Student placement experience at St. Joseph Orphanage in Nigeria

Nigeria Orphanage

Non-Governmental Organization Placement: Examination of the Experience of Students In NGO Placement

The objective of this work is to examine the experience of students on the NGO placement in Nigeria. The NGO at focus is that of St. Joseph Orphanage and Women Development Center. The writer of this work was provided with an excellent opportunity to exam the organization chart and policy of the non-governmental and non-profit organization. In addition, the writer of this work was provided with insight on how the organization raises money to finance and sustain its diverse projects in Nigeria. During the course of job placement of this researcher with this NGO organization, and specifically St. Joseph Women Development and orphanage center it was amazing to realize that Media and Communication organizations play a significant role in the promotion and creation of community awareness and awareness on the national level. Consideration of the barriers that were encountered during the job placement includes those related to language and tradition, which is an effective hindrance when one, is assigned to work in a region such as the northern part of Nigeria where approximately 90% of the population is Muslim.

Non-Governmental Organization Placement: Examination of the Experience of Students In NGO Placement

I. Objective

The objective of this work is to examine the experience of students on the NGO placement in Nigeria. The NGO at focus is that of St. Joseph Orphanage and Women Development Center.

II. Introduction

Nigeria is comprised by an area 923.8 thousand square kilometers or about the size of California, Nevada, and Arizona combined. The total fertility rate or the average number of children per woman in 2010 is stated at 4.82 by the African Affairs Bureau (2011). Life expectancy in Nigeria is stated at 47 years of age. Nigeria is the most heavily populated country in African accounting for more than 50% or West Africa's population. Less than 1/4 of Nigerians are urban dwellers and at least 24 cities have populations of more than 100,000. (Bureau of African Affairs, 2011)

The country of Nigeria is culturally diverse and is diverse in the languages spoken and the traditions of the 250 ethnic groups of Nigeria. It is reported that Nigeria "gained full independence in October 1960, as a federation of three regions (northern, western, and eastern) under a constitution that provided for a parliamentary form of government." (Bureau of African Affairs, 2011) Reports state that agriculture has been greatly mismanaged, inconsistent, and poorly conceived in terms of government policies and the lack of basic infrastructure in the country." (Bureau of African Affairs, 2011)

Agriculture is stated to account for approximately 40% of GDP and 2/3 of employment in Nigeria. It is reported that Nigeria "is not on track to meet its Millennium Development Goals because of a lack of policy coordination between the federal, state, and local governments, a lack of funding commitments at the state and local levels; and a lack of available staff to implement and monitor projects on health, poverty, and education." (Bureau of African Affairs, 2011) Reported as well is that "poor governance, entrenched corruption, internal conflict, ineffective service delivery, and pervasive poverty serve to present barriers for democratic and economic progress in Nigeria.

The essay which follows is one that examines the experience of students in NGO placement and then to compare this experience to the experience of other students in their placement at a NGO. This particular study reports the experience of an individual in a NGO placement with the St. Joseph Orphanage and Women Development Center.

The report of the Federal Ministry of Women Affairs and Social Development with the support of USAID/ENHANSE Project Nigeria (2008) states. that the estimated of orphans from all causes in 2005 was put at 8.5 million, and 15.3% of this figure are children orphaned by HIV / AIDS, while 84.7% are orphaned by other causes which include accidental deaths, high maternal mortality, and commercial clashes resulting in death of parent." A larger number of children in Nigeria are reported to be made vulnerable due to "other traceable causes, such as poverty, social-cultural constraints, gender inequities, and communal clashes." (Federal Ministry of Women Affairs and Social Development: Nigeria, 2008)

In order to fulfill the academic degree program, the writer of this work applied to the St. Josephs Orphanage organization (NGO) in Nigeria, one of the developing countries in Africa on a job placement as an Undergraduate of International Development Third World with NGO Management. The writer of this work was appointed following a brief interview as a project coordinator based on the experience of the writer in the Health Sector, as International Development Students and this writer's performance during the interview. Dr. Joseph Oterubi is a renowned medical practitioner and a politician, one time Minister of Health during the military era of General Olusegun Obasanjo (rtd) (1976-1979). Dr. Oterubi resigned from his Minister of Health post due to misappropriation of funds by government officials. One of Dr. Oterubi's decisions and objectives of setting up a charitable organization was to assist and compliment the efforts of international donors and NGO's in condemning poverty, maternal death among women due to non- efficient of the Health care system and care for the needs of the orphans, child labor in the society, in Nigeria.

