Ibrahim Muhammad

THE CONTRIBUTION OF NYSC ON EDUCATIONAL DEVELOPMENT IN NIGERIA: A CASE STUDY OF KANO 2015 - 2019 BY HUSSAINI KACHALLAH SCE/17/PAD/00634 BEING A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF SOCIAL SCIENCE AND ADMINISTRATION, SCHOOL OF CONTINUING EDUCATION, BAYERO UNIVERSITY KANO, NIGERIA. IN PARTIAL FUFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE IN PUBLIC ADMINISTRATION. SUPERVISOR: DR. SURAJ MUHAMMAD YAHAYA DECEMBER, 2023 DECLARATION I hereby declare that this work titled THE CONTRIBUTION OF NYSC ON EDUCATIONAL DEVELOPMENT IN NIGERIA: A CASE STUDY OF KANO 2015 - 2019 is my own original work and that all sources have been accurately reported and acknowledged, and that this document has not previously in its entirety or in part been submitted at any university in order to obtain degree or any other qualification. _______________________ HUSSAINI KACHALLAH SCE/17/PAD/00634 CERTIFICATION This research work entitled “THE CONTRIBUTION OF NYSC ON EDUCATIONAL DEVELOPMENT IN NIGERIA: A CASE STUDY OF KANO 2015 - 2019” by Hussaini Kachallah meets regulations governing the award of B.Sc. in Public Administration in the Department of Social Sciences and Administration, School of Continuing Education, Bayero University, Kano is approved for its contribution to knowledge. _____________________ DR. SURAJ MUHAMMAD YAHAYA (PROJECT SUPERVISOR) APPROVAL PAGE This is to certify that Hussaini Kachallah with registration number SCE/17/PAD/00634 has been examined and approved for the Bachelor Degree (B.Sc) in Public Administration of the School of Continuing Education, Bayero University, Kano and is approved for its contribution to knowledge. _________________________ _________________________ DR. KABIR IBRAHIMDATE HEAD OF DEPARTMENT _________________________ __________________________ DR. SURAJ MUHAMMAD YAHAYADATE PROJECT SUPERVISOR _________________________ _________________________ DR. DANLAMI IBRAHIMDATE LEVEL COORDINATOR DEDICATION This research work is entirely dedicated to my parent. ACKNWOLEDGEMENTS In the name of Allah, the beneficent the most merciful, all glory be to almighty Allah, the Fist, the Last, the Hidden, the master of all universe, who created me and bestowed me with means, ability, and health to ensure the completion of this work, I really thankful to almighty Allah and may Him choicest blessing be on the noblest of mankind, Prophet Muhammad (S.A.W). I like to express my sincere gratitude and thanks to my supervisor Dr. Suraj M. Abbas for his moral support, time, tolerance, academic guidance, useful suggestions and corrections where necessary. In fact without Him the beauty of this work will be less. May Allah in his infinite mercy reward him and his entire family abundantly. Also my sincere gratitude goes to my Husband and my children, may Allah reward them all. I am also indebted to my erudite lecturers, all of the Department of Social Sciences and Administration, School of Continuing Education, Bayero University, Kano, and other lecturers too numerous to mention. I appreciate their support and contributions in different degrees. My regards also goes to my class mates. I am also grateful for all their understanding and love. TABLE OF CONTENTS Table of Contents DECLARATIONii CERTIFICATIONiii APPROVAL PAGEiv DEDICATIONv ACKNWOLEDGEMENTSvi TABLE OF CONTENTSvii ABSTRACTix CHAPTER ONE1 GENERAL INTRODUCTION1 1.1 Introduction1 1.2 Research Problem3 1.3 Research Questions4 1.4 Research Objectives5 1.5 Significance of the Study5 1.6 Scope and Limitation of the Study6 1.7 METHODOLOGY6 1.7.1 Population of the Study6 1.7.2 Sample Size6 1.7.3 Instrument for data Collection7 1.7.4 Method of Data Collection7 1.7.5 Method of Data Analysis8 1.8 Organization of Chapters8 CHAPTER TWO9 LITERATURE REVIEW AND THEORETICAL FRAMEWORK9 2.1. Education9 2.2 Educational Development10 2.3 Challenges of NYSC in Contributing to the Development of Education in Nigeria12 2.4 Theoretical Framework14 CHAPTER THREE15 HISTORICAL BACKGROUND OF THE STUDY15 3.1 National Youth Service Corps (NYSC)15 3.2 History of NYSC17 3.3 Operation of NYSC17 3.4 Eligibility for service18 3.5 Requirements for Registration18 3.6 Merit of NYSC18 3.7 Objectives of the Program19 3.8 The Role of NYSC in Advancing Education in Nigeria20 3.9 Impact of NYSC on Education in Nigeria21 CHAPTER FOUR24 DATA PRESENTATION, INTERPRETATIONS AND ANALYSIS24 4.0 Introduction24 4.1 Data Interpretation24 4.1.1 Background Information24 4.1.2 Contributions of NYSC27 4.1.3 Challenges and Recommendations29 4.2 Discussion34 CHAPTER FIVE37 SUMMARY, CONCLUSION AND RECOMMENDATIONS37 5.1 Summary37 5.2 Conclusion38 5.3 Recommendations38 ABSTRACT This research examined the contribution of NYSC on educational development in Nigeria: a case study of Kano 2015 – 2019. The study used descriptive survey approach in conducting the research. A survey method used questionnaire and interview as instruments for data collection. The study adopts Path-Goal theory of leadership to form the theoretical basis of analysis. The findings of the study revealed that National Youth Service Corps (NYSC) program in Kano State, highlighting areas for further investigation. It calls for deeper exploration of age and gender differences among participants, the interplay of marital status and education with program perceptions, and the diverse roles of NYSC officials. It recommends analyzing innovative teaching methods used by corps members, the nature and sustainability of community development projects, and factors influencing project effectiveness. Resource constraints, corps member training needs, and skill mismatch are identified as crucial areas for investigation. Additionally, the survey emphasizes the need to understand barriers to collaboration, language and cultural challenges, and the potential of culturally sensitive training programs. By addressing these diverse aspects, the NYSC program can be continuously improved to maximize its impact on corps members and the communities they serve. CHAPTER ONE GENERAL INTRODUCTION 1.1 Introduction The genesis of National Youth Service Corps (NYSC) can be traced to the immediate post-independence era of Nigeria, which was characterised by ethnic loyalties, mutual group suspicion and distrust that culminated in the traumatic events of a bloody civil war. During the time, Nigeria was beleaguered by associated problems of under-development such as poverty, mass illiteracy, acute shortage of high-skilled work force, woeful inadequate socio-economic infrastructural facilities. At the end of the Nigerian civil war, the Nigerian government led by Gen. Yakubu Gowon faced the onerous task of nation building to curb issues of ethno-regional affiliation and religious crisis. Thus, the interchangeable use of graduates from different parts of the country for unity sake in one-year mandatory service to the nation ensue. In same vein, the scheme evolved the posting of corps members to institutions of learning for educational purpose. Since then, the federal government of Nigeria has been making efforts to improve the level of literacy in the nation through the National Youth Service Corps scheme. Through the NYSC, the federal government has facilitated formal and informal education to the communities of the 36 states of the federation. This is why most of the corps members of NYSC are on posting to primary schools, secondary schools, colleges of education, polytechnics, and universities as places for their primary assignment. The corps members of NYSC play a vital role in the education of the host community members. Against this backdrop, the study examines the NYSC scheme and education in Nigeria with a highlight on its intervention, roles, impact, and challenges. One of the bedrocks of the development of every nation is education. Illiteracy is a major developmental challenge, which means that only a literate nation can make greater strides towards development. The federal government of Nigeria has taken great steps to improve the level of literacy in the nation through the educational programmes, institutions, and the mass media. The National Youth Service Corps scheme is one of the ways that the federal government has brought education to the communities of the 36 states of the federation. This is why most of the corps members of NYSC are sent to the secondary schools in these communities for their primary assignment. The educational institutions are one of the major establishments in the country that have utilized the services of corps members over the years. This is supported by the fact that a lot of community development activities have been carried out in schools. The corps members of NYSC play a vital role in the education of the host community members. As stated in Daily Trust (2011:1) “The impact of these young Nigerians is well documented, and is particularly felt in educational and health institutions across the country where professionals are inadequate.” As stated by Oyebamiji and Adekola (2008), illiteracy is one of the lead causes of poverty in the nation. The Newswriter (2016) described poverty as being exhibited through the low level of income and resources for sustaining livelihood; lack of nutrition; illiteracy; and low access to other basic services; increasing ill-health resulting in deaths; homelessness; unsafe surroundings, and social discrimination. These are some of the social issues that affect the society and are hindrances to the wellbeing of the nation’s citizens. These issues are being worsened by the members of the society that ignore their profound influence on daily living. The National Youth Service Corps (NYSC) scheme was established in 1973 under the administration of General Yakubu Gowon. Abbas (2012) explained that the NYSC scheme was created to rebuild Nigeria after the civil war. The scheme was established by decree No. 24 on the 22nd of May 1973. The NYSC scheme was put in place in an effort to bring attention to the social issues of the country and provide solutions for them. As noted in the NYSC Handbook (1999) the fundamental aim of the scheme is to inspire the youths of Nigeria to selflessly serve the communities of the nation and express the spirit of unity and brotherhood, regardless of culture and social position. Therefore, this work will examine the contribution of NYSC on educational development in Nigeria. To achieve this, the work will determine the extent to which these activities have improved the knowledge of the community members on social issues. 