Wednesday, 7 June 2017

Should Buhari Contest in 2019 and How Has He Fared in the Second Year in Office?

By Dr. Ahmed Adamu

There is a need to poll people’s opinions on what they think about the governance and leadership of their countries. Based on this, I decided to conduct an annual opinion poll to collate people’s opinions on the quality of leadership and future expectations on the current Nigerian leadership. This gives an indication of the people’s perception or thoughts on the leadership of the country, which can serve as feedback on how to further improve governance and track shifts in the government’s approval ratings. At this year’s poll, the respondents agreed that two years are enough for assessments, and they were ready to give their assessment and they did as follows:

In the first year (2015-2016) of President Muhammadu Buhari’s administration, 50% of the respondents were extremely satisfied with his administration, but in the second year, this proportion reduced to 23%, where the most of the respondents (42%) in the second year said there were moderately satisfied. This can indicate a possible decline in people’s satisfaction with the administration within a year. One can look back within this one year to see what might trigger decline in people’s satisfaction. One of the possibilities is the increase in the rate of inflation, which peaked at 18.72% in January 2017, the highest inflation in a decade. Between 2016 and 2017, the inflation averaged around 17.59%, with some slow-paced increase up to January 2017, when it started to decline for three straight months because of the fall in prices in housing and utilities and transport. This decline was not significantly contributed by a fall in food items. Another likely reason for a fall in satisfaction can be related to an increasing unemployment rate, which increased to 13.9% in October 2016, from 12.1% in April 2016. There could be many other reasons for the decline of people’s satisfaction of the Buhari’s administration.

Similarly, the respondents were less confident on the choice of political appointees by President Buhari compared to the previous year, where the most of them (39%) said they were moderately confident of the political appointees, which is a fall in confidence, since in 2016 most respondents (52%) were very confident of the political appointees. This could be attributed to the slow pace of government projects in some sectors, even though there is visible progress in some sectors. However, the majority of the respondents are still confident for the future under President Buhari.

State governments were also assessed, where respondents assessed states’ governments poorly on average in the second year. This may indicate low performance of some of the states’ governments. Though some states were assessed good like Borno, Edo, Ekiti, Gombe, Jigawa, Kaduna, Kano, Lagos, Niger, Sokoto, Taraba, and Zamfara, others were assessed poor. However, none of the states were assessed excellent in the second year.

When asked if President Buhari should contest in 2019 elections, 50% of the respondents said no, he should not contest, while 49% said he should contest, the remaining 1% were neutral about this question. This indicates that some Nigerians would prefer President Buhari not to contest in 2019 elections. This may be related to their realisation of the president personal health concern, and the fact that many expect him to fix corruption in the short run.

In exploring alternative candidates, most (45%) of the respondents prefer a fresh and young candidate for Presidency in 2019; this indicates the possible desire for fresh sets of leaders in the country. In the event of no fresh and young candidates, and people should choose among the existing leaders, most (25%) of the respondents would prefer Senator Kwankwaso, 19% of them prefer Governor El-Rufai, 3% of them prefer Hamza Almustapaha, 2% of them prefer Senator Saraki and Bola Tinubu, and 1% of them prefer Atiku ABubakar and Goodluck Jonathan. This means that Senator Kwankwaso and Gov. El-Rufai may have large following and could likely be preferred alternative candidates for Nigerian presidency in the future.

The question of a fresh and young candidate is still being asked, because Nigerians ask for what kind of credibility, integrity, qualification, or experience may be required of young and fresh candidates. Some believe that it should be someone who never asks or intend to go into the politics, and some think it should be carefully and strategically prepared for. However, another big question is how united and patriotic are the younger citizens? At a time, when people compete for material wealth, and are willing to do anything to acquire it, because it is the source of respect and recognition, and politics is the easy step to acquire the wealth, then we are not ready for better alternative candidates.

Unfortunately, the young generation are groomed to desire for wealth and power, against real leadership of character and responsibility. It is disheartening to see how the young generation are polarised, and they envy and attack each other maliciously. Some of our generation think of themselves and always try to blackmail others to hide their immoralities, and this does not indicate that the younger generation are ready to take over. So, there is little hope for that fresh and young candidate unless the young people of today are prepared to do something different and new, like identifying the credible ones among them and sponsor them into the politics. The less so credible ones must be disowned and rejected. Finally, the easiest way for young people to take over is for them to take real leadership responsibility of making an impact and difference wherever they are. If they can influence a positive development, then they are already leaders, and soon power will come to them. They don’t have to ask for it necessarily, and they should not worry about taking a title, because even without them, the young people can make difference and influence the necessary positive development in our society by working together and supporting each other.

This questionnaire will resume next year on democracy day. However, it is good to note some of the weaknesses of this research, which are: limited sample size, regionally unbalanced sample, being online and restricted to the elites etc. However, it is recommended that the government take up this kind of initiative and expand it to receive feedback from the populace at certain intervals, as it will be useful for improvement.

Dr. Ahmed Adamu,
Petroleum Economist and Development Expert,
First-Ever Global President of Commonwealth Youth Council,
University Lecturer (Economics), Umaru Musa Yar’adua University, Katsina.
08034458189, 08188949144, ahmadadamu1@gmail.com


Thursday, 25 May 2017

Two Year Assessment Form of President Buhari



The simplest way to manage projects out there

Tuesday, 23 May 2017

THE FLAWS OF OUR DEMOCRACY

By Dr. Ahmed Adamu

This month, Nigeria will celebrate Democracy Day on the 29th of May, but I have concerns about whether the democracy we practice is the best option for us. First, democracy allows everybody above the age of 18 to vote, irrespective of their education, knowledge or political awareness. This is one of the flaws of our democracy, not everyone is informed of the requirement or competence for leadership, not everyone has the skills to interpret information presented by candidates, not everyone has the correct mindset or upright ideology in making the right decision, and if everyone including the uninformed are handed over the ballot, we risk the chances of ignorant choices.

Therefore, casting a vote is a skill that everyone must acquire, and if you do not have the skills, you will not be qualified to have a ballot. It is just like handing over guns to everyone, you will risk giving the gun to an uninformed person, and he may end up shooting himself or shooting the good guys. Just like not everyone should lead, not everyone should vote too. If a child is denied the ballot because it was believed that a child may not be well informed or acquire the necessary knowledge to participate in the voting, likewise even among adults, there are those who are not informed or have the knowledge to guide their decisions.  Some children may have the knowledge, but they will also be denied the chance to vote. So, there has to be clear requirements to qualify to vote in a democracy, especially in developing countries where there is mass illiteracy or unawareness, which reflects in the ballot and can cause the poor selection of leaders, resulting in bad governance.

