Training of Teachers and Principals, Uncategorized


To make sure that anti-corruption club activities survive in the long term and have
a long-lasting impact even once the support runs out, the Centre for Information
Technology and Development (CITAD) has on Wednesday 7 th July, 22 conducted
the fourth session workshop for anti- corruption club mentors. The workshop was
last part of the Master Training to build the capacity of the selected teachers
which in return will step the training down to the anti corruption clubs formed in
their respective schools. CITAD has been implementing a project titled ‘Engaging
Students of Secondary Schools for Raising Awareness about Corruption and
Accountability’ supported by MacArthur Foundation, with the following
 Inculcate in the minds of the students an early understanding of the
negative impact of corruption on the society
 Use the opportunity of the engagement of the students to raise public
awareness about corruption and how to fight it
 Encourage students to think critically on how to address the menace of
corruption in the society.
In his opening remarks, Malam Kamilu Isa said that the last part of the training
workshop aimed to understand the challenges that the anti corruption clubs
might face that will hider sustainability of the anti corruption clubs activities in
schools and proposed possible solutions. He said that lots of project final results
do not longer last after the life span of projects. He added that CITAD wants make
sure that the resources spent on this project are not lost.
Malam Isa Garba, Senior Program Coordinator made the first presentation. He
said that the Anti graft club like any other social clubs among the clubs and
societies in our secondary schools is designed to create an effective and
sustainable change among teenagers so as to inculcate in them the needed
attitude that are transformed into them through the clubs activities. Therefore,
the anti corruption clubs, are aimed at developing the clubs members to not only
grow with the attitude of hating corruption but also working towards its
eradication in their schools. Thus, equipping them to be anti corruption vanguards

when they grow up and join the larger spectrums in the society. He then listed the
following as challenges that the anti corruption clubs might have face that will
hinder their sustainability
 Scarce Resources; for example financial resources, are very scarce, most
secondary schools function on shoestring budgets and are expected to fund
fragmented extracurricular events. The small amount collected by the
schools management as clubs and societies fees, or as general registration
fees can not cater for the cost of running the schools while membership
contributions often deter students from actively participating the club
 Lack of Inceptive: lack of incentive to improve their competencies in
extracurricular coaching has a ripple effect on teachers. Few have been in
schools where the principal is an extracurricular enthusiast and in many
instances principals do not value the contribution of social activities for
developing a healthy body to contribute to the development of a healthy
 Lack of Interest: When principals or teachers do have an interest in one
particular sport, the tendency is to focus on that resulting in neglect of
other valuable sporting activities. This leaves learners with no option but to
participate in the sport that is offered even if they may not have an interest
in it. Many may choose not to participate, with the detrimental effects that
Hamza Ibrahim presented the second paper on mobilizing stakeholders to support
anti corruption clubs in schools. He explained that stakeholders are individuals,
bodies, pressure groups, CSOs, government agencies etc that share some form of
commonality with the task, work or assignment you are handling. He first urged
the anti corruption club mentors to conduct a mapping of all anti-corruption
related agencies and institutions. They should hold an introductory session
inviting stakeholders such as parents, community and religious leaders, CSOs,
government officials, KSSSMB, etc. They should then seek for collaboration with
the anti-corruption agencies and the stakeholders and reach out to media, seek to
feature in their programmes, invite them to cover your activities, pay them

advocacy visits-tell them about the initiative. He lastly said that stakeholders are
mobilized for reasons such as support, knowledge sharing, strength tapping,
consultation/counselling, networking building and collaboration.
The last presentation was made by Dr. D.J Usman, Provost, Kano State Anti
Corruption Institute. Dr. Usman shared ways that the Kano anti corruption
institute hopes to mainstream teaching of anti-corruption in schools.
In the first group work, participants were divided into three and asked to work on
the following:

  1. How do we address the challenges of sustainability of anti-corruption clubs
    in schools?
  2. What are the challenges?
  3. What are the probable solutions?
    Below were the group findings:
    Group one work
    Question one
     Club should have the specific date and time in acceptance by the school
     Enlighten the school management, colleagues, students and stakeholders
     Funding should come from the stakeholders and students
    Question two
     Time
     Interest
     Financial/sources of fund
     Stigmatization
    Question three
     Activities should be done during break time

 Students should be encouraged by giving them different examples of
corruption and its effect in the society
Those involve should be encouraged to fund the club so as to be sustain
2 nd work
Question one
 Funding
 Commitment to duty
 Transitional successions
 Motivation through certification
Question two
 Funding should be sourced from the community, stakeholders and school
Question three
 Enlightenment
 Invitation
 Consultation
 Collaboration
Group two work
Question one
 Informing the school management
 Club mentor should have a partner who will be helping
 Selection of club members should be from all arms S.S 1, 2 and 3
Question two
 Lack of resources
 I don’t care attitude from the mentors
 Lack of support from the school management

 Undemocratic selection of the club members
 Providing adequate resources from the school management, PTA,
community and other stakeholders
 Tolerance, endurance, and putting more effort from the students and the
entire stakeholders
 Selection of club members should base of the student interest
2 nd work
Question one
 Stakeholders
 Mentors
 Club members
 Question two
 From individuals, bodies, CSOs, pressure groups, government agencies etc
Question three
 Notifying the stakeholders
 Launching of calendar containing club activities
 Establishing entrepreneurship among club members
 Contribution from mentors and club members
Group three work
Question one
 By mobilizing the stakeholders to support the anti-corruption clubs in
 Motivating new members to join the club
 The students should choose their own leaders by themselves
 Teachers should participate in the club activities
 Mentors should contribute money for conducting programs

 Seek to collaborate with other teachers in related discipline such as civic
education, religious studies,
Question two
Get more than one mentor in case of transfer or retirement to oversee the
activities of the club
Mentors should take care of other club activities
 Taking pictures documenting the program of the event
 Seek collaboration with anti corruption agencies and stakeholders
 By donations from the teachers, school management and dues from
 By mobilizing stakeholders for support
 By setting goals and objectives of the clubs
 Inviting the stakeholders to the club activities
Second group work
Question one
 Time factor
 Lack of support from the school management
 Lack of incentives to improve the school activities
 Lack of interest from the students and staff
 Contributions often deter students from participating in the activities of the
 Understanding the interest of principal and students
 Create awareness on the program for the students
At the end of the workshop and as next step, participants agreed to immediately
start the local quiz after Sallah break.

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