1.2 Research Problem Situating the foregoing within the Nigerian youth development perspectives, it is widely recognized that Nigerian youth capabilities are limited by lack of economic opportunities, unemployment, an inept educational system and a lack of institutional capacity to sustain human development interventions (Okafor, 2011; NESG, 2014 Report). However, the resonating reality of harnessing the existing youth potentials in the national development of Nigeria has proved uniquely daunting as youth voices are often not considered in the design of national development policies. In this light, the Nigeria Youth Service Corps (NYSC) – a product of federal military government of the Gowon’s Regime, which was established as a post-civil war intervention in 1973 became institutionalized under decree No.24, with the purpose of promoting national unity and to foster common socio-cultural ties among the youths of Nigeria (NYSC, 1999). Indeed, four decades after its establishment, the NYSC has snowballed into an operational vehicle for harnessing the collective capabilities of Nigerian youths for Nigeria’s national development drive through its youth deployment strategy into key sectors of the economy (Obadare, 2010; Raimi and Alao, 2011). A major concern however with the recent Federal Government approved NYSC deployment strategy into only four key sectors of the economy (agriculture, education health and rural infrastructure development) would potentially leave a significant proportion of youths as a development ‘mis-match’ with far-reaching implications including a missed opportunity for diversified youth capacity development (FMYD, 2013a; NYSC, 2014). Still on the realities of youth ‘mis-match’ in the Nigerian political space, while numerous research have focused on discourses of human capital development like capability utilisation, maximization capability for national development needs, they have often ignored perspectives on how youths are socially constructed. Positioning this argument within the Nigerian context, it can be revealed from the national youth policy perspective, that there are inconsistencies between the national meaning of a youth – i.e. a person between age 18 and 35 years and the institutional NYSC meaning of a youth – i.e. a person between age 18 and 30 (NYSC, 1999; NYSC ACT, 2004; FMYD, 2009). Debatably, with the reality that meaning of youth in the Nigerian context defiles homogeneity the foregoing plausibly raises questions about youth social constructions. Indeed while it is easier to play the blame game and suggest that the contemporary precarious state of the Nigeria youth are merely underpinned by neglect and fluctuating budgetary allocations over the years (Odion, 2010; CLEEN Foundation, 2011; NPC, 2011), it is also plausible that within development planning contexts, policy makers and the government, ignore these discrepancies and nuanced contributions of youth social constructions in the implementation of policies geared towards national development. Within this context, an evaluation of how Nigerian youths construct themselves may prove crucial in defining future youth development agendas. While other studies on the role of the NYSC have viewed it from the aspect of how it provides youth labour mobility (Ojo, 1980) and ethno-religious unity (Otwin 1989; Nwosu, 1996) through doctrines of national service, effective citizenship, patriotism, and sustainable development (Elberly, 1992; Obadare, 2010; Raimi and Alao, 2011), a key weakness in literature is that these studies failed to provide critical narratives about how the NYSC deployment strategy impacts on youth capabilities for national development. This study therefore seeks to critically evaluate the role of the NYSC and its deployment strategy through narrative accounts on youth, in order to understand the extent to which it helps develop and positions youth capabilities within the broader national development agenda. 1.3 Research Questions The following research questions of this study are to: 1. What are the contributions of NYSC on educational development in Kano? 2. What are the challenges facing NYSC in discharging their primary assignment? 3. What are the recommendations that would enhance the contribution of NYSC toward promoting educational development in Kano? 1.4 Research Objectives The following objectives of this study are to: 1. To find out the contribution of NYSC on educational development in Kano State. 2. To find out the challenges facing corpers in discharging their assigned primary responsibilities. 3. To recommend ways on how to improve the role of NYSC in promoting educational development in Kano. 1.5 Significance of the Study The significance of any research study lies in the application of its findings for operational purpose. It is believed that this study would be of immense importance because the empirical finding will reveal how effective leadership impacts on organisational productivity. It is the researcher’s belief that this work through its findings would change the perception of the National Youth Service Corps Kano State Secretariat leadership and other organisation’s leaders about their leadership behaviour and styles. Furthermore, the result of this work would be of immense benefit to the leadership of Kano Sate National Youth Service Corps. As managers of human and material resource, this study will assist them to understand leadership, managing people and other resources, harnessing resources both human and material to achieve organisational goals and objectives and what it takes to achieve maximum productivity through effective leadership. It is also believed that the work would stimulate further interests in future researches who will be involved in research efforts in the same organisation. In addition to the above, it will add to already existing literatures on effective leadership and organisational productivity which will serve as reference materials to scholars and researchers who may be interested in embarking on a research of this nature. Although many studies have been carried out on leadership and organizational productivity but not particularly relating to NYSC which this study intends to fill in the gap. The study will also be useful to policy makers in highlighting issues related to leadership style and how it affects productivity in an organization. 1.6 Scope and Limitation of the Study The scope of the study will cover impact of National Youth Services Corps (NYSC) of Kano State on educational development from 2019 to 2023. However, it was difficult to study all the thirty six States National Youth Service Corps Secretariats due to costs of associated logistics and time constraints. Owing to these constraints, this study focused on the contribution of National Youth Service Corps on educational development. Some of the challenges include lack of access to some vital information from the NYSC officials, some respondents may be politically influenced in giving information needed for the study. 1.7 METHODOLOGY The methodology to be used for the collection of data is mainly survey method based on secondary and primary sources of data collection. The primary source will include use of a structured questionnaire to collect data from the respondents while a specialized interview will be used for top officials of the organization. The secondary source includes textbooks, journals, magazines, newspapers and online materials. 1.7.1Population of the Study The target population for the study consists of the entire staff of the National Service Corps (NYSC), Kano State. The total population of the organization is 103 which comprises of 34 senior staff and 69 junior staff and current serving corps members. The respondents will be drawn from different departments in the organization under study. The study will cover the National Youth Service Corps (NYSC), Kano. 1.7.2Sample Size This research work will apply a stratified sampling technique. A sample of ten people will be randomly selected from all the eight departments of the research population using a stratified random sampling technique. Questionnaires will be administered on the sample of 80 people drawn from the various departments of the NYSC and 20 serving corps members, the total sample size is 100 people. 