IV. Finances

St. Joseph Women Development and Orphanage Centre was set up as non- profit charitable organization, the founder of the Organization solely constructed Hostel accommodations of 600 bedding in three different regions of Nigeria. Two of the Hostel accommodations was constructed in the Northern part of the country because the statics show that the Muslim dominated area in of the Northern part has the largest numbers of children who drop out of school due to poverty, negative orientation against western education. while the third one, which has administrative office that coordinate all the affairs of the other two centre was sited in southern part, precisely in Oshogbo, Osun-State, Nigeria.

The Organization raises major funding through donations from International donors, Philanthropists, and Corporate organizations. Some of the money would be paid towards overhead cost, which includes allowances of the volunteer Doctors and Nurses. Procurement of school Uniform, books, and feeding. Much of the medical supplies are donated by philanthropist or will be donated sometimes through fundraising through churches and other organization.

Many of the States Project Directors are doctors likewise; the coordinators, Nurses and many of these professionals rendered their services on a voluntary basis. After budgeting and determining what grants St. Joseph Orphanage and women development will qualify for as a non-profit organization, the preliminary start-up costs are assessed as £100,000.00. This cost are associated with maintenance of Orphanage homes/hostels facilities, feeding expenses and overhead associated with the operating the office and the hostels. The project itself will be funded by fundraising through donations from philanthropist, churches, International donor, and grants provided to non-profit organizations that provide relief services to orphans and women development such as USAID for Africa.

V. Services

St. Joseph Orphanages and women development centre basic aimed is to provide for the needs of humanity, such as reducing the level of poverty and in return making life meaningful to poverty stricken people in the populace with emphasis on women (widows) and children in the society.

St. Joseph Orphanage and women development centre aimed to foster relationship with other International donor and NGOs that shares the same vision towards providing parental care, educational support to University level and empowering women towards skill acquisition and income generating activities. This will help assure that the individuals receiving aid have the best possible chance of succeeding in their mission of becoming self -- sufficient individual.

VI. Contributions of the Researcher

The researcher has worked as a Volunteer with Capital Volunteer of Barking and Dagenham with people with drug issues and behavioral issues. This combined with the researcher's experience in the health care sector has enabled the researcher who was appointed as a Coordinator in one of the states.

The experience gained by the researcher while working as a volunteer with capital Volunteer of Barking and Dagenham was imparted into the system including time devoted to mentoring the destitute according to the policy and object of the organization. One of the primary objectives of the organization is to cater for the needs of the Children and orphans that have turned to destitute in the community.

As a member of staff (volunteer) project coordinator, the researcher ensured that the children's rehabilitation and integration into the school was successful. In addition, as part of my little contribution, the researcher in this study ensured that each of them has snacks in their school's bag to motivate them which up till moment l donates £10.00 every month for the purpose of buying snacks for the children in the orphanage.

VII. Utility to the Writer's Curriculum Vitae

The experience gathered as a Project coordinator in the northern part of Nigeria and the role performed would be a good benefit.

VIII. Academic Discussion

The work of Elaigwu, et al. (1999) states that that which makes the determination of socio-economic power in contemporary international systems is the "concentration of capital and other means of production in a few hands…" (Elaigwu, et al., 1999) The NGO movement is one that globally supports a "sustainable, human-centered, eq3itable and materially inclusive mode of societal life can be said to be very much engaged in the struggle to fashion out is peculiar values and cardinal philosophy of operation." (Elaigwu, et al., 1999) It is stated that it is found as "surprising that the NGO movement should practice so little coordinated planning." (Elaigwu, et al., 1999)

The NGO's primary challenge is stated to be how the NGOs can "effectively operate in a corporate world without a financial fall-back plan, and corresponding advocacy or self-promotion strategy." (Elaigwu, et al., 1999) he question is stated to be that if "the mainstream politics and profit motivation in the current world system are too are removed from the projected ethos of NGOs, can the government fashion new ways or new moralities to back up its vision and misson?" (Elaigwu, et al., 1999)

The question is asked if government can learn, anything form religion organization s "who work to facilitate development for the poor by collecting tithes and the widow's mite from their community of faithful?" Stated, as importance in the "interface between the philosophy of NGO mission and their operation reality" is "language" as the dominant linguistic media. It is stated that Steve Biko, the Late South African anti-apartheid student leader stated that the "most potent weapon that any oppressor possessed was the mind of the oppressed." (Elaigwu, et al., 1999)

