#ClimateSmartKids

Project Description: 

Climate change and its effect in recent times have become a global emergency. With the earth warming above 30C, there is need for the world to develop innovative solutions that will push actions by different government, to reduce carbon emission if we still desire to protect our planet. With the world recovering from the COVID-19 and witnessing the impact of a virus on mankind, there is a need to urgently declare an emergency over the climate change situations. The pandemic has gotten a vaccine to help reduce the impact but for climate change, there is no vaccine, all we have is to take action and that is our only solution.  

From country-to-country young people has become climate activists and calling for actions by world leaders. As young people push for climate justice and holding their different government accountable to be more proactive in implementing policies and climate governance there is need to sustain this call and continue to hold the government to deliver on their promises. To sustain climate action call especially in Nigeria children whose life will be affected if pre-emptive and result-oriented measures are not immediately taken must be guided to become part of this climate movement to both take precise actions and as well participate in calling for actions from the government. The Sustainable Development Goals is built on the bedrock of ‘leaving no one behind’. Therefore this project tends to not just educate children on climate change and its effect but also to help them create their stories around how they are affected and encourage them to call for more actions by the government. The project will also help them to identify the roles they can play in addressing the climate change issue and also motivate them to take climate actions and make a commitment in their little ways. 

Objectives: 

  • To create a sustained awareness of climate change focusing on children between the ages of 6-17. 
  • To raise a generation of young Nigerians who are greatly concerned about the environment. 
  • To help children understand that they can play a role in solving climate change issues. 
  • To build a country where everyone is committed to protecting the environment.  

Activities: 

  • Climate and Environmental conservation training for selected school children using well-curated Climate toolkits. 
  • Visitation to selected schools in Abuja, Abeokuta and Port Harcourt by young climate activists to educate children (20 schools in Abuja, 5 each in Abeokuta and Port Harcourt). 
  • Setting up Environmental/Climate reality clubs and raising young climate activists 
  • Planting trees and nurturing the trees as part of a commitment by these young climate activists. 
  • Stakeholders’ engagement and Excursion Visits. 

 Expected Outcome: 

  • Establishment of 30 Climate reality clubs in Abuja, Abeokuta and Port Harcourt. 
  • 250 young climate champions trained and equipped with innovative climate and environmental education. 
  • 1200 seedlings raised and nurtured. 
  • Young climate champions taking climate actions to address climate emergency in their communities. 

Sustainability: 

The project will serve as a mitigation and adaptation-based program heralding multiple target schools whereby young climate champion will be raised. This project shall incorporate a developmental perspective metamorphosing into the creation of environmental clubs in selected schools. The club will meet at the Global Goals Center periodically and the center would continue to facilitate part of the project activities with supervision from the Center Manager.  

Scaling Up Methodology: 

To ensure that the voices of young people and children in Africa are actively considered for climate action and justice, the project will partner with other climate activists in selected African countries. These activists will support the project by establishing Climate Reality Clubs in their communities. This will help to call for more stronger active voices across Africa to take ambitious actions in addressing impacts of climate change crisis across the African continent.  

Youth opportunity training (YOT)

Project statement

Youths’  unemployment  in  Nigeria  has  been on an increase as numbers of  yearly graduates from

Youths’ unemployment in Nigeria has been on an increase as numbers of yearly graduates from institutions of higher learning continued to increase, due to the fact most youth are not equipped with the necessary skill required to be employed or are not able to develop good content either when applying for a job to earn a living or to further pursue a career abroad. The unemployment and underemployment rate according to NBS as of 2018 rose to 23.1 percent and 16.6 percent respectively.

Project description

Youth opportunity training (YOT) is aimed at equipping/enhancing youths with digital skills, scholarships & job application opportunities and 21st century cv/resume creation template. TOY is targeted at 20 youth particularly undergraduates, serving & ex corps members within G/lada Area Council of the Fct both male and female.