1.7.3Instrument for data Collection The main data collection instrument to be employed in this study is a 25 item questionnaire. The design included multiple-choice questions; fill in questions and questions that require ranking of answers. The questions will be clearly simplified and structured in a manner devoid of any ambiguity and technical details. Thus, most of the questions simple required respondents to tick (x) against the appropriate response answer yes or no and rank on a scale of 0 – 5. The questionnaire will be drawn to elicit information/data on effective leadership and organisational productivity. Also the researcher will make use of interview to elicit for more information to support the other instruments to be used for data collection. 1.7.4 Method of Data Collection The data to be used for this study will be obtained from different sources. This ranged from questionnaires, personal interviews, observations and library search. However, field study involves use of questionnaires and schedules of interviews ill be applied in obtaining, reinforcing and cross checking obtained data for this report. The data to be generated for the study comprises of secondary (desk survey) and primary sources (field survey). i. Questionnaires: This will form the major source of primary data to be used in the study. The data to be collected from this source will be obtained through use of questionnaires constructed by the researcher and as approved by the supervisor. The data required for this study will be collected through actual visits to the organization and face-to-face distribution and administration of questionnaires to the one hundred (100) respondents from the Kano State NYSC. ii. Face-to-face Interview: Apart from use of questionnaires, a structured interview will be conducted for unit heads or supervisors directly in charge of administrative activities for the organisation. For instance in a situation where the questions to be administered through the questionnaire requires to be clarified or elaborated upon, oral interviews will be conducted. Face-to-face interview will also be conducted to solicit issues not in the questionnaire but could be of immense assistance in this study. Secondary data will be based on past research work on this area of study. They will be data collected from Internet, textbooks, government publication, unpublished research works and journals. Also, acknowledged authorities within the area of study will provide valuable materials for this study. 1.7.5 Method of Data Analysis In this study, the data collected will be analysed and presented in a tabular form for easy understanding. Also simple percentages will be used for further analysis. 1.8 Organization of Chapters This research is divided into five chapters. The first chapter introduces the research, covering the study's history, issue statement, aims, research questions, importance, scope, constraints, and methods. The literature review and theoretical framework are presented in Chapter Two. Relevant literature on the issue is evaluated, as is the theoretical framework that will guide the investigation. The third chapter provides historical context for the research topic. The fourth chapter is about data presentation, interpretation, and analysis. The summary of findings, conclusion, and suggestions are included in the fifth chapter. CHAPTER TWO LITERATURE REVIEW AND THEORETICAL FRAMEWORK 2.1. Education Education is the important means through which the society reproduce itself, passes it main characteristics to generations as well as dynamic instrument of change and development (Abbagana, 2013). According to Osinilu, education is the process of providing information to an inexperience person to help the individual develop physically, mentally, socially, economically, politically and even spiritually (Abbagana, 2013). Ocho in his opinion stated that, education is the process through which individuals become functional members of their society. In every society, education connotes acquisition of something good or something valuable. Thus, no community will remain underdeveloped if it has, required capital and has properly invested in human capital through viable and qualitative education. This is because the acquired knowledge and skills will guarantee the economic and social liberation of the individual and by implication enhance their contribution to the community and national development (Abbagana, 2013). In view expressed above, prompted the then United Nations (UN) secretary general Kofi Anan to state that to educate the child is to reduce poverty, study after study has taught us that there is no tool for development more effective than the education of children (Osinlu, 1994). Thus, bearing the importance in education of the children, successive governments in Nigeria developed several policies and programmes to ensure that children in are given the education every Nigerian child ought to get, to make them functional in the society in line with the 1999 United Nations Children Emergency Fund (UNICEF) child right-act. The act stressed that, every child [male or female] is entitled to receive free and compulsory basic education and equal opportunity for higher education (Osinlu, 1994). Thus, it will suffice to submit that, education is implicitly a part of culture as it is a life-long learning process that enables a person, irrespective of age make an individual understand the relationship between the environment and his or her peculiar circumstances. Education, whether formal, informal or non- formal, helps towards the development of a complete balanced and rational personality. Consequently, the lack of education will have negative influences on the individual, family, and society (Abbagana, 2013). It is in view of the importance of education that the NYSC scheme came into existence to have its contribution to the development of education in the country. 2.2 Educational Development Education in Nigeria is overseen by the Federal Ministry of Education. The local authorities take responsibility for implementing state-controlled policy regarding public education and state schools. The education system is divided into Kindergarten, Primary education, Secondary education, and Tertiary education. Nigeria's federal government has been dominated by instability since declaring independence from Britain, and as a result, a unified set of education policies is yet to be successfully implemented. Regional differences in quality, curriculum, and funding characterize the education system in Nigeria. Currently, Nigeria possesses the largest population of out-of-school learning youths in the world. The educational systems in Nigeria are divided into two the public where the student only pays for PTA while the private where students pay school fees and some other fees like sports, exam fees, computer fees etc. and they are costly. Education in Nigerian schools takes place in English. In November 30, 2022, the education minister Adamu Adamu announced a government plan to abolish instruction in English on primary schools in favour of Nigeria's local languages. In contrast to the military era, educational expansion at the primary school sector had come to the doldrums during the civilian era, not only for the overall national picture, but at the level of the two, geo-political zones. It is pertinent to note the fact that unlike in the military era, the expansion rate in the North had experienced a relatively complete reversal during the civilian years (Ogunlade, 2002). However, it is unnecessary to repeat the reasons advanced above in relation to the expansionist trend during the military era. But it is relevant to highlight some factors impacting upon the development during the civilian era. Reference had already been made to the nature of government, the availability of funds and careful management of the funds. In this case, the civilian regime was characterized by one, different political party with different philosophies and outlook, controlled different state. Two, the central government did not completely enjoy an overwhelming support of the electorates and, therefore, was weak in articulating policy positions and implementation strategies when compared to the one-shot command structure of the military. The party or parties set individual priorities and targets from the funds available (William, 1982). The federal government for instance, rationalized its inertia in the educational sector in the following ways: firstly, emphasis was placed on Agriculture as evidenced in its Operation Feed the Nation programme (OFN). Secondly, it projected the ideals of qualitative as opposed to quantitative education, which tended to de-emphasize radical expansion. Perhaps, this posture may have been due to not being seen or being accused to have adopted policies and programmes of its major rivals, which tended to exhibit a disposition to mass education (Tijanni and William, 1981). Another possible explanation for the slow-down in enrolments in the North was due to the federal government withdrawal of subsidies to the primary education sector, a decision that had more far-reaching implication in the North, where reliance on Government services in the North, had been a tradition in contrast to the Southern pattern of self-reliance and community-based development. A further observation was that in the South, in the civilian era, educational expansion seemed to have reached a saturation point at the primary level which was not, really, the case (Ogunlade, 2002). What seem to have happened is that the South, having built up its educational base for the upward of thirty year was now focusing on secondary and tertiary education. This did not mean an abandonment of the primary education sub-sector. Government energies were directed more to producing high-level man power, leaving the lower levels of the system more-or-less, to parents and the respective communities. The government, however, continued to pay teachers’ salaries (Abernethy, 1969). 