Uninformed citizens can easily be manipulated and used through bribery, bogus promises, or intimidation to make the wrong choices. The votes of uninformed citizens may not necessary reflect their own opinions, which is against the principles of democracy. So, some sections of society need to be stripped of the voting chance. However, highly informed and educated citizens will have fewer tendencies of being used or manipulated. In some elections, a leader can emerge even with a 1% margin, and it does not matter if that margin was as a result of a vote from an uninformed voter. That one percent will also make the other major 49% voiceless.  Uninformed voters can decide the course of the ship of our democracy. Giving uninformed citizens the ballot is like giving unprofessional the wheel of a ship at the middle of a sea during a storm, how would they steer the ship? But, if you hand over the ship to a qualified person, they will handle the situation and direct the ship to a safer route. Even in courts, we don’t allow every citizen to give verdicts, a select few competent judges are the ones we trust to give verdicts, because we believe they have the skills in making a sound and fair decision, and we accept their judgments.

This also applies to candidates contesting in our elections, once you have a lower educational qualification, irrespective of the quality of that education or the depth of your knowledge (especially political and economic affairs), you are free to contest. It is just like an aeroplane, not everyone deserves to fly the plane, if someone who is not an expert stepped up to fly the plane, no one will agree to that. So, why should we allow those who are not expert to steer a country's direction, candidates must have certain strict criteria to contest. We cannot risk allowing people with shallow knowledge of politics and economics or education to stand for elections, if we do that we put ourselves at risk of voting in incompetent leaders. If a private company wants to appoint a new MD/CEO, they will shortlist those with the best qualification in terms of knowledge and ability to meet the company’s targets. So, why can't we shortlist the best candidates for leading our respective countries, why do we accommodate incompetence in our shortlists? That is why we have to raise the requirements for who we allow to contest in our elections.

To achieve this, we have to change the system of nominations for elective positions; first, candidates must be allowed to stand for election independently without standing under a political party. Political parties must allow every member of their party to cast their votes in the selection of their party’s candidates, instead of few people, i.e. delegates. These delegates are targets of manipulation, bribery, and deception because there is no strict requirement for their selection, and once they are manipulated, the entire country is manipulated too. So, for immediate remedy, parties must open the selection of their candidates to every member of the party. Any party that does that will for sure have more appeal to the people.  Political parties must be forced to reduce the cost of nominations for political positions, to give room for competent candidates who may not afford high nomination fees.

Restricting candidacy to parties is what produces leaders without ideas. Shehu Musa Ya’adua once said, “Our major problem as a country is that we elect people that we know are not competent, and leave out those that we know are competent”. One of our African orators, Harmon Okinyo once said, “the problem with Africa is that those that have ideas, have no power, and those with power, have no ideas. Once Africans are presented with the option to vote between those with ideas and those without, they will vote for those without the ideas”. So those who are the 'good ones' don’t get the chance. The good ones do not have the money to outcompete the bad ones, and the bad ones use illiteracy and an uninformed electorate to find their way, and that is why it is dangerous to give the ballot to the uninformed citizens.

So, let us have an intellectual democracy and not democracy by birth right. Another issue with democracy is the frequent change of leaders, and giving them absolute powers to change the course of governance. This creates inconsistency and the desire to accumulate wealth within the limited span of their tenure, unlike a constitutional monarch, which prevents continued rent seeking from rotating powerful leaders. Frequent change of governments and elections attracts huge costs, which short-change the citizens. Monarchs tend to take responsibility for success or failure of their countries, because their faces or images are at stakes, and they want to command loyalty and love from their people.

To ensure informed choices and better selection of leaders, Islamic, traditional or new systems of democracy can be looked into. We can consider electing voting representatives in each district or ward, who are knowledgeable, respected, experienced and reputable. These voting representatives will cast their votes on behalf of their people, and will undertake by oath to be fair and just in their selections. They will be like judges, who will use facts and evidence to give a verdict without sentiment, fear or favour. All candidates must then present themselves and their visions to earn the votes of the voting representatives. This will give a chance to credible candidates from unpopular parties, marginalised ethnicities or sections of society, because it is about who is more competent. The voting representatives will vote according to their conscience and conviction, and they have to report back to their respective communities and explain the justification for their choices. So, they will be the judges, who make verdicts on our behalf. This kind of system is found in Islamic election processes, where few selected respected members of society are chosen to select a leader. It is also found in the traditional system of democracy, where few selected king makers choose the king on behalf of the people.

Finally, the above system can be merged with direct democracy, where a proportion of the votes can be allocated to the citizens and the bigger proportion to the voting representatives. We can say, voting representatives have a 60% weighted proportion of the votes, and 40% goes to the citizens. If a candidate wins, the entire votes of the voting representatives can emerge. A candidate can still win if he has the majority of the overall votes, combining proportions from both voting representatives and the citizens.

Dr. Ahmed Adamu
Petroleum Economist and Development Expert,
First-Ever Global President of Commonwealth Youth Council,
University Lecturer (Economics), Umaru Musa Yar’adua University, Katsina.

(08034458189, ahmadadamu1@gmail.com) 

Tuesday, 18 April 2017

How the North Fare in Nigeria?

By Dr. Ahmed Adamu

Recently, the emir of Kano, Alhaji Sanusi Lamido Sanusi proclaimed that if northern Nigeria was to become an independent country, it would be one of the poorest countries in the world, everything being equal. This inspired argument on the economic sensitivity of the north in a United Nigeria, I was interviewed on one of northern Nigeria’s most watched international Hausa TV channel- Wisal TV- to assess how Northern Nigeria fares in Nigeria socially and economically, and I wish to share with you some of my points during the live TV interview as follows:

First, one needs to first look at facts and realities before building opinion or sentiment. Let us look at the economic perspective of the argument using the indicator of Gross Domestic Product (GDP), the most recent available disaggregate statistics of 2010 showed that among the top 10 most contributing states, only two were from the north, which were Kano and Kaduna placed at 6th and 10th Positions respectively, the remaining top eight states were all from the south. Looking at the bottom of the table (the relegation zone), eight out of the ten least contributing states were from the north. Based on these statistics, the north contributed only 26% of the total GDP of the country. This means that out of the total GDP of $369 billion in that year, the north contributed only $95 billion.

Therefore, if things are to stay as they are, the north will compare with countries like Sudan and will be placed at 63rd position in the world GDP ranking, instead of the current Nigerian position of 26th, the south would then (without the north) be placed at 54th position.

Looking at poverty indicator, on average, 66% of northerners are poor taking the average poverty prevalence rate of the 20 northern states including the Federal Capital Territory (FCT) as reported by the United Nations using the international poverty threshold. Specifically, the north west is the poorest region in the country, with an average poverty rate of 81%. The average poverty rate of the south is just 24%. So, this indicates relative higher income level and perhaps more expenditure and economic activity in the south than in the north.

Even though poverty is multidimensional, some poverties cannot be measured, but the real experience and observations have shown higher level of mal-nutrition, higher illiteracy, poor health care system and poor drinking water in many of the rural and some urban populations in the north. This weakens productivity and efficiency of many of the northerners.