Activities

  • A google form would be created to be filled by interested youth, who want to be beneficiary of the training.
  •  Participant would be divided in two group, 10 in each group making it 20 participants in total.
  • A 2 weeks intense training for participant. YOT is expected to be a week for each group. Training is to start by 10am on each day.

Overall Goal

  • Is to acquaint participant with necessary digital & content development skills required to become entrepreneurs and also further make them employable, so as to reduce the rate of unemployment in the country.

objectives

  • Equip participant with digital skills like web creation & development, graphic design.
  • Enlighten and teach youth on how to apply for jobs & scholarship
  • Exposing participant to 21st century cv template

Outcome

  • We hope to have more youth that have the right skills needed in the 21st century labor market.
  •  reduce the rate of unemployment in the country at large.

Economic Skills Training for Low Income Earning Women

Problem Statement

In Nigeria, women constitute over 60% of the poorest people. According to IMF statistics, Nigeria has over an 81million people in extreme poverty which translates to approximately 52 million women in the clutches of extreme poverty.

The Covid 19 pandemic has affected a lot of businesses, which has led most people especially women to lose their jobs. A lot of women do not have economic skills that increase their income.

Women in Nigeria are less active in the labor market; more likely to be in lower-earning opportunities like farming and informal jobs.

Project Objectives

The objective of the Economic Skill Training for Low Income Earning Women is to Train Women with Skills that will be an additional income to them. The Training would enhance the skills of women and enable them to have a side income to run their daily spending.

The second objective of this training is to solve some global challenges in the world like:

  1. Reducing the rate of hunger especially in the Covid 19 pandemic
  2. Promoting good health and well being
  3. Climate Action
  4. Financial Literacy

Project Goal

The Goal of the project is to see Economic vibrant rural communities, where women have gained financial skills to drive rural development and eliminate all forms of inequalities, poverty, and marginalization.

Activities

The Activities that will be carried out to achieve the Goal of this Project are as follows:

  1. Selection of 20 low-income women within the Gwagwalada community.
  2. Training on sustainable confectionary skills such as:
  3. Green skill training on waste recycling and upscaling
  4. Training on liquid soap making, hand sanitizers, and gel

Outcome

The outcome of the project will be that At least 20 women are trained and have an additional skill that will increase their income.


Find statistics on the number of poor women in Nigeria. Read on the impact of the COVID-19 on women economically

How we are helping in the midst of COVID-19



The Future of School and Education in Africa and the Role we are PlayingWith the global COVID-19 pandemic causing unprecedented challenges and disruption, no one can say for sure how long the crisis will last, or what we will find on the other side. We do know that the education community won’t be returning to the “old” normal. The future of school may be dearly uncertain but what is certain is that the future of school can no longer be caged by the four walls of classrooms. The big question is if Africa is ready for the all-important new normal. From the technology revolution to teachers’ training and students’ adaptability, a lot seems to be missing.    As an organization, what role can we play? As a host organization for World’s Largest Lesson in Nigeria, we have designed and currently implementing some intervention initiatives. We know that teachers remain crucial if anything will go well but teachers who cannot fit into the “new normal” may be out of a job or seizes to make an impact.  This is why we created the Teachers Upgrade Online Training. This Teachers Upgrade Online Training is built to support teachers’ ability to scale up their skills and expertise while advancing their career opportunities in the post covid19 era. With over 900 participating teachers, the 5 weeks virtual training has revealed, sadly, terrific technology skill gaps in Nigeria’s teaching workforce with just about 5% of the entire participating teachers having elementary tech knowledge to aid teaching activities.  The objectives of the training as designed include; To address the huge technological deficit currently on display within the teaching workforce and bring them up to date with the global teaching standard. To help teachers to transition smoothly to the use of digital skills and other innovative skills which have proven effective in addressing education deficit in such a time like this. To help teachers in acquiring skills that are needed in raising younger generations who are better positioned in using education to solve social problems. Our intervention can be said to be timely and pragmatic in nature. Our tailored training will introduce and build the teachers’ capacities around,
1. Teaching and technology: The link between technology and learning. Introduction to digital/virtual teaching delivery, Digital classroom setup, and management.
2. 21st Century Skills for impactful learning: developing well-rounded teachers that are relevant for the future of work in the Education sector.
3. Employability Skills: Teaching career readiness and inculcating these skills at an early stage of learning.
4. Community- Based  Learning: Connecting students’ immediate environment with classroom learning for improved knowledge.
5. Digital Club setup and management/Club learning ideas challenge.
Teachers with the best learning performance will win laptops and other teaching aids as part of our contribution to building their capacities to align with global realities and trends. Key outcomes expected to be sustained from the training include; An improved standard in education and learning in schools decline in the deficit in technology use in education and learning in Nigeria. Huge investment in digital skills training across the nation for teachers increase in the use of digital learning tools in teaching and learning in classroom education.

