RCE Minna - 2018

The Graduate Interactive Session (GIS) Project
Basic Information
Title of project : 
The Graduate Interactive Session (GIS) Project
Submitting RCE: 
RCE Minna
Contributing organization(s) : 
Young People for African Development- YPAD. The 1976s
Focal point(s) and affiliation(s)
Federal University of Technology
Organizational Affiliation: 
Minna, provides mentees for the project
Format of project: 
Language of project: 
Date of submission:
Wednesday, September 12, 2018
To promote financial Independency and gear youth towards innovative entrepreneurial pursuits.
At what level is the policy operating?: 
Geographical & Education Information
Africa and Middle East
Address of focal point institution for project: 
Federal University of Technology, Minna, Gidan kwanu Campus, along Bida Road, Minna.
Target Audience:
Socioeconomic and environmental characteristics of the area : 
Minna is a metropolitan city. It is the capital of Niger State, one of the 36 states of the Federal Republic of Nigeria, it is the largest State in Nigeria and founded in 1976 with an array of diverse cultures and indegenious tribes. Prominent amongst these tribes are; Nupe, Gbagyi, Kamaku, Kambari.

The major tertiary schools in Minna are the Federal and State Universities, including a college of Education. A larger population of its inhabitants work for the government. While the rural dwellers are prominent yam farmers.
Description of sustainable development challenge(s) in the area the project addresses: 
1) Minna is not an area where businesses thrive, owing to epileptic power and water supply and over dependence on white collar jobs.
2) Waste mismanagement on the part of residents, especially solid waste.
3) Encroachment into rural areas without provision for resettlement of the rural dwellers and their agricultural activities.
4) Lackadaisical attitude of youth towards developing themselves or taking leadership positions in the society.
The policy described and discussed at the GIS project are relevant for three main reasons:
1) To create an enabling environment for Graduates to share their ideas and fears for the future.
2) To develop a career path for each participant of the GIS project.
3) To ensure more graduates leave school with a mind set against reliability on governmental employment.
To create an environment for the encouragement of entrepreneurial engagements amongst young graduates while discouraging dependence on governmental jobs by;
1) Linking participants with mentors in their chosen field
2) Close monitoring of participants and their activities.
3) Sharing information and opportunities with participants through social media groups created.
Activities and/or practices employed: 
The following steps were used in setting the project in motion.
1) Student in need of mentorship were identified and invited for the session.
2) Experts in different fields of interest of the participants were invited to give accounts of their personal experiences and development in their chosen careers.
3) Participants were encouraged to air their fears and also ideas with regards to what they wished to accomplish by the year 2020.
4) RCE follows up on the activities of all participants and their expert mentors.
Size of academic audience: 
Originally 10, but 2 opted out, hence we are left with 8.
1) there are currently four participants interning with organizations in Nigeria to gain work experience.
2) Two participants have started an enterprise of their own.
3) One participant has launched a campaign against drug abuse in Secondary Schools whilst improving in her Public speaking Skills.
4) And one participant is still unsure what to do.
Lessons learned: 
1) The first lesson is the knowledge of the massive potential available in so many youth in need of proper channeling.
2) The major challenge is monitoring. It is quite tasking to meet individual participants in their various places to verify the authenticity of their activities and engagements.
Key messages: 
The key point of the project is to have individuals who make good use of their productive years, while taking responsibilities for themselves and in their environment. This would help young people discover innovative ways to create jobs for themselves and people around them. While serving as inspiration and models for other young people within their communities.
Relationship to other RCE activities: 
RCE Minna has been interested in financial literacy for a long while and have even published a financial literary template in 2015. Although this was targeted for an informally educated audience, the need to switch to graduates of the institution was felt as the rate of unemployed graduates in the country have continued to increase.
The project is solely funded by RCE Minna.


File Name Caption for picture Photo Credit
Image icon photo1.jpg (1.67 MB) Group Photo; GIS, 2017 J. Ibrahim
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Curriculum Development 
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Building capacities of educators and trainers 
Priority Action Area 4 - Empowering and mobilizing youth 
Priority Action Area 5 - Accelerating sustainable solutions at local level