Despite the agricultural potentials of the north, this has not helped improve the productivity of the region significantly. Firstly, from a macroeconomic perspective, agriculture contributed 21.26% to the Nigerian GDP in the last quarter of last year. This share did not only come from the north, because the south also engages in agricultural activity. So how much the north really contributes to the agricultural productivity of the country? It is obvious, it contributes higher than the south, but the sensitivity of the northern agricultural production to the GDP will not be more than 15%. This is what the Nigerian GDP will lose if the north stops agricultural production in my own estimate.

Some argue that significant portion of agricultural outputs from the north profit the southerners more than the northerners, because the southerners invest and add value in most of agricultural produce in the north. For example, in meat production, a northerner may suffer to rear a cow and sell it at N60k (hypothetically) to a southerner, who will then slaughter the cow, process the meat and package it and sell it either within the country or abroad, and will eventually sell that cow at anything above N100k, making more profit than the northerner that reared the animal. This also applies to vegetables and other crops productions.

There is nowhere in the north where crude oil is being produced, which means 100% of the Nigerian crude oil production comes from the south. Even though oil contributes only 7.15% to the Nigerian GDP in the last quarter of last year, it is still the significant source of foreign earnings for the country. So, without the north, Nigeria can generate significant foreign income from production of crude oil. However, the north may soon find and produce oil, then the equation may change, we will wait and see.

Following all this, one will start to build opinion that north is not a significant contributor to the economy of the country. This may not be mistaken despite the huge population of the region. This is because, the northern population lack the required competitiveness and efficiency to translate into more productivity. With almost half of the region’s population being women, who are largely socially restrained from becoming economically active, as a result they become absolutely dependent on the remaining half of the population, that is men. Though men are the providers, but that does not give excuse for women to live below their potential and rely heavily on the men. Doing this causes high level of divorce and disrespect on women for their dependency. It also makes the economy of the northern women vulnerable to the shock of men’s economy.

Another reason why the northern population seems immaterial is children street begging, where over 20 million children from the region roam the streets begging for food without shelter, appropriate discipline and care. This causes huge waste of human capital, and all the potential productivity of these segments of the northern population are lost. So, despite the growing northern population, that has not translated into increasing economic activity.

One major cause of the poverty trap in the north is the quest for easy and quick money. Relying and preferring government jobs or white collar jobs has crippled the economy of the region. While in the south, hard work, perseverance and creativity has been the major drive of growth and development, especially in the state of Lagos. Some northerners hold the belief that God is the provider (which is true), but tend not to make efforts and endure, they would rather spend all what they have for today, leaving tomorrow uncertain. Of course, God is the provider, but one has to do his/her best, and leave the rest to God. This behaviour discourages efforts and make them engage in spending for a moment of enjoyment without reinvestment, thereby making their future uncertain.

The States’ Reliance on federal government allocation adds salt to the wound, where any shock in the federal government revenue will directly affects the purchasing powers of the northerners and shake their economy. Due to limited number of competitive professionals, viable opportunities are easily accessed once one is qualified in the north. However, in the southern part of the country, professionals will have to create and endure new businesses and opportunities to survive, because there are many competitive professionals competing for limited opportunities, so the safest option for southerners is always to create the job, which helps in growing their economy. So, there is no resistance to new opportunities in the south as opposed to north where traditional jobs and employment are the preferred option.

When talking about development, we have to look at the educational level of the regions, and it is obvious that the south is ahead of the north in terms of educational enrolment, where south has an average enrolment ratio of 88% and the north has 57%. This alone can justify the feeble development of the north, as education drives development. Finally, for every region to develop, it has to have leaders who are visionary, who look at today’s challenges and build a future free of those challenges. Sheikh Mohammed bin Rashid Al Maktoum once said “The word impossible is not in the leaders’ dictionaries. No matter how big the challenges, strong faith, determination and resolve will overcome them.”  The north will need to be more receptive and revisit certain cultural ethics and value that are confused with religion, and reorient its social settings. The 21st century civilization and development require a cultural shift from rigid to elastic one, so as to fit and catch up with the tide of globalisation.
 
Dr. Ahmed Adamu,
Petroleum Economist and Development Expert,
First-Ever Global President of Commonwealth Youth Council,
University Lecturer (Economics), Umaru Musa Yar’adua University, Katsina.
08034458189. 

Thursday, 13 April 2017

REGISTER FOR LEADERSHIP AND PERSONAL DEVELOPMENT PROGRAMME

LEADERSHIP AND PERSONAL DEVELOPMENT PROGRAMME

For emerging leaders
How educated you are, is determined by how much you learn outside the classroom”
“A child educated only at school is an uneducated child” George Santayana
Life expectations and requirements evolves; you have to keep improving to catch up with life.


Delivered by Millenium Prime Solution (MPS)
copyright reserved©2017

INTRODUCTION:

Recent Leadership literatures argue strongly that leaders are made not born, and if they are made, there has to be strategic effort to create them. Leaders are not necessarily the ones on top, but those who participate, make and shape organisations, institutions or societies. In modern world, those that influence a group of people to achieve certain objectives are the leaders. This underpins the relevance of every person in a group or community. Leadership is not peculiar or subjected to positions in organisations, institutions or society. Everybody can be a leader, but that depends on whether the person has what it takes to be that leader.

Young people have mental and physical stamina and innovations to drive the required change in society, and that has to be complemented with strategic leadership and personal development training to make them better leaders. Acquiring education in school is not sufficient to make better leaders, they have to be trained and tracked beyond the classrooms. Life pose many evolving challenges that static school curriculum may not address or prepare the young people to face it.

The Leadership and Personal Development Programme is the initiative that fills the gap and prepares young people to face real life leadership challenges, and make them better leaders of today and tomorrow. Leadership requirements changes over time and circumstance, and this leadership programme tracks these leadership skills and modern challenges to strategically prepare the emerging leaders to acquire them and face them respectively. 

THE GAPS:

It was discovered that emerging leaders especially in Africa lack certain global competitive skills required in the 21st century economic, social, and political spectrums. Young people are not necessary leaders of tomorrow but leaders of today, and they shape society and its future. Few of the gaps that are largely identified among young people in Africa include but not limited to the followings:

a.       Lack of expression and communication skills
b.       Low self-esteem, fear and lack of self confidence
c.       Lack of professionalism
d.       Lack of IT application and skills
e.       Poor team management
f.        Lack of resilience and maturity
g.       Lack of career and academic guidance and focus
h.       Egoism and inexperience
i.        Lack of adaptability
j.        Lack of big dreams and ambitions
k.       Poor preparation for job markets and uninformed perceptions
l.        Unemployment and dependency

Jeff Boss once said “The challenge of staying relevant in today’s fast-paced and hyper–connected world can be daunting if you don’t know when to move forward, when to stay put or when to adapt.” Young people in African must be willing to adopt and move forward to outcompete their counterparts in other continents. They must realise their weakness and be ready to improve.