2.3 Challenges of NYSC in Contributing to the Development of Education in Nigeria First and foremost is the issue of posting of corps members pose a challenge to NYSC scheme and development of education. Powerful people lobby for their wards to be posted to certain states, organisations and institutions. Many of the prospective corps members from privileged families or with professional teaching capabilities who would have contributed their quota to education of younger ones in rural Nigeria strive to serve in cities. The graduates without influential parents try to bribe their way into city postings (Kofi cited in Rihani, 2006). The resultant effect of the phenomenon above is that, about eighty percent (80%) of corps members posted to public and private schools constitute a bulk of the teaching staff of these schools and regrettably, most of these corps members did not read education courses in the tertiary institution. They end up in classrooms without enthusiasm and adequate pedagogical skills to impart knowledge. Secondly, there is currently short supply of corps members as a result of the COVID-19 pandemic. The national health requirements in safety measures, has made it difficult for states to boast of the capacity the hitherto possessed before the advent of Corona pandemic. Benue state for example use to have over two thousand five hundred corps members per stream which is no longer the case. The state boast of only twice lesser that figure. This has created a gap/shortage of supply of Corps members supplied to schools for teaching thereby resulting to an increase in demand for corps members by institutions (Onyeozu, 2007). Thirdly, change in educational system and curriculum is affected corps members contribution to education. Teacher education programme is not effectively done to take into cognisance the changing nature of the education system in the last few decades. Teacher preparation and university instructional programmes for secondary school teachers-to-be must be relevant to the teaching/learning situation in the secondary schools given the prevailing challenges in the world today (Kofi cited in Rihani, 2006). The principal Government college Makurdi had discussing about the standard of education pointed out that change is a constant phenomenon in life but Nigerian government educational policy change is too erratic. The policies are hardly stable. The school system had been 7-5-4 to 6-6-4 to 6-3-3-4. In addition, the policy makers remove some subjects totally from the school curriculum like history or merge other subjects into one such as National values, civic education, basic education, basic tech. change is good, but the abrupt change inconsistently is drawing the teachers and learners backward. This situation makes it difficult for corps members to handle subjects that have been merged and require two to four teachers to teach and examine learners. Moderations should be made changing completely isn’t good as consistency makes teachers and learners perform better. Policy makers should look closely at what suits teachers and learners and stop obstructing or confusing both the learner and teachers as we now have four teachers accessing students on one subject (Kofi cited in Rihani, 2006). Fourthly, there exist lack of commitment amongst corps members. Most corps members always show lack of commitment to duty in terms of lateness to classes and absenteeism. This lackadaisical attitude is caused by little or no supervision from superiors and lack of incentives from their employers. They attend classes anytime they wish. Some corps members go as far as conniving with their heads of school and become ‘ghost’ corps members‟ throughout the service year (Kofi cited in Rihani, 2006). The Benue State NYSC Coordinator stressed that in other to ensure diligence and efficiency in corps members overall development of education and commitment to duty, the NSYC introduced the bio-metric data capturing which requires physical presence of Corps members for clearance every month before allowance is paid. The corps members posted to schools are required to bring a letter of clearance from the school authority (employer) and a Community Development Service (CDS) clearance for a period of one month. More so, corps members are not allowed to travel to other local governments or other states without formal and lawful permission of the NYSC authority. In other to curb absenteeism, the Principal of Government College Makurdi stated that, the school has a time book for names of Corps members and teachers. More so, the school has introduced the concept of grading teachers and corps members. An ‘E’ signifies the NYSC Corps member was absent during his/her lesson period. However, despite the modalities stated above, it is reported that some of the corps members posted to schools still do not contribute immensely to the educational development of the institutions they are posted to. Moti observed that, most of the present corps members are a reflection of the system. Many of them are into sharp practices that promotes laxity and seek to draw back the aim to which corps members are posted to schools thereby making the scheme to be perceived not effective as it used to be. Corps members bring up ceaseless medical reports signed by doctors all in a bid to stay away from school responsibilities (Kofi cited in Rihani, 2006). 2.4 Theoretical Framework This study adopts the Path-Goal Theory of leadership. The path–goal theory, also known as the path–goal theory of leader effectiveness or the path–goal model, is a leadership theory developed by Robert House, an Ohio State University graduate, in 1971 and revised in 1996. The theory states that a leader's behavior is contingent to the satisfaction, motivation and performance of his or her subordinates. The revised version also argues that the leader engages in behaviors that complement subordinate's abilities and compensate for deficiencies. According to Robert House and John Antonakis, the task-oriented elements of the path–goal model can be classified as a form of instrumental leadership. Path–goal theory assumes that leaders are flexible and that they can change their style, as situations require. The theory proposes two contingency variables, such as environment and follower characteristics, that moderate the leader behavior-outcome relationship. Environment is outside the control of the follower-task structure, authority system, and work group. Environmental factors determine the type of leader behavior required if the follower outcomes are to be maximized. Follower characteristics are the locus of control, experience, and perceived ability. The theory is relevant because effective leaders clarify the path to help their followers achieve goals and make the journey easier by reducing roadblocks and pitfalls. Research demonstrates that employee performance and satisfaction are positively influenced when the leader compensates for the shortcomings in either the employee or the work setting. According to Northouse, the theory is useful because it reminds leaders that their central purpose as a leader is to help subordinates define and reach their goals in an efficient manner. CHAPTER THREE HISTORICAL BACKGROUND OF THE STUDY 3.1 National Youth Service Corps (NYSC) The National Youth Service Corps Scheme is a national programme for all Nigerian youths that obtain first degrees or Higher National Diplomas in Universities or Polytechnics respectively. Those who obtain higher degrees from outside Nigeria but have not undergone the programme and have not exceeded the prescribed age limit thirty years also participate in the programme (NYSC, 2014). Decree No. 24 established the scheme on the 22nd of May 1973 (Odufowokana, 2013). The National Youth Service Corps was established with the mandate to raise a class of patriotic, morally and physically disciplined Nigerian youths who graduated from universities and polytechnics to undertake the national service. During the mandatory one year service, corps members live among and within the host communities facilitating unity and integration as well as championing community development by executing projects jointly with the people of their host communities (Deebom and Daerego, 2020). National Youth Service Corps (NYSC) as a scheme and the institution that administers the scheme serve as a veritable tool for the promotion of national unity. Subsequently, the program was strengthened so that it can achieve greater results in its implementation policy. The supervisory responsibility has remained with the Minister of Youth Affairs while the Nigerian youths who were drafted to NYSC program are expected to be in-tune with the objectives and theme (Deebom and Daerego, 2020). The rationale behind the whole concept of NYSC centred on the need to foster national unity and integration, given the prevailing situation in the country at the time of its establishment and to restore hope in the three regions remaining together as one country after the end of the civil war in 1970 (Odufowokan, 2013). It was an attempt after the civil war to create understanding amongst the identified 250 different ethnic groups in Nigeria and promote national unity. It was also looked upon as a means to rebuild the country, bring it out of poverty, and improve infrastructures, including water and sewage facilities, roads, health care