According to Elaigwu, et al. (1999) finding "appropriate cultural codes and symbols of communicating development ideas can be problematic and sometimes frustrating. It is stated that the "location and role of 'development experts' who constantly have to occupy the communication bridge between the people and international agencies, have provide hardly an adequate response to these challenges." (Elaigwu, et al., 1999) Elaigwu, et al. (1999) writes that due to the condition of the poor in Africa only growing worse, that the NGO must necessarily "ponder the possibilities of politically mobilizing the masses, when designing poverty alleviation programs and projects aimed at them." (Elaigwu, et al., 1999)

The work of David M. Brooking entitled "Experiential Learning in an International Context: College Student Experiences in Short-Term International Service-Learning Programs" reports that the incorporation of service-learning "into short-term study abroad programming has been proposed as a way to enrich the student experience." (Brookings, ) According to Brooking "These short-term international service-learning programs have received very little attention in the literature" and states that the purpose of the study reported was to provide a description of the "…experiences and perceptions of college students involved in short-term international service-learning programs." (2011)

It is reported that the study of Brooking utilized qualitative research methods and collected data through interviewing student participants and program leaders along with the documents related to the programs, which underwent coding, and examination. Brookings reports the emergence of theme during the course of analyzing the data resulting in the provision of "a narrative of the study experience in short-term international service-learning, from their activities to their thoughts, and finally to how they perceive the experience affected them." (2011) According to Brookings "The infusion of service-learning into academic coursework has many benefits for students, not the least of which is aiding in their knowledge acquisition and learning outcomes." (2011)

Benefits of students who participate in service-learning courses include that of application of concepts in the community setting that are learned in the course. (Moely, McFarland et al., 2002; Toews & Cerny, 2005 in Brookings, 2011) In addition, "service-learning students have been show to score higher on exams than their non-service learning counterparts." (Strage, 2000 in: Brookings, 2011) It is also reported that students who are participants in service-learning have been "shown to achieve personal and interpersonal development benefits" which are inclusive of leadership and problem-solving skills." (Gallini & Moely, 2003; Moely, McFarland et al., 2002 in: Brookings, 2011) It is additionally reported that service-learners were able to identify with the community in which they served. 9 Gallini & Moely, 2003; Simons & Cleary, 2006 in: Brookings, 2011) Students involved in service learning have also been shown to experience increases in self-efficacy (Kendrick, 1996; Sedlak et al., 2003; Toews & Cerny, 2005). The cultural awareness of students is also noted to experiences increases in the service-learning environment. Specifically stated is that students enrolled in a service-learning class have also been shown to increase students' cultural awareness. Those enrolled in a service-learning class have reported increased tolerance and reductions in prejudice." (Brooking, 2011)

Service-learners are also stated to have demonstrated growth in their "cultural competence as a result of their experiences." (Brooking, 2011 ) Students involved in service learning course are reported to be more likely to "be open to new ideas and perspectives." (Eyler, et al., 1997 in: Brooking, 2011) Students participating in service learning additionally are more likely to express an increasing interest in social responsibility." (Kellogg, 1999; Kendrick, 1996; O'Hara, 2001; Rockquemore & Schaffer, 2000 in Brookings, 2011) Students have also been shown to have increased political awareness and participation. Students who participate in service learning are much more likely to believe that resolution can be achieved successfully in communities with problems and are able to take on roles in leadership in the community.

Brookings states that with the expansion of service learning and study "…we have seen the emergence of hybrid programs. In 1982, the International Partnership for Service-Learning and Leadership (IPSL) was founded in order to "create conditions in which colleges and universities could operate programs of academic study combined with meaningful community service across the world." (Brooking, 2011) This organization operates independently of U.S. higher education institutions and instead partners with universities in host countries to provide service-learning programs. All of these programs are at least one semester in length, and many last a full academic year. Since its establishment, IPSL has served over 4,000 students who have studied in service-learning programs throughout the world (Sternberger, Ford, & Hale, 2004 in Brookings, 2011)

Brookings reports that a conceptual framework for college student's perceptions and experiences "in short-term international learning and study programs can be formulated using Astin's (1984) theory of involvement with Kolb's (1984) learning cycle. Brookings states that the quality and quantity of the involvement of the student or the "amount of physical and psychological energy that a student devotes to the academic experience is the measure for the level of student development derived from the experience. Kolb's learning style (1984) is reported as being incorporated as well in this conceptual framework due to the relevance to service-learning pedagogy. The four stages of Kolb's learning cycle are those as follows:

(1) Concrete experience;

(2) reflective observation;

(3) abstract conceptualization; and (4) Active experimentation. (Brooking, 2011)