OBJECTIVES:

Leaders shape the world in different spectrums, and there has to be strategic training programme to prepare them to be better and suitable for modern challenges. Emerging leaders are required to acquire necessary skills that help make them better leaders. These emerging leaders include young people whether currently in school or in professional careers. The leadership and personal development programme is a 7-days intensive programme that builds the capacity and capability of young people in various leadership skills and opportunities, which include but not limited to the followings:

1.       Public confidence and Communication (language, writing and speaking) skills
2.       Professionalism, team work and time management
3.       Inter personal relationships
4.       Self-esteem, Visions and self confidence
5.       Resilience and maturity
6.       Self-realisation and development
7.       Mentorship and guidance
8.       Appearance, manners, discipline and presentations
9.       Modern IT and software solutions applicable in various sectors
10.   Adequate preparation for job market, employability and self-employment opportunities
11.   Business/entrepreneurship skills
12.   Inspiration and network with real life leaders
13.   Analytical thinking, Professional ethics, and integrity

The programme also helps participants to understand:
i.                    The kind of leaders they are
ii.                  The scopes of their leadership skills (coverage, when, how and why they lead, types and level of their subjects)
iii.                Their adaptability to changing circumstances and environment
iv.                 How to build up and bridge their leadership skills gap

It exposes the emerging leaders to real-life challenges faced by leaders from various sectors, to enhance their skills in solving complex life challenges and working under diverse groups.
It provides opportunities for the participants to meet leaders from different sectors to share personal and professional experiences.

SIGNIFICANCE:

In the 21st century’s civilisation, academic qualification is not sufficient to prepare and inspire emerging leaders; it must be complemented with strategic leadership development programmes. Young people are emerging as leaders in economic, social and political sectors, and it is strategic to develop their leadership skills so as to have better future and current leaders. At the end of the programme, the participants will come out looking at the world from different and diverse perspectives, and they will be better leaders and be able to make differences in other people’s lives too. They will be more matured and resilient to face real life challenges, and their appetite to explore and learn beyond classrooms will be enhanced.

STEPS AND MODULES:

Diagnosis: to identify the disparity in personality, exposure and experience of the participants to help cluster them for strategic development in line with their strengths and weaknesses. This involves identifying the level of Communication skills, IQ, team work skills, professionalism, resilience, past experiences, etc.

Leadership indicators will be set, and each participant will have to be assessed based on these indicators to enable the programme track the level improvement of the participants over time. These indicators are set around the identified objectives. This will help in identifying individual weakness and clustering them into proper groups and teams.

The Diagnosis stage will take a day to assess the participants for proper placement, and the result will identify the area of concentration for each participant. Each participant will be categorised according to the class of leaders he/she belongs at the end of the programme.

Preliminary sessions: this stage gives emphasis to participants that either do not have past leadership experience in business, organisations, institutions or society or were discovered to have more deficiencies in the diagnosis stage. The modules during the preliminary sessions are indicated in the programme schedule and must be attended by participants who scored below the required point in the diagnostic test.

Regular Courses: these start from day 3, and mandatory for all participants to attend. To be eligible for certificate, participants must have at least 70% attendance of the regular courses.
Induction and Graduation: Specific event will be organized for introduction and familiarization among participants, and they will be inducted to understand the purpose and expectations from them during and after the programme. Certificates will be presented during the Graduation ceremony, which will be on the last day of the programme.
Final Examination: Final examination will be conducted on the final day.
Mentorship and Tracking: Alumni of the programme will be attached with particular mentors for further mentorship or counseling for a period. The alumni will be updating the programme with progresses and successes they achieve after the course. This will help track the impact of the course.
Feedback: at the end of each session, feedback form will be filled by interested participants to received responses and suggestions for improvements.
MODULES:
The following will be some of the courses to be offered to the participants. These modules will continue to be updated to accommodate more innovations and strategic courses based on the specific demand or emerging gaps.

1.       Introduction 1: Introduction and Induction

This entails registrations, tag distribution, personal introduction of participants and ceremonial declaration of the programme.  The introduction of the programme will be presented by the Programme leader. The participants will become familiar with the courses to be administered and the expectations from them. They will get to know the programme team members. They will ask questions during the interactive session. This will last for maximum of two hours, depending on the designed programme for the day. A group picture will be arranged after the induction.

2.       Diagnosis 1: Diagnosis (Psychometrics): Personality and Aptitude Tests:

The Module aims:
i.                    To identify the strength and weaknesses of the participants and give them area of concentration for improvement
ii.                  To identify their level of experience particularly in leadership and personal development
iii.                To identify participants’ commitment to learning
iv.                 To identify skills each participants needs to develop
v.                   To realise the kind of personality and leadership style they have.
vi.                 To benchmark their leadership abilities
vii.               To test the level of English language proficiency in oral and writing.
viii.             Identify their IQ level

At the end of this module, participants are expected to leverage on their strength in character, vision, strategy, tactic, focus, persuasiveness, likeability, decision ability and team building.

3.       Realisation and Categorization 1: Self-Discovery and Grouping of Participants

At the end of the module, participants will reflect back on their new discovered strengths and weaknesses. They can be asked to mention it. They can then be asked to identify what sort of leaders they think they are. They will be able to also develop clear understanding of what they will work on to personally develop, and identify important next steps to personally develop. They will also be given recommendations on the areas they need to concentrate for further self-development. The participants will then be grouped according to the similarity of their leadership and personal development stages.

The module also helps participants to have an idea on:
i.    The kind of leaders they are.
ii.   The scopes of their leadership skills (coverage, when, how and why they lead, types and level of their subjects).
iii.  Their adaptability to changing circumstances and environment.
iv.  How to build up and bridge their leadership skills gap.

4.       Inspiration 1: Inspiration Boosters and Killers

The module aims to:
i.                    Equip participants with the understanding of inspiration and its various sources
ii.                  Educate participants on the major inspiration boosters and killers
iii.                Inform participants on how to maintain continuous life inspiration

At the end of the module, participants will be able to

-          Know the sources of inspirations
-          Identify the major killers and boosters of inspiration
-          Realise their strong source of motivations

5.       Inspiration 2: Inspirational and Motivational Talks

The module aims:
        i.            To inspire participants to believe in themselves and dream higher.
      ii.            To build urge in participants to achieve more in life.
    iii.            To build higher benchmark for life achievements.
     iv.            To help participants learn from other people’s lives.
       v.            To help participant identify their sources of inspiration and what motivates them.
     vi.            To motivate participants to give full attention to the program.