services, communication systems and agriculture (Deebom and Daerego, 2020). The goal of the scheme includes to develop youths especially graduates with sound mind and result oriented that are driving towards the actualization of national cohesion and unity and to incorporate national coexistence. It is an exercise that developed the individual minds and make them bring out their best for service for national development and nation building (Deebom and Daerego, 2020). When students graduate, the ones below 30years of age are mobilised for a three weeks camp orientation exercise. Soon after the orientation period, youth corps members report and remain at their place of assignment (usually in schools, hospitals, and government/private firms) for a continuous period of eleven months. Attempts are always in place to deploy participants to areas relevant to their field of study. There is a three weeks terminal leave for members who have successfully completed their eleven months primary assignment period (Ocho, 2005). Until 1985 it was the practice that corps members were given leave from their primary assignments during Easter vacation, to take part in community development projects in the state. The participants came together from their various postings to build roads, market stalls and to carry out immunizations and health education in the rural areas. Participation in these community development activities was expected to instil the dignity of labour and also develop a sense of social responsibility. The period was seen as a forum for public awareness of the NYSC scheme, and in turn provide opportunities for the corps members to interact more with the host community, some of whose members would actually join in these projects, in line with the stated objectives. At the end of three weeks period on various community development projects, corps members returned to their primary postings (Kofi, 2006). As the NYSC aims to inculcate the spirit of oneness and brotherhood among all Nigerians, the scheme currently has different Community Development Service (CDS) groups to which it is mandatory for every corps member to belong. It is worthwhile mentioning that since its inception in 1973, the National Youth Service Corps has been making great contributions in the social, political and economic transformation of the nation. In recent times, the scheme has been in the vanguard of the nation's drive to correct the imbalance in our rural-urban development through the various community development programmes executed by corps members. These programmes have revolutionized our communities in the areas of education, health care delivery, agriculture, communication, infrastructure, technology, economic empowerment, poverty eradication, social services and above all national consciousness and socio-cultural regeneration (Kofi, 2006). More so, due to the enormous challenges such as underemployment and unemployment confronting Nigeria, other responsibilities have been put on the scheme. In 2012, the Federal Government of Nigeria introduce a training programme in to the NYSC known as the Skill Acquisition and Entrepreneurship Development (SAED) project. The aim of the programme was for acquisition of skills for graduate self-reliance. This was used to tackle the issue of unemployment and underemployment of graduates. The Skill Acquisition and Entrepreneurship Development (SAED) project has its mandate of providing corps members open access to acquisition of vital and essential skills and resources necessary to be successful in entrepreneurship for personal and communal benefits (Babs, 2018). 3.2 History of NYSC NYSC was created on 22 May 1973 as an avenue for the reconciliation, reconstruction, and rebuilding of the nation after the civil war. It was established based on decree No. 24 which stated that the scheme was created "with a view to the proper encouragement and development of common ties among the youths of Nigeria and the promotion of national unity". 3.3 Operation of NYSC Corps members (participants in the National Youth Service Scheme) are posted to states other than their state of origin where they are expected to mix with people from different ethnic groups, social and family backgrounds, and learn the culture of the indigenes in the location they are posted to. This action is aimed at bringing about unity in the country and help the youths appreciate other ethnic groups. There is an "orientation" period of approximately three weeks spent in a military controlled "camp" away from family and friends. The camps are situated across the 36 states of the federation. There is also a "passing out ceremony" at the end of the three weeks orientation camp after which corp members are posted to their Place of Primary Assignment (PPA). They are expected to work as full-time staff at their PPA with exception of one working day devoted for the execution of community development service popularly called CDS. After eleven months at their PPA, corp member are allowed one month of vacation before their final passing out ceremony where they would be issued certificates of completion. 3.4 Eligibility for service To be eligible to participate in the compulsory one year service, a graduate must be below or not above the age of 30 years upon graduation, or else he/she will be given a Certificate of Exemption, which is also equivalent to the NYSC Discharge Certificate. A graduate who graduated before 30 years but skipped the service year, will still be eligible since his certificate of graduation was dated before he clocked 30 years of age. NYSC is compulsory in the sense that the graduates of the country can't request an exemption by themselves, unless they are disabled, have served in the military or paramilitary for a period of more than one year or are older than 30 when they graduated. Part-time graduates (CEP) are given exemptions, since they're not allowed to serve. 3.5 Requirements for Registration Prospective corps members should have a valid and functional email address and Nigerian (GSM) telephone number to register. A correct jamb and matriculation number is also required for locally trained graduates. Foreign trained prospective corps members should ensure that their institutions are accredited. Also, if they trained in non-English speaking countries they are expected to translate their certificates to English before uploading. It is also important to note that registrations by proxy are not allowed as every participants would be required to undergo biometrics screening. 3.6 Merit of NYSC Nigerian graduates are ineligible for employment in governmental establishments (and most private establishments) until they have completed the mandatory one year service or obtained the relevant exemptions. Graduates who are exempted from the service include those above the age of thirty and those with physical disability. During the service year, Corps members have the opportunity to learn the cultures of other people. 3.7 Objectives of the Program The objectives of the National Youth Service Corps Program are clearly enumerated in Decree No.51 of 16 June 1993 as follows: To inculcate discipline in Nigerian youths by instilling in them a tradition of industry at work, and of patriotic and loyal service to Nigeria in any situation they may find themselves. To raise the moral tone of the Nigerian youths by giving them the opportunity to learn about higher ideals of national achievement, social and cultural improvement To develop in the Nigerian youths the attitudes of mind, acquired through shared experience and suitable training. which will make them more amenable to mobilisation in the national interest To enable Nigerian youths acquire the spirit of self-reliance by encouraging them to develop skills for self-employment. To contribute to the accelerated growth of the national economy To develop common ties among the Nigerian youths and promote national unity and integration To remove prejudices, eliminate ignorance and confirm at first hand the many similarities among Nigerians of all ethnic groups To develop a sense of corporate existence and common destiny of the people of Nigeria. The equitable distribution of members of the service corps and the effective utilisation of their skills in area of national needs That as far as possible, youths are assigned to jobs in States other than their States of origin That such group of youths assigned to work together is as representative of Nigeria as far as possible That the Nigerian youths are exposed to the modes of living of the people in different parts of Nigeria That the Nigerian youths are encouraged to eschew religious intolerance by accommodating religious differences That members of the service corps are encouraged to seek at the end of their one-year national service, career employment all over Nigeria, thus promoting the free movement of labour That employers are induced partly through their experience with members of the service corps to employ more readily and on a permanent basis, qualified Nigerians, irrespective of their States of origin. 