Kolb (1984) held that it is critically important that students are "able to involve themselves fully, openly, and without bias in new experiences." (Brookings, 2011) Brookings states that formal reflection activities are "not normally present in the study abroad programming, they are included in international service-learning programs." (Brooking, 2011) Reflection is such that informs the individual concerning their reality and provides them with an opportunity to bring about changes in that reality. This change cannot occur without reflection. According to Frere (1997) the link between reflection and action is such that serves to activate "the subsequent development of experience and in fact that links is so great that should one be sacrificed "even in part, the other immediately suffers. The transformation of the individual's "perspectives, beliefs, values, etc. is driven by reflection." (Brookings, 2011)

Brookings reports that the learning process that starts with reflection proceeds on through abstract conceptualization and specifically that the views of students in regards to experiential impacts and outcomes in combination with experience of reflection form the basis for the abstract conceptualization stage of the learning cycle and that the individual who has traversed be able to create concepts that integrate their observations into logically sound theories" (Kolb, 1984, p. 30 in: Brooking, 2011).

The perceptions of students related to the aftereffects of their experiences and reflections in this study will demonstrate the movement of the student through the abstract conceptualization stage of Kolb's learning cycle." (Brookings, 2011) Experiential education of students results in personal transformation. According to Frere (1997) and cited in the work of Brookings "Changes in self-perception, personal development, and political and moral outlook are brought about through experiences in combination with personal reflection." (Brooking, 2011)

An update on St. Joseph Orphanage reports that there is expansion underway and that the children at the orphanage are growing and graduating into new classes. The present needs of the orphanage are reported to be the following items:

(1) Build and equip a library with books and computers - $15,000

(2) Build and equip 1 vocational center with musical instruments and sewing machines - $50,000

(3) Provide a satellite link for the internet. Initial hardware and installation - $3,395.

(4) Complete the water supply project - $15,000

(5) Provide playground facilities - $15,000

(6) Provide a better electricity generator - $35,000

(7) Provide a school farm - $25,000

(8) Provide additional staff quarters - $50,000

(9) School bus and administrative car - $45,000

(10) Additional school buses (15) -- add 5 per year at $35,000 each

(11) Running / overhead costs - $96,500/year

Stated as needs of the secondary section include those as follows:

1. Build and equip 4 dormitories with 25 double-decker beds in each - $55,000 each

2. Build and equip 1 academic block with vocational center/assembly hall - $100,000

3. Build and equip 2 staff quarters - $100,000

4. Build and equip a library/computer place - $40,000

5. Build and equip a chapel Block - $25,000

6. Build and equip a clinic Block - $25,000

7. Build and equip a kitchen building - $25,000

8. Build and equip a banking facility - $25,000

9. Equip a school farm - $25,000

10. Equip a water project - $15,000

11. Equip a generating plant - $35,000

12. School bus and administrative car - $45,000

13. Running / overhead costs - $50,000/year

IX. USAID in Nigeria

USAID is reported as having "greatly scaled back its operations in Nigeria as a result of actions of the Abacha regime which prompted international sanctions." (King, 2003) As well, it is reported that from the USAID Transition Strategy for Nigeria "…an initial Results Framework was developed. The long-range overarching goal for the Transition Strategy was expressed as broad-based sustainable economic growth and agricultural development. The RF encompassed four Strategic Objectives, of which SO2 is the subject of the present assessment. The framework for the SO was revised and refined at a Performance Management Plan workshop in Dakar in June 2001." (King, 2003) The primary objective the transition period economic growth program is stated to have been strengthening "institutional capacity for reform" and enhancing "capacity to revive agricultural growth. EG activities covered by the present assessment focus mainly on the first half of this SO, institutional capacity for economic reform." (King, 2003)

Economic growth activities contracts are stated to include those as follows:

(1) economic policy coordination;

(2) privatization;

(3) Foreign investment;

(4) Tariffs and trade policy;

(5) Commercial law development;

(6) anticorruption;

(7) domestic debt management;

(8) sectoral export competitiveness;

(9) government economists training; and (10) FBO budget planning. (King, 2003)

Contract performance is stated to involve the following to support institutional capacity of the BPE:

(1) organizational development -- assisted the BPE development and documentation of a mission that was well defined with staff roles and responsibilities that were clear and ultimately an agency that is "dynamic, reform-oriented, and has a well-motivated staff.

(2) professional staffing of the agency -- the contract is reported to have supported recruitment of a crew team of fifteen Nigerian Diaspora professionals who have led the Nigerian privatization change process;

(3) equipping of the agency -- the contract provided information that was essential to communications technology for the BPE;

(4) Procedures -- it is reported that "transparency in privatization requires open processes for engaging privatization advisor and consultants and for the privatization that the agency undertakes directly. (King, 2003)

Contract performance is additionally including of the facilitation of the privatization process and development of the legal and regulatory framework to support privatization. This activity is reported as having "invested substantially in providing advisors to assist in developing the legal and regulatory framework for areas that always end up involved in privatization." (King, 2003) Included are the following:

(1) A labor policy framework for management of employment issues arising during privatization, which was eventually adopted by the FGRN. A frequently-asked questions brochure was produced for distribution to workers through labor unions.