#EndRape Campaign

 Breaking the  Culture!!!!

It’s been an overwhelming month with the prevalent cases of rape and the gruesome murder of some of the victims. There have been protests both online and offline as people lend out their voices to condemn the increased number of rape of young girls and children which has become a societal norm. Many gender activists have called on the government to prescribe capital punishments for rapists and to speed up the court processes for cases that are ongoing as this will show commitment by the government to punish perpetrators’. Our organization DEAN Initiative carried out a 2 weeks online campaign using dedicated hashtags to speak against this heinous crime which is gradually becoming the new norm in our society. We also engaged our volunteers to take action in speaking against this act in their community and on their social media handles. We were emphatic that this new trend won’t be accommodated in our society and as an organization, we are committed to collaborating with other civil society organizations to do all we can to ensure that women, girls, and children feel safe in our communities.

So we encourage you to take a stand with us as we #StandAgainstRape and all other forms of violence.#EndRape 

Teachers Urged to inculcate virtual, digital learning skills

Teachers Urged to inculcate virtual, digital learning skills

With the coronavirus Pandemic ravaging the world and its negative impact its having in the world, the United Nations Educational Scientific and Cultural Organization, recently revealed that over 35 million children are not in school, specifically children in public schools at the primary and secondary level.

In a communique issued by DEAN Initiative recently addressed the negative impact the coronavirus pandemic is having on both teachers and students in Nigeria.

The virtual  town hall meeting which had in attendance, Mr. Semiye Michael, Country Director World Largest Lesson and Executive Director DEAN Initiative, Mr.  Gideon Olanrewaju, Executive Director, Aid for Rural education Access Initiative (AREAi), Ms. Joy Oballum Technical Consultant, World Bank Group, Mr. Busayo Morakinyo Community Engagement Manager Connected Development(CODE), Ms. Kemi Ogunsanya, Literacy Educator/ Learning and Development Professional.

They commended the interventions already initiated by the Federal ministry of Education in addressing the impact on education and learning through the Federal Ministry of Education Covid-19 Response.

However it was observed that the COVID-19 pandemic has revealed weaknesses in the educational system, which include: poor funding, lack of infrastructure and investment in technology, need for improved retraining and training for teachers to be relevant in modern learning and education.

The DEAN Initiative further beckoned on all teachers in the public and private sector to imbibe the habit of learning virtual and digital skills, as the world is becoming a computer village daily.

Mr. Semiye Michael said, “Teachers need proper training to transition properly to virtual learning they need to be equipped with digital Learning skills, teachers need to be effectively trained on the use of digital and information skills to navigate the learning process.

“As we move towards recovery Post- COVID-19, there is need to embed core skills into our teaching and learning process. Skill based learning should be prioritize over Knowledge based learning to ensure that every Nigerian child is adequately positioned for the future.

