nigerian youths: education, welfare, personal development and aspirations

LAUTECH 2013 SURVEY DATA ANALYSIS/RESULT

Many thanks to OyES team members: Toba Olofinyehun and Debi Ukuemoluwa for the questionnaire development and administration for which they travelled to RCF LAUTECH Ogbomoso; spending many sleepless nights in data entry and cleanning.

OyES (Oyeniran Education Support Services)

Nigerian Youths: Education, welfare and personal

development

Solomon O. Oyeniran

Introduction• In recent years, the WHO, UNICEF and EU concerted effort has been

made not only to delineate youth from children and adults while promoting policy reforms and frameworks for youth investment and coordination (WHO, 2002)

• Around the world, governments are making youth national priorities by developing policies that recognize youth as an important population and link supports for young people to broader outcomes and long-term goals.

• The 2013 Commonwealth Youth Development Index (YDI) provides key insight into the African dimension of these international youth issues

Rationale• Authors of the CYDI concludes that: "A country like Nigeria, for instance, has

high teenage pregnancy, low levels of education, high youth unemployment, yet has a higher levels of civic participation than New Zealand. This suggests that although the youth have limited education and employment opportunities, Nigerian youth are looking elsewhere for active engagement“

• If Nigerian youths have potentials in civic participation, what can be done to improve their inclusivity in other key development indicators?

• How do we capture or provide evidences of the social, cultural and economic orientation of youths in Nigeria? What tools does policy stakeholders need to work with in dealing with these young people? Is there any advocacy for a long-term youth development strategy in Nigeria

Objectives• The primary objective of this research is to provide empirical tools for

public policy analysis on how to improve youth development in relation to social, cultural and economic developments/shocks

• The research also aims to stimulate thoughts and opinions towards a strategic youth development framework in a developing suburban Nigerian economy

• Build consensus around broad youth developmental, social, and economic outcomes by advocating for Youths at various level

Methodology• This study adopts a situation analysis approach, to gain

understanding of 1000 youths vis-à-vis their living and education condition

• A survey questionnaire instrument was developed based on initial participatory appraisal and focus group discussion among youths in previous studies

• Quantitative data was generated from the questionnaire which were further analysed to produces the statistical results for this report

OyES is a research oriented, education and support service provider for people working with young adults in areas of career development, skill acquisition and family life. Its based in Nigeria and has branches and networks in Canada and

Britain. OyES is also involved in securing/providing scholarships and encouraging entrepreneurship in young people. You can contact OyES on

[email protected] or +16477856798

mailto:[email protected]

Demographic dynamics and Level CompositionStatistics: Mean(Average)*

Age 21.2(2.6)

Number of People Living in each Student Room

3.1(5.5)

Average Schooling Cost (includes accommodation, feeding, clothing, tuition)

152719.1(87160.5)

Size of Family (including mum and dad)

5.6(8.2)

* Values in parenthesis are standard deviations

100Level 20%

200Level 21%

300Level 19%

400Level 23%

500Level 15%

Medicals, Postgrads, ExPdites

2%

Level/Year of Study composition

RCF LAUTECH 2013 SURVEY DATA ANALYSIS/RESULTOyES (Oyeniran Education Support Services)

Osun Oyo Ogun Ondo Ekiti Kwara Kogi Edo Lagos Delta Enugu Imo Abia Akwa-Ibom 0

5

10

15

20

25

30

35

40

36.84

26.5

11.989.62

7.8

1.63 1.45 1.27 1.27 0.54 0.36 0.36 0.18 0.18

Disabled; 0.19

Not Disabled; 99.81

Disability(%)

married ; 0.18

Single ; 99.82

Marital Status (%)


Composition by State of Origin (%) and other Demographic Dynamics

Yes 90%

No 10%

Are you fulfilled in the course you're currently doing?


No subgroup or ommitted

Choir

Foundation School

Sanctuary and decoration

Drama

Evangelism

Prayer

IT Excos or Area Coord(?) or commercial(?)

Sunday School

Welfare

Editorial andpublicity

Ushering

Bible study

Academic subgroup

Follow up

Media

Technical

Library

Transport

40%

8%

8%

6%

5%

4%

4%

3%

3%

3%

3%

3%

2%

2%

2%

2%

2%

1%

1%

Engineering and Technology

22%

Basic Medical Sciences

16%

Pure and Applied Sciences

24%

Agricultural Sciences

17%

Management Sciences

11%

Environmental Sciences

6%ExPDites, Jambites

4%

Faculty Membership

Religious experienceSu

bgro

up M

embe

rshi

p (%

)

RCF LAUTECH 2013 SURVEY DATA ANALYSIS/RESULT [OyES (Oyeniran Education Support Services)]

Subgroup, religious experience and Faculty membership 2010 17.0%

2011 13.5% 2009

13.1% 2008 12.4%

2012 11.5%

Can't Remember, when young or a little child/

childhood 7.3%

2007 5.3%

2005 3.8%

2006 2.9%

2013 2.9% 2002

2.7% 2004 2.0% 2001

1.8% 2003 1.3% 1999

0.9% 2000

0.9% 1997 0.4%

1998 0.4%

Non-Workers

38%

Exco10%

Non Exco52%

working force and executive/leadership segmentation of youths in Civic Activities


Youth Education source of finance and support opportunities (%)

0

10

20

30

40

50

60

70

80

90

100 parent/guardian 94.53

self and parent/gaurdian

2.19 self 1.82

parent/gaurdian and government/NGO Scho

0.73 parent/guardian and Church/fellowship/a

0.36

government/NGO scholarship

0.18 church/fellowship/alumni

0.18

not sure2%

Yes 53%

No 45%

Do you see a need for more church/alumni support?

