A PROJECT

ON

EDUCATIONAL WELFARE PROGRAMMES OF THE IFE-

EAST ANGLICAN DIOCESE OF OSUN STATE, NIGERIA

BY

OLUWOLE MOSEBOLATAN
IEP/2016/050

SUBMITTED TO THE INSTITUTE OF EDUCATION,

OBAFEMI AWOLOWO UNIVERSITY, ILE IFE.

JUNE, 2023
 TABLE OF CONTENTS

CHAPTER ONE ........................................................................................................................ 1

1.0 INTRODUCTION ....................................................................................................... 1
1.1 BACKGROUND OF THE STUDY ........................................................................... 2
1.2 STATEMENT OF THE PROBLEM .......................................................................... 3
1.3 OBJECTIVE OF THE STUDY .................................................................................. 4
1.4 RESEARCH QUESTIONS ......................................................................................... 4
1.5 SIGNIFICANT OF THE STUDY............................................................................... 4
1.6 SCOPE OF THE STUDY ........................................................................................... 4
1.7 DEFINITION OF TERMS .......................................................................................... 5
CHAPTER TWO ....................................................................................................................... 6
LITERATURE REVIEW .......................................................................................................... 6
2.1 THE ANGLICAN CHURCH IN NIGERIA ............................................................... 6
2.2 IFE EAST ANGLICAN DIOCESE ............................................................................ 7
2.3 EDUCATIONAL WELFARE .................................................................................... 8
2.4 THE CHURCH AND SOCIAL WELFARE ............................................................ 10
2.5 ANGLICAN CHURCH AND EDUCATIONAL WELFARE ................................. 12
2.6 EDUCATIONAL WELFARE AND SCHOOL LIFE SATISFACTION ................. 14
CHAPTER THREE ................................................................................................................. 21
METHODOLOGY .................................................................................................................. 21
3.1 DATA COLLECTION .............................................................................................. 21
CHAPTER FOUR .................................................................................................................... 23
RESULTS ................................................................................................................................ 23
4.1 CHURCH POSITION IN THE COMMUNITY ....................................................... 23
4.2 CHURCH FOCUS ON EDUCATION, LIVELIHOOD AND ECONOMY ............ 24
4.3 ANGLICAN CHURCH AND NGOS: COLLABORATIVE EFFORTS ................. 28
CHAPTER FIVE ..................................................................................................................... 31
DISCUSSION, CONCLUSION AND RECOMMENDATION ............................................. 31
5.1 DISCUSSION ........................................................................................................... 31
5.2 CONCLUSION ......................................................................................................... 31
5.3 RECOMMENDATIONS .......................................................................................... 32
REFERENCES ........................................................................................................................ 34

ii
 CHAPTER ONE

1.0 INTRODUCTION

Churches have always played a vital role in the communities they serve,

providing a place of worship and a source of social welfare. From education and

healthcare to addressing social injustice and immigration issues, churches have been a

cornerstone of support and advocacy for those in need. Whether through charitable

organizations or public service initiatives, the church’s impact on society is undeniable

(Barga, 2012). For centuries, the concept of charity and social welfare has been

intertwined with the religious values of various communities. The roots of this

relationship can be traced back to ancient civilizations, where religious institutions

provided food and shelter to those in need.

Over time, the role of churches in educational welfare has evolved and

expanded, reflecting the needs of society. This paper will prove that the role of churches

in educational welfare is multi-faceted, complex and critical for positive social

progression by using Ife East Anglican diocese of Osun State as a case study.

From providing finances, scholarships, and books for those in need, churches

have played a significant role in helping to support the less privileged in school. In

addition, churches have contributed to the education sector by creating schools,

colleges, and universities. Religious organizations’ power and influence on educational

welfare are undeniable, as they have advanced more humane programs and policies that

benefit their members and the wider community. The church’s contribution to

1
educational welfare and society is immeasurable and continues to shape our

communities for the better.

Religious organizations in the world historically have been major sources of

both funds and services for educational welfare (Westhues, 1971). Many of the original

foundations of benevolence and charity have their beginnings in religious institutions.

The desire to help others and, therefore the beginning of social welfare appears to have

developed as a part of religion (Langer, 2003).

Religious values and traditions have greatly improved the involvement of

churches in the provision of educational welfare to the population (Cascio, 2003). This

“concern for others is motivated by a spirit that has a religious character and not merely

one designed to preserve a particular social order…” (Brodman, 2009). Religious

institutions like the church have “continued to be a prominent context for social work

practice…” (Garland, 1992). Holt (1922) maintained that the “early church grew out

of the necessity of greater efficiency in ministry to the physical needs of” others. “The

Church continues to be a significant and influential institution -for good or for ill- in

this nation’s formal social services, and to a greater extent, in the informal social support

and services available to persons and their families” (Garland, 1992).