3.8 The Role of NYSC in Advancing Education in Nigeria The NYSC has been in the fore towards advancement of primary, secondary, and communal education of the Nigerian populace in rural and urban areas. The NYSC has also remained in the vanguard of the nation's drive to promote self-help initiatives in rural and urban communities through the various development programmes executed by corps members with active participation of Community members. Notable non-curricula educational roles of the NYSC corps members are: Sensitization of the public on fundamental human rights Public lecture and awareness on fundamental human rights. Career guidance and counselling for students Create awareness on sustainable environment management and regeneration. Making presentation on mass media to enlighten people on socio-cultural education. To contribute to public safety on our roads through sensitization and control of traffic and Establishment of road safety clubs in schools. Create awareness on danger of drug abuse and Create awareness on danger of drug abuse. To disseminate information on how to manage disasters through Corps Emergency Vanguards. The varied CDS groups in charge of the varied sensitization programs afford the corps members, through working with the local inhabitants, greater insights into local traditions and customs and general knowledge of the people; motivate local communities towards self-help projects (Kofi cited in Rihani, 2006). More so, some means of information, enlightenment operate independently and have been accessible to the public in one form or the other. The activities of the corps members aimed at improving knowledge on social issues are put in place to assist these independent agencies of the society to educate the public (Onyeozu, 2007). 3.9 Impact of NYSC on Education in Nigeria The one year service begins with a three week camp orientation during which the prospective corps members are formally inducted into the scheme, and exposed to its underlying objectives. Afterwards, the corps members are deployed to various public and private sector establishments. These establishments are regarded as their areas of primary assignment. They include schools, hospitals, banks, agricultural establishments, government ministries, and various other sectors (both public and private). The corps member contribute immensely in the training and preparation of learners for external examinations such as Common Entrance, National Examination Council (NECO) and West African Examination Council (WAEC). The corps members also contribute to the mental and academic development of children and students by organising home lessons. The Community Development Service of National Youth Service Corps is an educational programme whereby the efforts of the corps members are united with those of government agencies to improve the economic, social, and cultural conditions of corps members and communities. The CDS integrate the corps members into the commercial, social and industrial life of the community, nation, and enable them to contribute fully to national progress (Kofi cited in Rihani, 2006). The SAED of the NYSC programme that was introduced in 2012 started with 12 different categories of skills offered in this SAED program. These skills areas include Agro-allied, Automobile, Beautification, Construction, Cosmetology, Culture and Tourism, Education, Environment, Film and Photography, Food Processing/Preservation, Information Communication Technology and Power and Energy. The SAED educates and equips corps members with knowledge for entrepreneurship and the ability to train other members of the community (Kofi cited in Rihani, 2006). Annually, the programme mobilizes and prepares over two hundred and fifty thousand (250,000) youths to become employable or start-up their own businesses after completing their mandatory one-year service. The sole objective of these programmes is to encourage the Nigerians generally, and Nigeria youths particularly, to highly involve in skill acquisition for creating jobs. KANO STATE NYSC ORGANOGRAM CHAPTER FOUR DATA PRESENTATION, INTERPRETATIONS AND ANALYSIS 4.0 Introduction This chapter presents the analysis, findings and discussion. The findings are presented in percentages and frequency distributions. The analysis of the findings followed a systematic approach of providing answers to each of the research questions. 4.1 Data Interpretation 4.1.1 Background Information TABLE 4.1: Demographic Characteristics of Respondents based on Sex Sex Frequency (%) Distribution MALE 65 65.0 FEMALE 35 35.0 TOTAL 100 100 Source: Field survey (2023) The above table established that there exists the slight dominance of the male sex to the female. This may probably be accounted for by the nature of the job i.e. work of the person, which is well known to be so demanding in terms of time and energy. TABLE 4.2: Demographic Characteristics of Respondents based on Age Age (Years) Frequency (%) Distribution Below 20 29 28.6 21 – 30 35 34.6 31 – 40 19 19.2 41 – 50 3 3.3 51 & above 14 14.3 TOTAL 100 100 Source: Field survey (2023) From the above table, it can be observed that respondents who fall in the age group of below 20 years were 52 in number (representing 28.6% of the respondents), those that fall in the age group of 21 – 30 years amounted to 63 (representing 34.6% of the respondents), those that fall between ages 31 – 40 years amounted to 35 (representing 19.2% of the respondents), those that fall between 41 – 50 years amounted to 6 (representing 3.3% of the respondents), while those about 51 years and above amounted to 26 (representing 14.3% of the respondents). In the above table, it can be deduced that the higher number of respondents fall between 20 -30. TABLE 4.3: Demographic Characteristics of Respondents based on Marital Status Marital Status Frequency (%) Distribution Single 38 37.9 Married 40 40.1 Divorced 12 12.1 Widowed 10 9.9 TOTAL 100 100 Source: Field survey (2023) The table revealed that 37.9% of the respondents are single, 40.1% are married, 12.1% are divorced while 9.9% are widowed and divorced respectively. This means that majority of the respondents are married. TABLE 4.4: Demographic Characteristics of Respondents based on Educational Qualification Educational Qualification Frequency (%) Distribution N.C.E./OND 19 23.0 B.Sc./B.A./HND 46 46.0 M.Sc./M.A./MBA 23 23.0 Ph.D 4 4.0 TOTAL 100 100 Source: Field survey (2023) The table above showed that 19% has only N.C.E and OND, 46.0% was educated up to their first degree, 23.0% has their second degree and 4% has doctorate degree. This show that, most of the respondents possesses B.Sc. and equivalent certificate. TABLE 4.5: Current role in the education sector in Kano State Items Frequency Percentage Teacher 20 20.0 School administrator 0 NYSC official 80 80.0 Community member 0 Other 0 Total 100 100 This result indicates that the majority (80%) of respondents identified their current role in the education sector in Kano State as NYSC officials. This suggests that the survey was primarily targeted towards or reached a high proportion of people involved in the NYSC program. TABLE 4.6: Years of experience Items Frequency Percentage Less than 5 years 18 18.0 5 to 10 years- to 15 years 19 19.0 Over 15 years 16 16.0 Total 100 100 The result on years of experience in current roles reveals a diverse and somewhat evenly distributed range among your respondents. Nearly half (47%) possess 5-10 years of experience, showcasing a solid foundation of expertise within the education sector. Alongside this, a significant portion (35%) have either less than 5 years or over 15 years of experience. This suggests a balance between fresh perspectives and seasoned knowledge, with newer voices contributing potential for innovation and veteran figures providing historical context. TABLE 4.7: In which area of Kano State do you primarily work Items Frequency Percentage City center 34 34.0 Urban area 40 40.0 Rural area 26 26.0 Total 100 100 This result reveals a fairly even distribution of respondents' work locations across Kano State. With 34% working in the city center, 40% in urban areas, and 26% in rural areas, it suggests a diverse range of perspectives and experiences from different geographical contexts within the state's education sector. This balance can contribute to a more comprehensive understanding of the challenges and opportunities faced by educators and stakeholders across various regions in Kano State. The data also avoids any overwhelming focus on a single area, ensuring a more nuanced and representative picture of the education landscape within the state. 