Only one parent alive

16%

both parents

are alive 83%

none of both parents are alive

1%

Parent's Living Status or Condition


Dad Mum

73

87

27

13

Are your parents work-ing? (%)

Yes

No

Strongly Agree 6%

Agree 15%

Fairly Agree

42%

Disagree 37%

But some see social media as “fairly” a

distraction

Youth Social Media Orientation

Nokia Blackberry Samsung Techno LG Others Nokia and BlackBerry

Nokia and Samsung

Nokia and Techno

HTC iPhone Nokia and LG

BlackBerry and

Techno

68.25

10.77

4.74 4.38 3.47 3.1 2.920.73 0.73 0.36 0.18 0.18 0.18

Yes 99%

No 1%

Do you have a mobile phone?

Yes 88%

No 12%

Do you connect to the internet with your phone?

Mobile phone use and access to information


Strongly Agree

Agree

Fairly Agree

Disagree 0

50

100Do you see social media as a form of distraction?

Do you see your phone as a source of information apart from making calls?

Is there a need for government in our education and in what areas?

Yes 93%

No 7%

Do you see a need for more government support?

RCF LAUTECH 2013 SURVEY DATA ANALYSIS/RESULTOyESS (Oyeniran Education Support Services)

Yes No

0

10

20

30

40

50

60

70

80

90

Does the university provide you with means to connect to the internet?

Does the university provide you with means to connect to the internet?

Strongly Agree

Agree

Fairly Agree

Disagree 0

50

100

Do you see social media as a form of distraction?

Do you see your phone as a source of information apart from making calls?

Mobile Phone Use and Social MediaRCF LAUTECH 2013 SURVEY DATA ANALYSIS/RESULTOyESS (Oyeniran Education Support Services)

What impact religion is having on youth academic performance

Excellent

GoodPoor

Academic Status before Salvation experience

Excellent

GoodPoor

Present academic status


%

Excellent 41.72Good 56.14Poor 2.14

%

Excellent 18.55Good 69.22Poor 12.24

RCF LAUTECH 2013 SURVEY DATA ANALYSIS/RESULTOyESS (Oyeniran Education Support Services)

ACCESS TO INFORMATION14%

SUFFICIENT FOOD9%

HEALTH SUPPORT8%

ACADEMIC MENTOR11%

SCHOLARSHIP9%

BETTER ACCOMODATION6%

SPIRITUAL MENTOR12%

BETTER EDUCATIONAL POLICY10%

FINANCIAL AIDS10%

ACADEMIC SUPERVISION7%

CHANGE OF INSTITUTION1%

CHANGE OF COURSE/DEPARTMENT2%

Youths Personal Development Priorities/Plan (PDP)

INADEQUACY OF FOOD6%

UNAVAILABILITY OF BOOKS7%

INSUFFICIENT FUNDS12%

EMOTIONAL DISTURBANCES14%

RELIGIOUS DUTIES/OFFICE1%

PEER GROUP/FRIENDS4%EDUCATIONAL POLICY/SYSTEM

13%

INACCESSIBLE INFORMATION10%

CORRUPTION AMONG SCHOOL AUTHORITIES

8%

POOR ACCOMODATION3%

HIGH COST OF LIVING5%

HEALTH PROBLEMS2%

INCOMPETENCY OF LECTURERS14%

FAMILY SIZE1%

DISABILITY0%

Major Constraints Affecting Youths Academic Standard


University Students’ Plans After GraduationVenture in entreprenuership

5%

Further Education54%

work and further Education simul-

taneously1%

Get a job10%

other (travel abroad etc)1%

No response29%


Concluding Remarks• The average youth in Nigeria is of the age 21years, is 1 in family of 6, has 2 other people

living in the same room on campus/school and has an average expenditure budget of 152,719naira per annum.

• While often neglected, disabled people form a part of the youth population and some are married. There is a level of biodiversity among youths in a particular setting coming from different state of the country but with few northerners. This could be because the survey was carried in South-West Nigeria.

• About 53% of youths see a need for more support from external sources for their educational needs. Parents are primary source of finance for youths schooling yet a number of such parents are no longer alive while among those that are alive, quiet a number of such parents, are not making income to support their children's education. This calls for greater government support.

Concluding Remarks• Emotional disturbances and incompetency of lecturers seem to be the leading factors

hindering the academic standard of youths while the need to get a spiritual and academic mentor seem to be youths’ development priorities. The issue of spiritual and academic mentor should be looked into because the youths need to find human motivation for what they aspire to be and maybe just someone to put reality on the dreams and vision they have.

• PDP is a structured and supported process undertaken by a learner to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. It is an inclusive process, open to all learners, in all learning settings, and at all levels. Effective PDP improves the capacity of youths to review, plan and take responsibility for their own learning and to understand what and how they learn. PDP will help youth articulate their learning and the achievements and outcomes of education more explicitly, and supports the concept that learning is a lifelong and life-wide activity.