Expected outcome:
At the end of the class, participants will be:
-          Motivated and inspired
-          Inspired to open their minds and explore new ideas
-          Prepared and excited to chances and risks to succeed
-          Encouraged to work harder
-          Able to reaffirm faith in hard work and optimism

6.       Vision 1: Developing Ambitions and Targets

The aim of this module is to:
  1. Understand what is vision and what is not a vision
  2. Inspire participants to create visions and set targets for their lives
  3. To educate participants on how to build visions and the steps to achieving it
At the end of this module, participants will be able to:
-          Develop visions for the lives they want.
-          Be acquainted with the steps to building a vision.
-          Develop plans and goals to achieving their visions.
-          Get rid of unconscious fear in building a better future.
-          Detach themselves from their present conditions to set new visions for the future.
-          List down their visions and apply all the lessons they learn in this programme toward achieving it.

7.       Vision 2: Developing Ambitions and Targets

The same objectives and expected outcome as in “Vision 1” above.

8.       Reading 1: Improving Reading Skills (Speed, Spelling and Comprehension)

The Module aims:
        i.            To help participants improve their reading skills.
      ii.            To inspire the reading culture among the participants.
    iii.            To prepare participants to become effective and fast readers.
     iv.            To help participants improve their spelling and comprehension skills.

Expected outcome:
At the end of the module, participants will be able:
-          To build passion for reading.
-          To learn best practices to improve the speed of their reading skills.
-          To develop effective comprehension and spelling skills.

9.       Reading 2: Improving Attention to Detail Skills

The module aims:
        i.            To improve participants’ attention skills in reading and listening.
      ii.            To acquaint participants with certain exercise to improve attention.
    iii.            To identify the level of attention of each participant for the purpose of improvement.

At the end of the module, participants will be able:
-          To become meticulous and pay attention to detail.
-          To realise and learn effectively any learning opportunity through attention.
-          To improve their learning skills.
-          To identify their attention gaps and recognise the necessary steps to improve attention skills.
-          To enable participants to think outside the box to help in addressing problems.

10.   Expression 1: Pronunciations, Vocabulary and Grammar Development

The Module aims:
  1. To identify and address weaknesses or common mistakes in expression especially in English language.
  2. To improve efficiency and fluency in communication.
  3. To improve attentiveness in listening and writing in English language.
  4. To improve pronunciation of English words and grammar in English language.
  5. To identify easy techniques of improving communication in English language beyond text book.
At the end of the course, the participants will be able to:
-          Significantly improve his/her English Language communication skills.
-          Avoid common mistakes in English language communication.
-          Take up challenge to undergo independent tasks and studies to improve his/her English Language.
-          Build confidence in public communication as a result fluency in the language.
-          Improve his/her vocabulary.
-          Be trusted, efficient and earn respect in leaderships and representation roles.

11.   Expression 2: Getting rid of fear and building confidence in public speech

The Module aims to help Participants:
  1. Overcome fear in self-expression.
  2. To be effective and build confidence in public speeches.
  3. To help discover latent skills in public communication.
  4. To teach techniques and approaches for effective public communication to the participants.
  5. To inform participants of risks of fear.
  6. To unveil various fear syndrome and how to overcome it.
  7. To improve general self-confidence.
At the end of the course, the participants will be able to:
-          Be confident in public communication.
-          Understand fear and master how to get rid of it.
-          Live to their full potentials because fear is capable of holding people back.
-          Dream big and build hope to achieve success and greatness.
-          To be actors not only dreamers, and accept any opportunity presented them.
-          To face life challenges confidently and try any possible dream.

12.   Expression 3: The Basics of Public Speaking

The Module aims:
  1. To develop ethics and best practices in delivering public speeches.
  2. To discover basics of implementing effective public speeches.
  3. To identify steps in preparing for effective public speeches.
At the end of the course, the participants will be able to:
-          Learn how to be excellent speakers.
-          Adopt perfect tunes and engagement relevant to the audience, purpose, expectations and topic.
-          Structure speeches in an easily logical and clear pattern.
-          Make impressive and indelible memory of their speeches.
-          Be experts in retaining attentions of the audience and engage with them in public speeches.
-          Be able practice public speeches and discover weaknesses and strengths.
-          Make concise presentations within limited time

13.   Expression 4: Video presentation of good public speakers and selection of speech mentors

The Module aims:
  1. To showcase selected best public speeches to give participants feel and understanding of effective public speeches.
  2. To inspire participants from best public speeches.
  3. To enable participants to select their own speech mentors, from whom they will build their skills.
At the end of the course, the participants will be able to:
-          Understand what to expect in good public speeches, and how it looks like.
-          To practically identify the key components of good speeches.
-          To compare and contrast between various speeches to identify common features of good speeches.
-          To select their favourite public speaker and identify reasons why they chose them.
-          To ponder on a selected speech and revert to the team to share the qualities they found in the speech.
-          Learn the basic secrets of great speakers.
-          Watch great speeches.

14.   Expression 5: Reflection and lessons from selected speakers

The Module aims:
  1. To enable participants to outline basic qualities of speeches from their chosen speeches.
  2. To build image of a good speech.
  3. Improve listening attention to speeches to learn and discover qualities from them.
  4. To give the participants opportunity to learn and share among themselves basic skills they independently discovered from their speech mentors.
At the end of the course, the participants will be able to:
-          Discover diverse qualities that make great speeches.
-          Put those qualities into practice.
-          Analyse and evaluate any public speech.
-          Prepare themselves to be efficient communicators and great speakers.

15.   Expression 6: Practice through public presentations (topic to be chosen by participants)

The Module aims:
  1. To give the participants the experience of real life speech.
  2. To enable participants practice the good qualities they learned from their speech mentors.
  3. To encourage peer learning and inspiration in public speeches.
  4. To enable participants review each other’s speeches.
  5. To help participants improve on their specific weakness practically.
At the end of the course, the participants will be able to:
-          Will be able to deliver a public speech within the stipulated time and qualities.
-          Demonstrate their strengths and qualities in public speech.
-          Deliberately work on their weakness and receive feedback on their progress from their colleagues.
-          Experience how to identify filler words used in speeches and general evaluation of a speeches.
-          Identify the best speakers in the group.
-          To disclose their specific weaknesses so as to deliberately observe how they overcome it.

16.   Writing 1: Writing professional letters, emails, texts etc

The module aims to:
i.                    Enhance the participants’ professionalism in official and semi-official paper and online communications.
ii.                  Expose them to a more professional way of writing emails and letters.
iii.                Understand the ethics and manners in writing emails and letters.
iv.                 Understand the different formats and approaches in official communications.

      At the end of the module, participants will be able to:
-          Write professional letters and emails in concise and correct format.
-          Reduce the grammatical errors and imprecision of official letters and emails.
-          Give good impression to readers of their emails and letters through politeness and adequate presentation and structure.
-          Adopt professional ethics in regular text messaging.