1.1 BACKGROUND OF THE STUDY

Christians have been pioneering educational initiatives from pre independence

time onwards and now has schools, colleges and universities even in very remote and

rural areas, imparting quality education to all irrespective of caste, creed or language,

contributing to the progress and development of the nation in most altruistic manner.

2
The church is often seen as a beacon of hope for those struggling with finances, offering

support and resources to help them overcome their challenges.

Education is for greatness in human growth and economic wellbeing, with equal

rights and equity of opportunities as children of God and equal citizens of one nation.

This education provides inclusive and integral education space, digitally empowered

and skill oriented, with holistic values and wisdom of healthy life management.

Churches reach out to the weaker sections of the society mostly in rural and tribal areas,

through selfless service rendering especially in educational welfare services. It has

raised their economic standards and improved their social status and prestige in the

society.

1.2 STATEMENT OF THE PROBLEM

There is a dwindling educational welfare support from the government and

private organisations to students in Nigeria. This has made the church take up the role

of supporting students in school in the area of provision of educational welfare package

to ameliorate the problem. Churches now give out scholarships and grants to students

in schools. Churches also provide basic necessities like writing materials, shelter and

financial support to students in various schools. This has reduced the burden of the

provision of educational welfare of the government and has also improved the education

standard of the communities especially the beneficiaries of such welfare.

3
1.3 OBJECTIVE OF THE STUDY

The objective of this study is to assess the educational welfare programmes of

the Ife-East Anglican Diocese of Osun State, Nigeria.

1.4 RESEARCH QUESTIONS

The following questions will be answered in this study:

What kind of educational welfare does the churches provide?

How are the different projects financed?

How are the welfare distributed?

Why should the churches be involved in educational welfare?

1.5 SIGNIFICANT OF THE STUDY

This research is hoped to serve as a source of information to other researchers

in similar area. It will also showcase the contribution of the Ife East Anglican Diocese

to the development of the educational sector in the area of educational welfare support

provisions to the government and the general community.

1.6 SCOPE OF THE STUDY

This research is only limited to the Ife East Anglican Diocese of Osun State. It

does not extend outside the Anglican denomination to others and does not imply the

educational welfare support programmes of the general Christian religion.

4
1.7 DEFINITION OF TERMS

Welfare: Aid to people in need: financial aid and other benefits for people who are

unemployed, below a specific income level, or otherwise requiring assistance,

especially when provided by a government agency or program.

Diocese: The Christian churches that are under the authority of one bishop, or the

district containing them

5
 CHAPTER TWO

LITERATURE REVIEW

2.1 THE ANGLICAN CHURCH IN NIGERIA

The Anglican Church in Nigeria is the second-largest province in the global

Anglican Communion, with an estimated 18 million members. The Church has a rich

history and has played a significant role in the religious and socio-cultural development

of Nigeria.

The Anglican Church in Nigeria traces its roots back to the arrival of the Church

Missionary Society (CMS) in Badagry, Lagos in 1842. The CMS was established to

propagate Christianity and western education in Nigeria. The first Anglican Church in

Nigeria was established in Badagry in 1843.

The Church grew rapidly in the 20th century, with the establishment of many

dioceses and the consecration of the first Nigerian bishop, the Rt. Revd. Samuel Ajayi

Crowther, in 1864. The Church also played a significant role in Nigeria’s struggle for

independence, with many of its leaders actively involved in the movement.

Today, the Anglican Church in Nigeria has 14 ecclesiastical provinces, each

headed by an archbishop. The Church is known for its conservative stance on

theological and moral issues, with a strong emphasis on the authority of scripture and

traditional Christian teaching.

The Church has also been involved in a number of social and humanitarian

initiatives. It runs many schools and hospitals, providing education and healthcare to

6
millions of Nigerians. The Church also has a strong presence in rural communities,

providing support and assistance to the less privileged.

In recent years, the Church has been involved in internal conflicts over the issue

of homosexuality, with some provinces threatening to break away from the global

Anglican Communion. However, the Church has remained united and has continued to

uphold its conservative stance on the issue.

The Church has also been involved in efforts to promote peace and

reconciliation in Nigeria, particularly in the aftermath of the Boko Haram insurgency in

the northeast. The Church has been working with other religious leaders and the

government to promote interfaith dialogue and peacebuilding initiatives.

