Saving Africa youths dreams initiative

We enhance effective and efficient education, and 
promote democratic governance, gender inclusion, 
and social justice

VISION 

SAYDI creates an interface 
between citizens and the government.
To create and advocate for an ecosystem of opportunities where young people and especially the 
underserved can fully harness their potential and optimally unlock it to their advantage and that of the entire society.

MISSION 
Host and engage in activities that encourage Active Participation, Social Inclusion, Equity, and Balances in Education, Governance, and Decision-Making Processes.

VALUES
i. Promote equity and stakeholders' inclusion in education development.
ii. Provide support and platforms for societal development through youth empowerment and affairs.
iii. Promote gender equity as a principle of human rights and a developmental goal.
iv. Advocate gender rebalancing in resource distribution, legal rights, and political participation.
v. Contribute positively to the achievement of good governance, transparency, accountability, and a people-friendly legal framework for youth dreams.
vi. To encourage youth participation in politics and decision making.
vii. Promote Climate Engagements

Develop and implement developmental strategies and initiatives aligned with the overall of the organisation 

Manage the recruitment and selection process of team members 

Develop, drive and manage a wide range of people & culture functions (onboarding, learning and development, performance management, employee engagement, and change management)

Oversee and manage a performance appraisal system that drives high performance 

Maintain pay plan and benefits program

Assess training needs to apply and monitor training programs

Nurture a positive and convenient working environment.

The team lead and other supporting team members are passionate researcher and change makers. They will work collectively to achieve the purpose of this objective 

promoting the digital literacy of Nigeria rural youths through digital technology and education.

The digital illiteracy of Nigerian youths living in the hinterlands which has led to their exclusion in the ever evolving digital world. This digital illiteracy is due to lack of training and access to digital devices. The urgency to solve this problem is high as this gap affects the overall development of Nigeria.

To solve this problem, digit technology like laptops and Android devices are used to develop training materials likewise pamphlets containing information on how to take advantage of digital technology and stay safe on the internet.

Our solution helps in closing the existing digital gap. Like the traffic lights which indicates three lights, our solution adopts a three pronged approach. Our first step is educating senior secondary school students in public schools on how to take advantage of Information, Communication and Technology and stay safe online. Our second step is providing pamphlets with pictures on ICT which can be studied in a sitting to our participants. Our third step is liasing with the school management in the establishment of Digi Clubs where members are coached using high tech digital devices regularly. Where there are existing ICT based clubs, we're supporting them with more facilities and personnel. Through constant follow up, we're pitching our Digi Champions for competitions at the local, state, national and international levels. Here, they can compete with their peers, share their ideas with the world ajd be maximally positioned for sponsorship. 

Our solution can be expanded to create impact at a global level through funding, collaboration and partnership.

Formative research 

Data was carried out using quantitative and qualitative means. A well-organized community forum involving various stakeholders and key informant interviews was used to gather qualitative information on the state of education in the area of study. Also, a well-structured questionnaire was used to gather quantitative information.

Materials surfed include well-researched and published articles on the concept and importance of education, official documents, studies about disparities in rural and urban education, assessments of educational projects, government education plans and policies, and online documents about the status of education in the state.

An on-site survey exercise was done in the project communities to elicit primary data from teachers and school representatives. Different sets of questionnaires were developed for each school survey and teacher survey. Information regarding school features was considered in the school survey while information regarding the socio-economic characteristics, motivation and challenges were considered in the teacher survey.

Interviews were conducted with key stakeholders in the project communities. These key informants include Emirs, Town Union leaders, Chiefs, women leaders, youth leaders, retired and school teachers who live in the community, local Inspectors of Education & LGAs’ Staff, representatives of the Community Development Association (CDA), representatives of religious organisations/groups, sectorial Institution Representatives (Education,Health, Works, Water, etc.), PTA chairpersons and parents.

A community forum and FGD guide were developed based on the project’s thematic areas to guide the conversations.

Data was collected with the help of well-trained enumerators. They also employed the use of recording, note taking and pictures in collecting the primary data.

After the collection of data, data cleaning was done to identify and rectify any inconsistencies and inaccurate entries within the database. This entailed pinpointing incomplete, incorrect, or irrelevant segments of the data and subsequently making corrections, modifications, or deletions to refine the quality of the dataset. The quantitative dataset was subjected to descriptive analysis which involve frequencies, percentages, mean scores and charts. The qualitative data was analyzed by triangulating it against quantitative data.

The data presented from the school’s survey provides valuable insights into various aspects of the education system in the study area. The distribution of school levels shows a predominant focus on primary education, indicating a strong emphasis on foundational learning and early childhood development. However, it also raises concerns about the representation of higher education levels, such as senior secondary and technical schools, which may require attention to provide diverse educational opportunities.

Analysing the age of schools sheds light on the historical development of the education system,with a mix of younger and mid-aged schools. Policy makers should focus on identifying schools within the mid-aged range that may require renewal or modernization to meet contemporary educational standards.

The distribution of school ownership highlights the significant role of state governments in education provision, emphasizing their responsibility in shaping the education system in rural communities.

Community initiatives also play a vital role, indicating the importance of local engagement and support in educational efforts.

We want to know If there is an open Library with books in this region where our solution will be implemented 

Moreso, we want to know, if there is a school digital laboratory and if it is well equipped 

 The study aimed to understand the challenges and opportunities faced by rural communities in accessing quality education.

The study highlights the significance of education in rural areas, emphasizing its role in empowering individuals, fostering community development,bridging opportunity gaps, promoting gender equality, and building a more equitable society. However,it also reveals various challenges that impact the quality and accessibility of education in rural regions.The study employed the use of qualitative and quantitative methods for data collection. Data was analysed using descriptive statistics such as frequency, percentages, mean, standard deviation and charts.

In conclusion, transparent allocation of funds, open decision-making processes, and accountability mechanisms for educational resources and projects are necessary to prevent mismanagement and corruption and to ensure that the intended benefits reach the target communities

The output will serve as a leverage system to interact with policy makers, ministries and department of government to implement the recommendations and observations of the project for sustainability and equitable distribution 

More inclusiveness for rural communities in digital literacy and technological development in these regions