17.   Movies 1: Inspirational movies

The Module aims:
  1. To Inspire participants from world most inspirational short videos.
  2. To enable participants to draw lessons from each inspirational short videos.
  3. To inspire participants to take action and increase their morals.
At the end of the course, the participants will be able to:
-          Realise themselves and what they are meant to be and can achieve.
-          Take up life opportunities and become highly optimistic.
-          Boost their self-confidence and increase their hope for the future.
-          Expand their visions and goals in life.
-          Be ready to take action and overcome challenges.
-          Rate and note lessons from inspirational videos.
-          Narrate their experience and lessons learnt from the videos.

18.   Team 1: Team work development

The Module aims:
  1. To highlight the importance of teamwork.
  2. To develop a team spirit of participants.
  3. To prepare participants to understand the process of building teamwork.
At the end of the course, the participants will be able to:
-          Develop necessary skills in team building.
-          Work effectively in a team and achieve more success.
-          Inspire and help in the success of others.
-          To work effectively without caring about who takes the credit.

19.   Team 2: How to be a good team leader

The Module aims to:
i.                    Develop the participants’ leadership talents in a team
ii.                  Prepare Participants to become effective team leaders
iii.                Identify what make up a good team leader

At the end of the module, the participants will be able to:
-          Become effective team leaders
-          Lead by example
-          Master the art of delegation
-          To relate to their team members
-          To earn respect from their team members without demanding it

20.   Team 3: Peer sharing, motivation and confession

The module aims to:
i.                    Provide opportunity for participants to share their story.
ii.                  Inspire participants from the lessons of their colleagues’ stories.
iii.                Eliminate shyness and hiding of weaknesses.
iv.                 Encourage confessing past and present mistakes or challenges and how they were (or to be) overcame.
v.                   Enhance peer inspiration.

At the end of the module, participants will be able to:
-          Freely express themselves and highlight their own identified challenges.
-          Listen to others’ stories and make them feel they are not alone.
-          Inspire them to be ready to take measures to overcome their challenges.
-          To learn from others’ struggles in overcoming challenges.

21.   Team 4: Adaptability and working among diverse groups

The module aims to:
i.                    Improve the expression abilities and confidence of participants among diverse groups, and help them adapt and become successful
ii.                  Help participants develop and build adaptation skills
iii.                Introduce the basic benefits of diversity
iv.                 Help participants learn how to get along with individual or group from different background

At the end of the module, participants will be able to:
-          Freely converse and have confidence where ever they find themselves
-          Respect, learn and adapt to other people’s cultures and opinions
-          To overcome the challenges and fear of diversity
-          Be effective leaders even among diverse group

22.   Team 5: Practical Team Work

The module aims to:
i.                    Expose participants to real life experience of team work.
ii.                  Enhance the basic practical skills required in a team work.
iii.                Realize their strengths and weaknesses in team work.
iv.                 Set targets for each participants and evaluate his/her performance in a team.

At the end of the module, participants will be able to:
-          Experience real team work and apply certain skills in the team.
-          Perform a specific role in a team and realize their abilities and specialties in team work.
-          Collectively deliver a mission within a specified timeframe to assess their effectiveness of their teamwork
-          Showcase various skills in achieving a mission and establish trust among team members for more efficiency.
-          Receive feedback on their performance within the group by their team members.

23.    Civic 1: Civic and Citizenship Education: Nigerian Constitution and Electoral Acts

The Module aims:
  1. To promote good and informed citizenry for unyielding patriotism
  2.  To promote civic consciousness and nationalism against extremism
  3. To explore the founding values of Nigeria
  4. To promote character and social cohesion
  5. To promote law and order
  6. To enlighten participants of their major constitutional rights and responsibilities in democracy
  7. To fill the gap of social and citizenship education in tertiary institutions
At the end of the course, the participants will:
-          Become aware of their rights and responsibilities as citizens
-          Be patriotic and law abiding citizens
-          Be willing to sacrifice and engage in civic participation
-          Be involved in public life and affairs
-          Be open to volunteer and become selfless in their socio-economic endeavours
-          Become responsible and become concern about other people’s welfare

24.   Thinking 1: Strategic Thinking Development and Planning

The module aims to:
i.                    Develop the skills of strategic thinking.
ii.                  Build the skills of strategic planning.
iii.                Build vision and the skills of thinking outside the box.
iv.                 Build logical and creative minds.
v.                   Build the skills of strategic planning.

At the end of the module, the participants will be able to:
-          View issues from different perspectives.
-          Possess the skills of strategic planning.
-          Understand the steps of developing strategic thinking.
-          Adapt the habits of strategic thinkers.
-          Understand the key component of strategic plan.

25.   Manners 1: Professional approaches, appearance, manners, wining people, inspiring others

The Module aims:
  1.  To develop professional manners, approaches, and appearances.
  2. To improve the skills of socialization in a formal setting.
  3. To educate participants on the professional etiquettes and ethics.
At the end of the course, the participants will be able to:
-          Look and act professionally in a formal or professional environment.
-          Improve on formal communication skills and behaviours.
-          Earn respect, love and integrity among their colleagues.
-          Inspire others.

26.   Manners 2: Control of Emotion and Temperament

The Module aims to:
  1. Build skills for emotional and temperamental control.
  2. Equip participants with tactics to avoid negative thoughts and overreaction to circumstances.
  3. Build emotional intelligence of the participants.
At the end of the module, the participants will be able to
-          Control their anger and act nicely even at disappointing outcomes.
-          To understand the strategy to quench anger and build positive temperament.
-          To identify why and what make them angry.
-          To know their temperament and how to control it.
-          To improve their good health, emotional maturity and happiness.

27.   Face to Face 1: Meeting and Hearing (success and failures stories) from different Leaders of different styles and organizations

28.   Face to Face 2: Meeting and hearing (approaches to problems) from different Leaders of different styles and organizations.

29.   Face to Face 3:  Reflection on the lessons and discovery after meeting leaders

The modules (Face to Face 1 to 3) aim to:
  1. Connect participants to real life leaders
  2. To hear and lean from real life experiences
  3. Have primary contact with different types of leaders
  4. Hear and learn from success and failure stories of real life leaders
  5. Inspire participants and guide them in career choice
  6. Understand the different approaches to addressing problems
At the end of the module, the participants will be able to:
-          Understand the real life challenges and how to overcome it
-          Learn the qualities required for success from practical perspective
-          Identify the causes of failures in many sectors of life
-          Link up and create contacts with real life leaders for guidance
-          Hear directly from practical experience of successes and failures
-          Solve problems on their own
-          Understand the behind the scene of every success
-          Understand different leadership styles and approaches
-          Reflect on the lessons and discoveries learned from the leaders

30.   Manners 3: Integrity Development, Volunteerism and Selflessness

The module aims to:
  1. Maintain high ethical values in participants.
  2. Improve reliability and confidence on the participants.
  3. Improve the culture of selflessness and volunteerism.
At the end of the Module, participants will be able to:
-          Be honest and sincere in every circumstances.
-          To stand for the truth even if it displeases others.
-          Improve self-awareness and live to specific values.
-          Be selfless, volunteers and patriotic.
-          Widen their horizons.