2.2 IFE EAST ANGLICAN DIOCESE

The Anglican Diocese of Ife East is one of 17 others within the Anglican

Province of Ibadan, itself one of 14 provinces within the Church of Nigeria. The

Diocese was inaugurated on 28th May 2008 by the Primate of All Nigeria, Peter Jasper

Akinola. The first bishop was Rufus Morakinyo Okeremi, who retired in 2010 and was

succeeded by Oluseyi Oyelade who was elected on 16th April 2010 and still remained

in that capacity till date. The headquarter of the diocese is located at Bishop’s court,

Famia Road, P.M.B. 505, Modakeke, Ife, Osun state.

7
Figure 2.1 Picture of a church under the Ife East Anglican Diocese

2.3 EDUCATIONAL WELFARE

Education is a fundamental human right, and its importance cannot be

overemphasized in the development of any society. Education is a powerful tool for

social and economic development, and it is a key factor in reducing poverty, promoting

equality, and ensuring sustainable development. The church, as a social institution, has

a significant role to play in promoting educational welfare, particularly in developing

countries.

8
 Education empowers individuals and communities, and it provides people with

the knowledge and skills they need to participate fully in society. Education is,

therefore, a fundamental human right, and it is enshrined in various national and

international laws and conventions.

In many developing countries, however, access to education is still a major

challenge. Many children, particularly those from poor families, do not have access to

basic education, and this has significant implications for their future. Lack of access to

education perpetuates poverty and inequality, and it limits the potential of individuals

and communities. It is, therefore, essential to promote educational welfare, particularly

in developing countries.

The church, as a social institution, has a significant role to play in promoting

educational welfare. The church has a long history of involvement in education, and

many religious organizations have established schools and universities around the

world. The church's involvement in education is based on its commitment to social

justice and its belief that education is a fundamental human right.

The church's involvement in education is not limited to the establishment of

schools and universities. The church also provides financial support to students from

poor families, and it offers scholarships and bursaries to help students who cannot afford

to pay for their education. The church also provides educational materials, such as

textbooks, to students in poor communities.

The church's involvement in education is not limited to formal education. The

church also plays an important role in promoting informal education, such as adult

education and vocational training. The church provides training and skills development
9
programs that help people to acquire the skills they need to participate fully in society

and to contribute to the development of their communities.

The church's involvement in education is not limited to providing material

support too. The church plays important role in promoting education through advocacy

and awareness-raising campaigns. The church advocates for the right to education and

promotes awareness of the importance of education in developing countries. The church

also works with local organisations to achieve the delivery of educational welfare to

their members and to the community.

2.4 THE CHURCH AND SOCIAL WELFARE

Churches are an essential component in the provision of welfare to the society.

Through their outreach programs and partnerships with local organisations, they

provide essential services and support to families living in poverty, including food

banks, financial assistance, and job training programs. Churches also work to increase

awareness of poverty and its impact on communities, and they advocate for changes in

policy and social justice measures that address poverty’s core causes (Este, 2004). In

addition to these initiatives, the church offers its members and the community emotional

and spiritual help in various settings.

Those in need can receive assistance and encouragement from the church in a

variety of different ways, including pastoral counselling, participation in support

groups, and participation in mentoring programs. These services are extremely

important in assisting people and families in overcoming challenging obstacles and

constructing stronger and more resilient communities. Advocacy and activism are two

10
additional significant ways churches contribute to improving societal conditions. Many

churches actively lobby for causes, including affordable housing, access to healthcare,

and immigration rights (Este, 2004). In addition, they aim to eliminate systemic

inequities such as racism, gender discrimination, and inequality between economic

levels. The church can call attention to significant concerns and assist in bringing about

change by engaging in advocacy. In addition, churches frequently collaborate with other

community organizations to better assist those who need assistance. For instance,

numerous churches collaborate with neighbourhood charitable organizations such as

Habitat for Humanity to offer reasonably priced housing to families that need it. The

church can minister to a more significant number of people and supply those in need

with a broader range of services due to the relationships with the church.

The purpose of the church is to equip individuals with the resources necessary

to live satisfying and fruitful lives, unencumbered by the limitations of destitution and

suffering. They believe that they are fulfilling their responsibility to serve and care for

others and contribute to developing a better and more harmonious community when

they provide these necessary services. The purpose of the church is to serve as a source

of encouragement and assistance for people who are struggling and to motivate its

members to play an active part in the community so that they can help to bring about a

good change in the lives of those who are close to them (Este,2004).

The church views itself as a caregiver for the community and its members

individually, offering assistance and direction to those struggling. This sense of

obligation stems from the conviction that every human being is of equivalent worth and

should be provided with fundamental necessities such as food, housing, and clothing.

