staff members, as well as ensuring a balance between volunteers and professionals, are crucial for maintaining program quality and effectiveness.
Sustainability and Long-term Impact: Sustaining the programs beyond the initial stages can be a hurdle, as it requires ongoing commitment, resources, and community support. Ensuring that the skills acquired by the students translate into long-term employability and entrepreneurship opportunities is vital for the program’s overall success and impact.
Social Stigma and Cultural Barriers: Overcoming the social stigma associated with skill-based training programs and breaking cultural barriers that discourage certain skill sets can be challenging. Encouraging gender equality and diversifying the skill options available to students may face resistance from societal norms and expectations.
Addressing these challenges and limitations would require strategic planning, collaboration with stakeholders, resource mobilization, community engagement, and continuous evaluation and adaptation of the program. By actively working to mitigate these obstacles, the GSAP and BSAP programs can increase their chances of success and create lasting positive change in the lives of participating students.
This story was originally published by Social Voices and produced in partnership with Nigeria Health Watch through the Solutions Journalism Network, a nonprofit organisation dedicated to rigorous and compelling reporting about responses to social problems.
