Format: MS-WORD Chapters: 1-5
Pages: 70 Attributes: COMPREHENSIVE RESEARCH
1.1 Background of the Study
Indeed, the N-Power programme has become a household name and has continued to generate some controversy, although the government is living up to its billing in addressing concerns raised in association with the programme. Explaining the rationale behind the programme, a highly placed government official says, the N-Power Programme of the Federal Government is a job creation and empowerment initiative of the Social Investment Programme, designed to drastically reduce youth empowerment in Nigeria (Obadan, 2017). The focus is to provide our young graduates and non-graduates with the skills, tools and livelihood to enable them advance from empowerment to empowerment, entrepreneurship and innovation.
Perhaps to further demonstrate the fact that it was aimed at addressing the challenges of empowerment, its forerunners categorized it into Graduate Teachers Corps which targeted 500,000 graduate’s recruitment, N-Power Knowledge targeting 25,000 non-graduates’ recruitment and N-Power Build which targets 75,000 nongraduates’ recruitment. It was gathered that the 500,000 graduates under the N-Power Corps programme will get computing devices that will contain information necessary for their specific engagement, as well as information for their continuous training and development. Participants are to provide teaching, instructional, and advisory solutions in 4 key areas namely agriculture, health, power tech and community education (Obadan, 2017).
The N-Power Agro volunteers are meant to function as intermediaries between research and farmers. They operate as facilitators and communicators, helping farmers in their decision-making and ensuring that appropriate knowledge is implemented to obtain the best results on farms. Through the N-Power Health programme, young graduates who form part of the 500,000 N-Power Corps members are trained to work as public health assistants. They teach preventive health to community members including pregnant women, children, families and individuals. They are also trained to provide basic diagnostic services (Aderonmu, 2017). The N-Power Teach programme engages qualified graduates for the benefit of basic education delivery in Nigeria. They are deployed as teaching assistants in primary and secondary schools across Nigeria. They are not to replace the current teachers, but are to work as support teachers, assisting with teaching, school management and other functions within the schools. They assist in taking basic education to children in marginalized communities (Aderonmu, 2017).
Some systemic hiccups, including insufficient information and wrong Bank Verification Number (BVN) have been identified as factors threatening to wreck the N-Power programme, introduced by the Federal Government, as a social safety net to reduce the rate of graduate unemployment plaguing the country. Specifically, the programme, which took off in December 2016 year is designed to provide a stopgap for 500,000 unemployed graduates of tertiary institutions over the next two years (Bennel, 2017). While the Federal Government is responsible for their monthly stipends, it is in partnership with state governments to verify selected unemployed graduates and deploy them to their places of primary assignment. Volunteer graduates are expected to serve in the communities where they are resident. (Bennel, 2017).
1.2 Statement of the Research Problem
Firstly, Nigeria is a late entrant into social intervention in the current revival of social assistance and youth-centered empowerment innovations. For instance, the country did not feature prominently in a review of the diverse research on issues that relate to social intervention, especially since the Livingstone Process Conference of March 2006 where 13 African governments agreed to put together national social intervention plans to support elderly and vulnerable groups. Hence, there is the need to understand the economics of social intervention as this remains a research gap in most available studies on the topic; especially as it relates to the compatibility of a social intervention programme and the level of economic growth. This is premised on the argument that the focus on social investment policies is even partially responsible for the disappointing poverty rates (Cantillon, 2011; Vandenbroucke and Vleminckx, 2011).
Similarly, recent efforts to study social intervention in Nigeria have focused largely on the technical design of various aspects of social intervention programmes, the extent of their coverage, fiscal space and potentials, and their implementation challenges. They have also adopted the governance, gender and life cycle approach, transformative social intervention framework, or the international labor framework of analyzing social intervention. However, most of these studies did not particularly address the impact of a youth-centered Social Investment Programme such as N-Power. There is little research done in ascertaining the impact of N-Power as a component of Federal Government Social Investment Programme (SIPs) on graduates.
In addition, no study focused on the social assistance programmes carried out at the state level to any significant detail. Yet given the decentralized character of Nigeria’s social assistance programmes and the increasing interest of several state governments in partnership with the federal government and donors to execute the Need for Power (N-Power) and other social assistance programmes, it is imperative that a meaningful study of Nigeria’s experiment with social investment programmes be carried out at the level of the state.
More disturbing today, is the ever-rising trend of youth poverty alleviation programmes in the country. The effective implementation of the programmes will discourage them from engaging in social vices which are entailed in Kaduna State. This study therefore seeks to examine The Impact of N-Power on Graduating Students in Kaduna State.
1.3 Significance of the Study
The study which seeks to assess the Impact of N-Power Social Investment Programme on the economic wellbeing of graduates is particularly significant as it aims to generate empirical data to inform policy decision makers on issues related to youth empowerment in the country.
Secondly, it has practical relevance to policymakers as it will serve as a primary tool to understand the effectiveness of their policies of youth empowerment; thereby, serving as a guide for formulating, tracking and evaluating policies, plans, programmes and projects meant for youth empowerment in the future.
For researchers, this study will add to the existing literature on youth employment, social intervention initiatives in Nigeria, prospects and challenges.
1.4 Research Questions
1. What are the activities of N-Power Agency towards poverty alleviation in Kaduna State
2. To what extent do N-Power Programmes generate empowerment for the youth in Kaduna State?
3. How would N-Power Programmes alleviate poverty in Kaduna State?
4. What are some of problems affecting N-Power Programmes towards poverty alleviation in Kaduna State?
1.5 Objectives of the Study
The purpose of this study is to evaluate the impact of N-Power Programme on Poverty Alleviation in Kaduna State, the specific objectives of the study therefore, are:
1.6 Research Hypothesis
H1: N-Power Social Investment Programme has significant impact on the economic wellbeing of graduates.
1.7 Scope of the Study
This research is limited to Kaduna State only, and the analysis of this study is scheduled to take place in local government areas Kaduna North and Kaduna South, specific areas to be analysed includes Hayin Banki, Unguwan Rimi, Abakpa. Central Business District (Kasua), Badikko, and Kurmin Mashi. The results might not be applicable to other states in the country Nigeria due to the fact that analysis has been done in Kaduna State.
1.8 Organisation of Chapters
The study is structured into five chapters. Chapter one is introduction which is included background to the study, objectives of the study, scope of the study, significance of the study. Chapter two is Literature Review, Conceptual Literatures, Theoretical framework and Empirical Framework. Chapter three is research methodology. Chapter four is presentation and analysis of data obtained from the field survey and testing of hypothesis. Chapter five is summary, conclusion and recommendations.
|BANKING AND FINANCE||11|
|CONSTRUCTION AND BIULDING||1|
|ELECTRICAL AND ELECTRONICS||1|
|ENGLISH LITERARY STUDIES||29|
|GEOGRAPHY AND PLANNING||1|
|HOM SCIENCE AND MANAGEMENT||3|
|LIBRARY AND INFORMATION SCIENCE||4|
|OFFICE TECHNOLOGY AND MANAGEMENT||21|
|SCIENCE LABORATORY TECHNOLOGY||19|
|SOIL AND ENVIRONMENTAL SCIENCE||1|
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