31.   Advanced/Intermediate MS office skills 1: Advanced skills/application of MS office (Word, Excel, and PP)

The module aims to:
i.                    Assess and advance the skills of participants in MS office for word, excel, and PowerPoint.
ii.                  Identify the gaps in the MS office application skills and help fill them.
iii.                Improve the general proficiency in MS office

At the end of the module, participants will be able to:
-          Fill the MS office skills checklist to identify their strengths and weaknesses
-          Be able to confidently itemise and communicate their MS office skills
-          Know how to improve their proficiency and speed in MS office.

32.   Leaders 1: Causes of Leadership Failures and Successes with Examples

The aim of this module is to
  1. Broaden the participants’ leadership inspiration beyond local leaders to global leaders
  2. Explore other common traits of successful leaders
  3. Study theories and examples of successes and failures in various leadership spheres
At the end of the module, participants will be able:
-          To be inspired by global success and failure stories
-          To learn and adopt leadership traits from
-          Understand what differentiate successful and unsuccessful people in different sectors

33.   Practice 1: Learning from Real Leadership Challenges

The module aims to
  1. Give opportunity to participants to practice real leadership
  2. Allow participants implement the leadership skills they learnt
  3. Reveal the actual leadership approaches and creativity of the participants
  4. Be familiar with variety of real life leadership challenges and approaches to address them.
At the end of the Module, participants will be able to:
-          Have a real impression of facing and overcoming challenges
-          Practice leadership
-          Cope with both external and internal challenges
-          Employ strategies to cope with the challenges that leadership brings
-          Build sense of imagination of possible challenges in leadership

34.   Entrepreneurship 1: Training on Business Skills: Unveiling Business Ideas and Opportunities

35.   Entrepreneurship 2: Training on business skills: Business Plan and Management

The modules (Entrepreneurship 1 & 2) aim to:
  1. Equip participants with the required skills to be successful entrepreneurs.
  2. Unveil various business opportunities to participants.
  3. Train participants on business plan and management.
At the end of the Module, participants will be able to:
-          To become aware of new ideas and opportunities to be an entrepreneur.
-          To appreciate business ideas and how to implement it despite inadequate capital.
-          To plan and manage business.
-          To learn new business skills of sourcing capital, financial management and marketing.

36.   Job 1: Employability Skills, Preparing a Good CV and Interview Skills

The module aims to:
i.                    Enhance the participants’ employability skills.
ii.                  Help in discovering the participants’ interest and the kind of job that will be good for them.
iii.                Help in identifying the specific goals of the participants in their life.
iv.                 Prepare participants to write a very good Curriculum Vitae.
v.                   Prepare the participants for successful job interview.

At the end of the module, participants will be able to:
-          Identify the missing skills they need to have for their dream job.
-          To discover their interest and concentrate in preparing for specific jobs.
-          Identify their life goals, and avoid distractions.
-          Write an impressive Curriculum Vitae.
-          Confidently prepare and pass any job interview.

37.   Job 2: Meet Prospective Employers. Meet, learn from and engage with employers to know what they really look for. Interview strategies.

The module aims to
                    i.            Expose participants to the real experience of work environment
                  ii.            Acquaint participants with the required skills in work place
                iii.            Connect participants with the employers of their dream careers
                 iv.            Enhance the employability of the participants
                   v.            Help participants prepare for their careers adequately

At the end of the Module, participants will be able to:
-          Connect and engage with employers
-          Understand specific requirements for their chosen careers
-          Prepare for the labour market
-          Understand different career options in their field
-          Boost their confidence in their ability to interact with employers
-          Build their network
-          Develop their professional communication skills
-          Meet people with career paths that will inspire them
-          Get insider information on internship, mentorship & job opportunities

38.   Accountability and Time Management 1: Accountability, Financial Discipline, and Time Management

The module aims to:
i.                    Improve the financial discipline and management
ii.                  Prepare participants to effective and rationally manage their resources
iii.                Improve the participants’ integrity, accountability and financial prudence
iv.                Improve the participants’ skills in time management and task prioritization

At the end of the module, participants will be able to:
-          Apply different time management strategies
-          Be more productive and efficient
-          Be accountable and develop financial prudence and accountability
-          Know how to prioritize tasks, delegate tasks, and discard unimportant tasks
-          Monitor time spent for every activity
39.   Mentorship 1: Assign Mentors to Each Participant

The module aims to:
  1. Connect successful practitioners and professionals with emerging ones for guidance and support
  2. Build confidence of the participants and help them choose a specific and informed career path
  3. Build skills of consultations, Interpersonal relationships and learning from experts
  4. Identify specific development gaps and help fill them
  5.  Help participants set relevant goals for their vision
  6. Give opportunity for mentors to share knowledge and invest on the emerging professionals
  7. Pair and match mentors with the participants for two months after the programme.
At the end of the module, participants will be able to:
-          Have confidence and fill their development gaps
-          Receive feedback on their personality, strengths and weaknesses
-          Build a clear path to achieving their visions
-          Expand their networks for collaborations and supports
-          Break down barriers and creates opportunities for success
-          Develop cognitive skills in order to strengthen the mental process of discovering, analysing and solving problems to overcome obstacles.
-          Have mentors that will mentor them for two months after the programme

40.   Categorization 2: Final Discovery of Self-Strengths and Kind of Leadership Class Each Participant Belongs and Examination

The module aims to:
i.                    Enable participants to reflect back on their new discovered strengths and weaknesses.
ii.                  Identify the kind of leaders they are.
iii.                Enable participants to develop clear understanding of what they will work on to personally develop.
iv.                 Receive recommendations on leadership and personal development beyond the programme.
v.                   Identify among the participants who they share common strengths and weaknesses for future collaboration or mutual support.
vi.                 Give space for participants to share their experiences during the programme.

At the end of the module, participants will be able to:
-          Realise who they are and opportunities they have.
-          Develop clear vision on what their life goal is and areas they need to work on more.
-          Create network of friendship and partnership for future collaboration and development.
-          Receive strategic and relevant recommendations on how to personally develop.
-          Tell how much difference the leadership programme has made to them.