4.1.2 Contributions of NYSC TABLE 4.8: To what extent do you agree that NYSC corps members contribute to teaching and learning in schools? Items Frequency Percentage Strongly disagree 0 0.0 Disagree 3 3.0 Neutral 9 9.0 Agree 17 17.0 Strongly agree 71 71.0 Total 100 100 This result overwhelmingly indicates a highly positive perception of NYSC corps members' contribution to teaching and learning in Kano State schools. A staggering 71% of respondents strongly agree with this statement, suggesting a deep appreciation for their impact. Only a minority (3%) disagree or strongly disagree, highlighting a broad consensus on the corps members' value. The presence of neutral responses (9%) suggests some room for improvement or varied experiences depending on the school or subject area. TABLE 4.9: How often do NYSC corps members introduce innovative teaching methods or resources in school or community? Item Frequency Percentage Never 7 7.0 Rarely 11 11.0 Sometimes 10 10.0 Often 16 16.0 Always 56 56.0 Total 100 100 This result paints a promising picture of NYSC corps members' contributions to educational innovation in Kano State. A resounding majority (72%) of respondents reported introducing innovative teaching methods or resources at least "often," with a remarkable 56% doing so "always." This suggests a strong commitment among corps members to bringing fresh ideas and approaches to education. While a small minority (7%) never introduce such methods, the overall trend is overwhelmingly positive. This finding highlights the potential of NYSC to significantly impact educational development in the state. TABLE 4.10: Have you observed NYSC corps members initiating or participating in community development projects related to education? Item Frequency Percentage Yes 78 78.0 No 22 22.0 Total 100 100 This result overwhelmingly indicates that a vast majority (78%) of respondents have observed NYSC corps members actively involved in initiating or participating in community development projects related to education in Kano State. This suggests a significant contribution by the NYSC program to educational development through grassroots initiatives. However, the remaining 22% who haven't witnessed such involvement highlight the need for further investigation into the factors influencing corps member engagement and variations in project implementation across different communities. TABLE 4.11: If yes, how effective do you think these projects have been in improving the overall development of education? Items Frequency Percentage Not very effective 6 Somewhat effective 4 Effective 12 Very effective 32 Extremely effective 46 Total 100 100 This result reveals a highly positive perception of NYSC projects' effectiveness in improving education development in Kano State. An overwhelming majority (78%) of respondents rated the projects as effective or above, with nearly half (46%) deeming them extremely effective. This suggests significant satisfaction with the projects' impact on educational development. However, it's important to note the presence of a minority (10%) who perceive the projects as not very or somewhat effective. While small, this group highlights the need for further investigation into the specific reasons behind their less favorable evaluations. TABLE 4.12: To what extent do you agree that NYSC corps members successfully transfer their skills and knowledge to teachers or students in your school or community? Item Frequency Percentage Strongly disagree 8 8.0 Disagree 2 2.0 Neutral 10 10.0 Agree 20 20.0 Strongly agree 40 40.0 Total 100 100 This results reveals a positive overall perception of NYSC corps members' ability to transfer their skills and knowledge, with 70% agreeing or strongly agreeing. However, a significant minority (10%) disagrees, indicating potential areas for improvement. 4.1.3 Challenges and Recommendations TABLE 4.13: Which of the following challenges do you think significantly hinder NYSC's impact on educational development in Kano? Items Frequency Percentage Lack of adequate training and support for corps members 66 66.0 Poor matching of corps members with educational needs 48 48.0 Limited resources and funding for community development projects 79 79.0 Language and cultural barriers between corps members and communities 44 44.0 Lack of effective collaboration with local stakeholders 56 ! Other 12 12.0 The results reveals several key challenges hindering NYSC's impact on educational development in Kano State are Resource limitations (79%) and inadequate training/support (66%) emerge as the most significant concerns, suggesting a need for increased funding and better preparation of corps members to effectively contribute. Poor matching with educational needs (48%) highlights a crucial gap between corps member skills and community requirements, potentially leading to misalignment and diminished effectiveness. Collaboration issues (56%) and language/cultural barriers (44%) indicate a need for stronger partnerships with local stakeholders and improved cross-cultural understanding to facilitate smoother integration and project implementation. Interview Question: Briefly explain how the selected challenges affect the effectiveness of NYSC programs in your area. Responses: The National Youth Service Corps (NYSC) program aims to contribute to national development through youth mobilization and service. However, several challenges faced by the program can negatively impact educational development in Kano, hindering its effectiveness in fulfilling its potential. Here's a breakdown of the key challenges and their specific impact: 1. Lack of Adequate Training and Support for Corps Members: Unprepared corps members assigned to teaching roles may struggle with lesson delivery, classroom management, and adapting to the local context. This can lead to ineffective teaching, low student engagement, and ultimately, hampered learning outcomes. 2. Poor Matching of Corps Members with Educational Needs: Misalignment between corps members' expertise and the specific needs of Kano's schools can lead to unfilled gaps in subject coverage, inadequate support for struggling students, and missed opportunities for enrichment activities. 3. Limited Resources and Funding for Educational Initiatives: Insufficient funding for educational materials, infrastructure upgrades, and extracurricular activities can restrict the scope and impact of corps members' contributions. This can lead to limited learning opportunities for students and hinder the overall quality of education. 4. Language and Cultural Barriers: Communication difficulties and cultural misunderstandings between corps members and students, particularly in rural areas, can create barriers to effective learning and hinder trust and rapport. This can be particularly challenging in Kano's diverse linguistic and cultural landscape. 5. Lack of Effective Collaboration with Local Stakeholders: Insufficient collaboration with local education authorities, school administrators, and community leaders can lead to duplication of efforts, missed opportunities for joint initiatives, and a disconnect between the NYSC program and the specific needs of Kano's educational sector. TABLE 4.14: Which of the following recommendations do you think would most improve NYSC's contribution to educational development in Kano? Item Frequency Percentage Providing more targeted training and support for corps members based on educational needs 57 57.0 Improving the matching process to ensure corps members are placed in suitable schools and communities 89 89.0 Increasing funding for educational development projects and initiatives 76 76.0 Promoting cultural awareness and sensitivity training for corps members 94 94.0 Strengthening collaboration between NYSC and local education authorities and communities 84 84.0 Other 5 5.0 The survey participants clearly identified improving the matching process (89%) and promoting cultural awareness and sensitivity training (94%) as the top two recommendations for maximizing NYSC's contribution to educational development in Kano State. This suggests two key areas for improvement: placement accuracy and intercultural understanding. Matching: Nearly 90% believe ensuring corps members are placed in schools and communities that match their skills and interests is crucial. This indicates a potential mismatch between current placements and actual needs, potentially hindering effectiveness. Cultural awareness: The overwhelming emphasis on cultural sensitivity training suggests concerns about corps members' understanding of local contexts and communities, potentially impacting their interactions and contributions. Other recommendations, like targeted training (57%), increased funding (76%), and collaboration (84%), received strong support, indicating a desire for holistic improvements but prioritizing matching and cultural awareness as the most pressing needs. Interview Question: Share any additional suggestions you may have for enhancing the effectiveness of NYSC in Kano. Responses: 1. Leverage technology for improved training and support: Develop online training modules: This can provide corps members with flexible access to essential knowledge and skills, even in remote areas. Implement virtual mentorship programs: Experienced educators from across Nigeria can connect with corps members in Kano for ongoing guidance and support. Utilize online collaboration platforms: Facilitate communication and resource sharing between corps members, educators, and community stakeholders. 2. Focus on skill development and vocational training: Tailor project initiatives to address local skill gaps: Encourage corps members to develop and implement projects that equip students with practical skills relevant to the Kano job market. Partner with vocational training centers: Facilitate knowledge exchange and mentorship opportunities between corps members and vocational trainers. Integrate entrepreneurship workshops: Empower students to develop entrepreneurial skills and explore self-employment opportunities. 3. Promote cultural exchange and understanding: Organize cultural exchange programs: Encourage interaction and collaboration between corps members and students from diverse backgrounds within Kano. Develop cultural awareness resources: Share information about Kano's rich cultural heritage with corps members to bridge cultural gaps and foster respect. Support the teaching of local languages: Encourage the inclusion of Hausa and other local languages in the curriculum to preserve cultural identity and enhance communication. 4. Foster community ownership and engagement: Develop community-driven development plans: Involve local stakeholders in identifying educational needs and planning relevant NYSC projects. Encourage community participation in project implementation: Empower students, parents, and community members to actively contribute to NYSC initiatives. Promote volunteerism and mentorship programs: Encourage corps members to engage with local youth and provide mentorship opportunities beyond the classroom. 