“The issue of funding for education need to be taken serious, the Covid-19 has exposed the lack of the needed investment by government in education development. With funding for education, it should be accompanied with tracking to ensure the funds are directed to the intended need.

“Government at all level should prioritize investment in education because no nation outshines the level of its financial investment in Educational development. Above all, the need to ensure that teachers who are saddled with the key responsibilities of education and learning should be properly positioned for 21st century learning”.

SDGs Activation in Nigeria

Nigeria, no doubt, did not do well enough in its implementation of the Millennium Development Goals (MDGs). But, this time, there appears to be a determination to do things differently in the implementation of the SDGs, with the sole intention of making an appreciable impact in citizens’ lives when the programme comes to a close by 2030.

The Special Assistant to the President on SDGs (SSAP-SDGs), Princess Adejoke Orelope-Adefulire alluded to this change in tactics when she noted that the nation made no significant progress in its implementation of the MDGs, because it was government-driven, lacked the people’s ownership and commitment and was made to work in silos.

Orelope-Adefulire said the country now recognises the need to succeed with the SDGs, the successor programme to MDGs, and has resolved to do all within its powers to ensure that it successfully delivers on the programme’s targets.

Orelope-Adefulire spoke in Abuja during the second phase activation of SDGs with the theme “SDGs Activation Lessons for Families, Communities and Religious Leaders,” in the country. She said this phase is directed at stimulating individual and collective ownership of the SDGs, by bringing the SDGs to families, communities and religious organisations through the SDGs lessons and action plan to be delivered by teachers, peers, civil society activists and youth volunteers, across the 36 states of the federation and the Federal Capital Territory (FCT).

In a chat with the gathering which comprises youths and adults, including traditional and religious leaders, that the second phase activation is meant to enable families, communities and religious leaders/organisations to understand the roles they could play in the achievement of the global goals, by stressing the importance of the SDGs and the need for mass participation in the race for Agenda 2030

Orelope-Adefulire, a former Deputy Governor in Lagos State, explained that the decision to target the family, among other social groups, was because “the family is the central social unit of all progressive societies and the achievement of the SDGs depends on how well families are engaged and empowered to contribute to the achievement of these goals.

“Similarly, local communities are at the core of the action, as progress would depend on the positive action taken at the local level, because the concept of the SDGs is about the people, it is about societal peace, about prosperity, it is about partnership and about knowledge.

“This understanding will aid our commitment to the actualisation of the SDGs in our various societies. But, if we refuse to participate and show lack of concern, we risk the misfortune of regressing as a people, while others are progressing.

“As much as the SDGs are about all of us, about the need to create a world that is sustainable, that is resilient and guarantees our future, we must all be part of the development efforts.

“That is why we are appealing to all to participate in this exercise. We intend, at every stage, to have more people key into this SDGs advocacy programmes so that we will be able to bring about the change we all desire.

“The idea behind this exercise is to make you part of the decision making process by drawing government’s attention to your areas of need. This is because, if you don’t tell us what you need, you will not get what you want, because your leaders need you to remind them of what your needs are,” she said.

Orelope-Adefulire took participants through all the 17 goals enshrined in the SDGs and how their achievement could help create a sustainable environment and make living worthwhile for all.

She stressed the need for more women involvement, in view of their capacity to influence changes in their families and communities.

The SSAP-SDGs, who spoke about the need to emphasise girl-child education as an empowerment strategy to enhance women’s involvement in development activities, recalled how she almost missed out on the opportunity to be educated, owing to her father’s belief that the male child deserved the better attention.

She, however, did not blame her father for the decision to discriminate in affording his children access to education. Adefulire-Orelope attributed the lapse to his ignorance of the girl-child’s capacity and capabilities.

“When I was young, my father’s belief was that once I was married, his name will be replaced by my husband’s surname. And therefore I did not need any education.

“But, my mother took up the challenge and sponsored by education up to the university level.