(2) Social safety net policies were developed for retraining and re-employment in microenterprises.

(3) Competition / anti-monopoly: In the absence of any competition regulation in Nigeria, the BPE picked up this area and the Contractor provided advisors to develop a policy framework.

(4) Environmental liabilities: Environmental regulation is lax in Nigeria, but attention to potential environmental liabilities is critical to privatization. The Contractor provided an advisor who developed a policy framework in this area, including a Privatization . (King, 2003)

Finally enhancing public awareness of privatization is stated to have been key and to have been an area in which activity began slowly but that however, resulted in a "comprehensive privatization program public awareness strategy and program being developed. It is reported that the USAID has stated that growing grains "with appropriate technology would help Nigeria to achieve food security. (King, 2003)

Stated as programs that provide educational funding and career placement for student in Africa including Nigeria are the following:

(1) AFRICAN TRAINING FOR LEADERSHIP AND ADVANCED SKILLS (ATLAS) www.atlas.org - This program succeeds the African Graduate Fellowship Program (AFGRAD) and offers undergraduate, graduate and postgraduate fellowships for highly qualified Africans between 20 and 40 years of age to undertake academic programs in the U.S. The education and leadership skills ATLAS participants gain strengthens their ability to contribute to development efforts in their home countries in areas such as business administration, public health, agriculture, education, the environment, and democracy and governance. All applications must be processed through the official channels established in their respective home countries. Specific information can be obtained from the local USAID Mission (www.usaid.gov) to determine if your country participates in ATLAS. If there is no USAID Mission in your country, you are not eligible for consideration as an ATLAS candidate. Email:

(2) Claude Ake Memorial Awards Program: Funded by the Ford Foundation. This program supports young and mid-career African scholars and activists to carry out research, reflection, and writing about their ideas and activities. The award is intended for Africans, working in Africa, who are engaged in knowledge-based and reality-informed problem solving to address the continent's development challenges. Contact: The Africa-America Institute, Claude Ake Memorial Awards, 1625 Massachusetts Avenue, N.W., Suite 400, Washington, D.C. 20036-2259, USA

(3) AFRICAN DEVELOPMENT FOUNDATION http://www.adf.gov / - The Foundation provides grants to support development research by African scholars, professionals, students and community groups. The average grant is $25,000. Contact: The African Development Foundation, Office of Learning and Dissemination, 1400 I Street, NW, Washington, DC 20005, USA; Phone [HIDDEN]; Fax [HIDDEN]; Email:

(4) UNIVERSITY OF WISCONSIN-MADISON http://africa.wisc.edu / - The Compton Peace Fellows are based in four universities in the United States: Indiana University, Bloomington, the University of Minnesota-Twin Cities, Michigan State University, and the University of Wisconsin-Madison. The Fellows Program provide research support to graduate students from sub-Saharan Africa whose studies and research will address issues of peace, security, and conflict resolution in sub-Saharan Africa, especially in relation to population and environmental concerns. Students must be committed to returning to the region to apply their skills and education. Fellowships are available to both incoming African students and to students currently enrolled in a graduate program. (FUNDING AND RESOURCE GUIDE FOR AFRICAN STUDENTS, 2010)

Summary and Conclusion

The researcher and writer in this study has related the mission, objectives and goals of St. Joseph Orphanage in Nigeria and has also related the growth and expansion that was personally experienced due to participation in the St. Joseph Orphanage and Women's center program. The writer of this work has gained an understanding that the NGO organization, just as other organizations has inherent limitations however, the researcher also acknowledges the great good that St. Josephs has done in its contribution to Nigeria.

Due to the great numbers of children without parents in Nigeria and the need of women for prenatal and obstetric care, St. Joseph has greatly contributed to the care of the orphan population in Nigeria. While the daily attendances that are provided to the children without parents may not seem like much in the present view of most Americans, the snack in the schoolbag provides these orphans with enough motivation to inspire them and to drive them toward a brighter future upon the basis of the education that they are in receipt of provisioned by St. Joseph. There are programs that make provision for educational assistance and NGO job placement in Nigeria and other parts of Africa. Some of these organizations have been reviewed and still others are in existence that provides help to students of Africa.