Calendar for the programme



Time
Day 1 (preliminary)
Day 2 (preliminary)
Day 3
Day 4
Day 5
Day 6
Day 7
9:00-10:00
Introduction 1: Induction and Introduction
Reading 1: Improving Reading Skills (Speed, Spelling and Comprehension)
Expression 5: Reflection and lessons from selected speakers
Team 1: Team work development
Team 2: How to be a good team leader
Manners 1: Professional approaches, appearance, manners, wining people, inspiring others
Manners 2: Control of Emotion and Temperament
Advanced/Intermediate MS office skills 1: Advanced skills/application of MS office (Word, Excel, and PP)
Job 1: Employability Skills, Preparing a Good CV and Interview Skills
10:00-11:00
Diagnosis 1: Diagnosis (Psychometrics): Personality and Aptitude Tests:
Realisation and Categorization 1: Self-Discovery and Grouping of Participants
Reading 2: Improving Attention to Detail Skills
Expression 1: Pronunciations, Vocabulary and Grammar Development
Expression 6: Practice through public presentations (topic to be chosen by participants)
Team 3: Peer sharing, motivation and confession
Team 4: Adaptability and working among diverse groups


Face to Face 1: Meeting and Hearing (success and failures stories) from different Leaders of different styles and organizations
Face to Face 2: Meeting and hearing (approaches to problems) from different Leaders of different styles and organizations.
Leaders 1: Causes of Leadership Failures and Successes with Examples
Practice 1: Learning from Real Leadership Challenges

Job 2: Meet Prospectus Employers. Meet, learn from and engage with employers to know what they really look for. Interview strategies.
Break
11:00-11:15
Break
Break
Break
Break
Break
Break
Break
11.15-12:15
Inspirational 1: Inspiration Boosters and Killers
Inspirational 2: Inspirational and Motivational Talks
Expression 2: Getting rid of fear and building confidence in public speech
Expression 3:
The Basics of Public Speaking

Writing 1: Writing professional letters, emails, text
Team 5: Practical Team Work
Civic 1: Civic and Citizenship Education: Nigerian Constitution and Electoral Acts

Face to Face 3:  Reflection on the lessons and discovery after meeting leaders
Entrepreneurship 1: Training on Business Skills: Unveiling Business Ideas and Opportunities
Accountability, and Time Management 1: Accountability, Financial Discipline, and Time Management
Mentorship 1: Assign Mentors to Each Participant
12:15-13:15
Vision 1: Developing Ambitions and Targets
Vision 2: Developing Ambitions and Targets
Expression 4: Video presentation of good public speakers and selection of speech mentors
Movies 1: Inspirational movies
Thinking 1: Strategic Thinking Development and Planning
Manners 3: Integrity Development, Volunteerism and Selflessness
Entrepreneurship 2: Training on Business Skills: Business Plan and Management
Categorization 2: Final discovery of self-strengths and kind of leadership class each participant belongs and Examination
OPTIONAL PERIODS FOR THE PROROGRAMME
1.       7-days Intensive: This runs from 9:00 to 13:15 daily for the continues period of 7 days. The programme sessions can take place anytime if at least 30 participants registered for the programme in a location.

2.       Weekend Session: This runs from 9:00 to 13:15 for only weekends for four weeks. The programme sessions can take place anytime if at least 30 participants registered for the programme in a location.

FEES AND ENROLMENT:
Cost estimation for each programme can be provided upon request, and will be based on the available opportunities, location and specific requirements. The costs will cover cost for course materials and instruments, facilitators, resource persons, certificates, venue, running cost, generator, logistics and transport, etc. The minimum number of participants per session is 30, and maximum of 50. Participants are to sponsor themselves for the programme by paying a stipend that will cater for the running cost of the programme. However, philanthropists, organisations, government officials, academic institutions or individuals may wish to sponsor interested participants for the programme.

For the pilot session in Katsina, the programme will run in June/July 2017, at a subsidised fee of N8, 000 per participant. The venue and specific timetable will be communicated to only those that signed up for the session.

To sign up for the programme, please fill the registration form for free. Completed applications can be sent to the email address below or submitted in hard copy to the programme leader by contacting the following numbers. Upon successful registration, participants will be informed of the period in which they are expected to make payment and provide evidence of that for them to enrol into the session.

You can register online from this link: https://goo.gl/ichyGY

Or You can download the registration form from this link: https://goo.gl/7J249r

CONTACTS:
For more information about the programme, enrolments or timetable, you can contact:

Dr. Ahmed Adamu,
Programme Leader,
08188949144, 08034458189,

About the Programme Leader: 

Dr. Ahmed Adamu: First Ever Global Chairperson, Commonwealth Youth Council. He was elected on November 12, 2013 as the first Chairperson of the Commonwealth Youth Council (CYC), which is the largest youth-led organisation in the world, representing over 1.2 Billion young people from across the 53 Commonwealth nations worldwide. He represented his country in many international and commonwealth youth programmes, and was the pioneer Chief Whip of the Nigerian Youth Parliament. Dr. Ahmed was an International expert at United Nation’s Global Forum on Youth Policies; Member, Policy Strategy Group, United Nations’ World We Want; Member, International Panel of Judges for Youth Citizen Entrepreneurship Competition; Observer member, International Youth Task force for 2014 World Conference on Youth; Member, Advisory group panel on 50th Anniversary of the Commonwealth Secretariat. He was the Nigerian youth observer at the ECOWAS parliament, and the founder and pioneer president of the League for Democratic Youth. Dr. Ahmed was a member of the Katsina state executive council committee on youth development, he also served as the secretary of the Nigerian constitutional review consultation committee, and was the founder and president of Oil and Gas scholars club. He is the founder and president of Katsina Debate Club, publicity secretary of Civil Liberties organization, Katsina branch, secretary of integrity club. He was elected as the National Chairman (CTC) of the National Association of Katsina State Students (NAKATSS) National Body, he was also elected as the Financial Secretary of Students Union Government of Bayero University Kano, among so many other past leadership responsibilities and experiences.

He holds PhD in Oil and Gas Economics from Newcastle University, United Kingdom; He is a University Lecturer, also a member of many international and national professional organizations. He published and presented many international and national academic papers, and participated in several international and national academic conferences. He published a book titled “Comparative Assessment of Petroleum Sharing Contracts in Nigeria”.

He was honoured with many International prestigious awards which include; the Global Achievers Award by the Global Achievers Awards; Outstanding Service Award by the Commonwealth; Award of Excellence by the Commonwealth Youth Council; African Young Personality of the year (2015) award by African Youth Awards; and African Achiever of the year for 2014 by the African Achievers Awards. He is the winner of GPLUS Award, UK and he was named among the 100 most Influential Young Africans (2016). He was also ranked among the top 20 most Influential Young Nigerians in the list of 2016 100 most Influential Young Nigerians by Advance Media Africa. He is a recipient of Nationalist Beacon Award and Nigerian Dream Personality Honors. He was also honoured as an inspirational Nigerian by Those Who Inspire Ltd. He also received award of excellence from the League for Democratic Youth, and was awarded as the most influential student union leader by the National Economics Students Associations (NESA). Dr. Adamu is one of the most influential youth leaders in the world. Being the Pioneer Global Chairperson of the CYC, he met with many global leaders and travel wide; he has recorded numerous achievements under his leadership as the CYC Chairperson. He is a youth worker, mentor, motivator and inspirational speaker. He is blessed with a son and a wife.