“A lot of things have happened to people who do not have the needed opportunities. I am saying this so that our fathers and our parents could change their mindset about the girl child. There is nothing that the men can do and the women cannot do,” she said.

The SSAP-SDGs stressed that the task of achieving the 2030 Agenda “is enormous and the government alone cannot do it. Therefore, there is the need for an inclusive and participatory approach at national and sub-national levels to ensure strong stakeholder engagement in the implementation of the SDGs. I invite you all to join us as we pledge to ‘leave no one behind’ by working together to reach the furthest behind.”

The Executive Director, DEAN Initiative, Michael Semiye added that the second phase of SDGs activation exercise is to bring everyone on board and to make the citizens participants in the task of building a developed and conducive country that everyone desires.

Semiye said: “The activation exercise is an initiative to mobilise action across board for development in Nigeria. When we see our colleagues around the world, the sacrifices everybody makes every day to realise the type of country they want, we are impressed. But, when we come home, what we do is only to complain, unmindful of the fact that there is nowhere in the world where complaints solve problems.

“It is the people that solve problems. The SDGs have provided a platform for us to push for the development of our country. Nigeria, being a signatory to the SDGs, it is incumbent on us to enforce the spirit of the SGDs as contained in the 17 goals that have been crafted.

“It is a fact that no government in the world has been able to solely solve the problems of the citizens, which informed the emphasis on enhanced collaboration between the government and the citizens.

“This activation is our own way of inviting citizens across the nation to be participants in ensuring the actualisation of the global goals in the country. Please, we encourage all to go out and conscientise the people on the opportunities that the SGDs presents and the roles expected of them.”

Before the family activation

The second phase of SDGs activation was preceded by the first phase activation in October last year, which was directed at sensitising and educating the children and youths from ages eight to 18 to enable them to understand the SGDs programme and support the aspirations behind it.

The Office of the SSAP-SDGs explained that the first activation was equally directed at assisting the youth in taking localised actions for the ambitions of the SDGs through the deployment of creative contents designed by the global group, the World Largest Lesson (WLL), whose implementing partner in the country is DEAN Initiative.

Orelope-Adefulire, who spoke about the success of the first activation, said her office was currently working on strong collaborative partnerships by connecting and coordinating across institutions, as well as engaging with parliaments, sub-national and local communities in unprecedented ways, “which reflects the ‘whole of society’ and ‘whole of government’ approaches.”

Foundational measures before first activation and beyond

The SSAP-SDGs noted that the Federal Government, in demonstration of its commitment to the SDGs, put in place foundational measures which included taking into account national and sub- national development priorities, including impactful and well-designed family-focused policies.

These measures, she added, “are in place to give a voice to our people, particularly the poorest and the most vulnerable. Additionally, my office, whose mandate includes horizontal and vertical inter-governmental coordination; multi-stakeholder partnerships; resource mobilisation; advocacy and strategic communications for the SDGs in Nigeria, has established multilateral structures and institutions to accelerate the SDGs.

“We have continued to engage with states through the Conditional Grant Scheme (CGS), to ensure that the SDGs do not remain a federal initiative alone, by strengthening inter-governmental collaborations in order to channel resources to projects and programmes that have significant impact on the poor and vulnerable people at the local level.

“It is pertinent to state that my office has continued to intervene in the provision of health, education, water and sanitation infrastructure as well as economic empowerment programmes across the 36 states and the FCT to fast-track the implementation of the SDGs,” Orelope-Adefulire said.

The SDGs

The SDGs came into being after the expiration of the MDGs in 2015. The United Nations, working with Heads of States and Governments of its 193-member nations, including Nigeria, developed the SDGs as a new development agenda, also known as Agenda 2030.

It is framed into 17 goals, 169 targets, and 230 indicators, all aimed at developing the world and ending poverty in all its ramifications. It also aims at safeguarding the planet and ensuring that all the people of the world enjoy peace and prosperity.