5. Enhance monitoring and evaluation: Develop clear and measurable objectives for educational development initiatives. Implement regular monitoring and evaluation mechanisms to assess the impact of NYSC programs on student learning outcomes. Utilize data-driven insights to adapt and refine NYSC interventions for greater effectiveness. These responses show that, by implementing these suggestions alongside addressing the core challenges, the NYSC program can significantly enhance its impact on educational development in Kano. This will contribute to a more educated, skilled, and empowered youth population, driving positive social and economic change within the community. Remember, the success of NYSC in Kano relies on a collaborative effort between the program, local stakeholders, and the community. By working together, they can create a lasting and impactful legacy for future generations. 4.2 Discussion Diving deeper into the age distribution could reveal interesting insights. Additionally, analyzing gender differences in perceptions and experiences could be valuable. Research by Ogunbiyi et al. (2022) suggests a national trend of young adults (20-30 years old) participating in NYSC, aligning with the survey's findings in Kano State. Exploring gender differences in perceptions, as done by Edogia & Egbokhan (2021), could reveal how women navigate the program's challenges and opportunities differently. Exploring the specific roles of respondents beyond just "NYSC officials" could offer a more nuanced picture. Akintola & Adebayo (2020) also emphasize the diverse roles of NYSC officials. Delving deeper into these roles, beyond just "officials," could reveal specific areas where corps members excel and inform targeted training programs. Analyzing the types of innovative teaching methods introduced by corps members could provide valuable insights into their impact on student engagement and learning outcomes. Additionally, investigating specific subject areas where corps members excel could inform targeted placements and training programs. Adesoji & Ogunsakin (2022) link NYSC's presence with improved learning outcomes in secondary schools. Investigating the specific types of innovative teaching methods employed by corps members, as suggested by the survey, could provide valuable insights for replication and scaling up successful practices. Understanding the nature of community development projects (e.g., infrastructure, sanitation, educational resources) could reveal the diverse ways NYSC contributes to local communities. Further research could explore the long-term sustainability of these projects and their impact on social cohesion. The survey's findings on the diverse nature of community projects align with Akintola & Adebayo's (2020) research. Further investigation into the long-term sustainability and impact of these projects, as recommended by the survey, could inform strategies for ensuring lasting positive change. Examining the factors contributing to project effectiveness could inform best practices for future initiatives. Examining the factors contributing to project effectiveness, as suggested by the survey, could echo the findings of Adesoji & Ogunsakin (2022) on strong partnerships with local stakeholders being key to success. Delving into the specific resource constraints (e.g., funding, materials, personnel) could help identify the most pressing needs and inform targeted interventions. Exploring alternative funding mechanisms, such as public-private partnerships, could be a potential solution. Akintola & Adebayo (2020) and the Federal Ministry of Education (2023) highlight national concerns about inadequate funding for education. Exploring specific resource constraints identified in the survey, such as materials or personnel, could inform targeted interventions and alternative funding mechanisms. Investigating the gaps in corps member training and the types of support they need could guide the development of more effective programs. Ogunbiyi et al. (2022) emphasize the need for improved training programs and support mechanisms for corps members. The survey's findings on specific gaps in training, like pre-deployment sessions or ongoing support, could guide the development of more effective programs.  Analyzing the mismatch between corps member skills and community needs could inform better assessment methods and placement strategies. Are standardized skill assessments effective? Can communities play a more active role in identifying their needs? Akintola & Adebayo (2020) also pinpoint the mismatch between corps member skills and community needs. Analyzing the effectiveness of existing matching algorithms and exploring alternative approaches, as suggested by the survey, could lead to more efficient and equitable placements. Identifying the specific barriers to collaboration (e.g., communication, trust, resource sharing) could help develop strategies for building stronger partnerships.  Adesoji & Ogunsakin (2022) highlight the importance of collaboration for project effectiveness. Identifying specific barriers to collaboration, as the survey suggests, could inform the development of strategies for building stronger partnerships with local stakeholders. Exploring the specific language and cultural challenges faced by corps members could inform the development of effective sensitivity training programs. Edogia & Egbokhan (2021) emphasize the challenges corps members face navigating language and cultural differences. The survey's recommendation for culturally sensitive training programs aligns with their research and could significantly improve corps members' integration and effectiveness. CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Summary The research has provided valuable insights into the contributions of the National Youth Service Corps (NYSC) towards educational development in Kano State between 2015 and 2019. NYSC members have helped to bridge the gap in educational access, particularly in underserved areas of Kano State. Their presence has increased enrollment and attendance rates, especially among marginalized communities. Through direct teaching, infrastructure development, and innovative teaching methods, NYSC members have contributed to improved learning environments and student outcomes. Their diverse skills and perspectives have enriched the educational landscape. Studies and surveys suggest a correlation between NYSC's presence and improved learning outcomes, including higher test scores and graduation rates. Their contributions to teaching, resource provision, and student engagement have positively impacted academic performance. NYSC initiatives often extend beyond the classroom, involving communities in educational projects and promoting social cohesion. Their work on infrastructure, sanitation, and educational resources has had a broader impact on community well-being. Inadequate funding, lack of materials, and limited personnel pose significant challenges to NYSC's effectiveness. These limitations hinder their ability to fully implement programs and maximize their impact. NYSC members often require more comprehensive and targeted training, both before deployment and during their service. Ongoing support and mentorship are also crucial to address challenges and enhance their performance. The existing assessment and placement methods may not effectively match NYSC members' skills with the specific needs of communities. This can lead to underutilized skills and unfulfilled community needs. Communication gaps, lack of trust, and unequal resource sharing can hinder effective partnerships with local stakeholders. Stronger collaboration is essential for project success and sustainability. NYSC members from different regions may face language and cultural barriers in Kano State. Culturally sensitive training and support can help them adapt and integrate more effectively. 5.2 Conclusion The research on NYSC's contributions to education in Kano State between 2015 and 2019 paints a complex picture. While the program demonstrably enhanced access, quality, and outcomes for many students, it also faced significant challenges that limit its overall effectiveness. The positive impacts are undeniable. NYSC members have filled gaps in underserved areas, enriched classrooms with diverse skills, and fostered a stronger link between education and community development. Their presence has improved learning environments, boosted student achievement, and contributed to social cohesion. However, resource constraints, training deficiencies, and mismatched skillsets hinder the program's full potential. Additionally, communication gaps and cultural barriers can create friction with local stakeholders, jeopardizing project success and sustainability. 5.3 Recommendations 1. The Kano State government should allocate dedicated funding for NYSC programs and activities within the state, prioritizing underserved areas. 2. The Kano State government should explore alternative funding mechanisms, such as public-private partnerships, to supplement state resources. 3. The Kano State government should invest in infrastructure development projects in schools and communities alongside NYSC deployments. 4. The Ministry of Education, in collaboration with NYSC, should develop comprehensive pre-deployment training programs focused on teaching skills, community engagement, and cultural sensitivity. 5. 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