11
This extends beyond simply the church’s members to people in the broader community

who may have difficulty meeting these needs independently and could benefit from

some assistance.

Through various activities and projects, the church actively provides these

services to the community. They might organize food banks, shelters for the homeless,

and clothing drives, all of which are geared toward meeting the fundamental needs of

the people in the neighborhood (Murray, 2019). The church also provides support

through counselling and other services to assist individuals in overcoming the

difficulties and challenges they face. This might include help for the individual’s

emotional well-being and mental health, as well as programs to assist with financial

stability and job preparation.

Religious organizations have played a significant role in determining the

creation of social welfare programs and laws, which have helped vulnerable populations

access services and resources that are much needed. These groups, which primarily

function as non-profits, use the resources at their disposal and the influence they have

to give individuals in need food, shelter, medical care, and education (Fortier & Hon-

Sing Wong, 2019). For instance, the Catholic Church is responsible for founding many

schools, hospitals, and homes for abandoned children. On the other hand, Protestant

faiths are responsible for founding programs that give homeless people food and shelter.

2.5 ANGLICAN CHURCH AND EDUCATIONAL WELFARE

The Anglican Church has a rich history of providing educational welfare to

people around the world. From the earliest days of the Church, education has been seen

as an important means of empowering individuals and communities, and the Anglican

12
Church has played a key role in ensuring that people have access to learning and

knowledge.

One of the earliest examples of the Anglican Church's commitment to education

can be seen in the establishment of the Oxford University in the 12th century. This

institution has been a cornerstone of education in England for centuries and has

produced some of the world's most influential thinkers and scholars.

In addition to universities, the Anglican Church has also established numerous schools

and educational institutions around the world. These institutions have provided

education to people of all ages, from primary school children to adults seeking higher

education.

One of the most significant contributions that the Anglican Church has made to

education is in the area of theological training. The Church has established seminaries

and theological colleges in many countries, providing training for future ministers and

religious leaders.

The Anglican Church's commitment to education is not limited to formal

institutions, the Church has also established libraries and other educational resources,

providing access to books, journals, and other materials that are essential for learning

and research.

One of the key principles that underpins the Anglican Church's approach to

education is the belief that education should be accessible to all, regardless of their

background or social status. This commitment to inclusivity has led the Church to

establish schools and other educational institutions in some of the world's most

13
disadvantaged communities, providing opportunities for education and empowerment

to those who might otherwise have been left behind.

The Anglican Church's commitment to educational welfare has also extended

beyond the provision of formal education. The Church has established numerous

programs and initiatives aimed at promoting literacy and providing educational support

to those in need. These programs have included adult literacy classes, after-school

programs for children, and vocational training initiatives.

In recent years, the Anglican Church has also been at the forefront of efforts to

harness the power of technology to improve access to education. The Church has

established online learning platforms, providing access to educational resources and

training to people around the world.

2.6 EDUCATIONAL WELFARE AND SCHOOL LIFE SATISFACTION

Attainment of peace, progress and high academic outcome in tertiary institutions

is largely dependent on provision of welfare services and service delivery in the

institutions. Students’ welfare services are significant in institutional day-to-day

operations, failure of which may lead to protests, programme disruptions or violence,

apart from academic dysfunction. Academic and non-academic operations can only be

carried out successfully if auxiliary supports are provided in sufficient quantity and

quality in tertiary institutions, especially in the university system, where high level

manpower is produced. Surt Foundation (2010) describes welfare services as actions or

procedures that cover the basic well-being of the individuals and the society. These

14
services may be provided as a citizenship right, or negotiated in the market, and

managed by governments and institutions or private actors.

Welfare problems which are caused by lack, or shortage of basic amenities are

major significant factor currently producing student unrest in Nigerian universities. The

inadequate hostel accommodation; unsatisfactory supply of food and catering services;

overcrowded lecture halls and hostels; lack of financial aid and poor sanitary conditions

tend to make students’ campus life and experience a very traumatic one. Students

studying under these dehumanizing conditions tend to lose sleep, lose concentration and

as a result, may behave in manners not generally approved by the authorities of their

institutions (Aluede & Aluede, 1999; Uzoka 1993; Yalokwu, 1992).

Aluede et al. (2005) postulated that problems make students' life within and

outside Nigerian university campuses, frequently a traumatic experience; which is the

major reason why students of various Nigerian university campuses frequently demand

an overhaul of the entire system (Tawari, 1986). Today, in Nigeria, students' militancy

in the Nigerian universities has come to be recognized as one of the most visible

perennial problems of significance when compared with other social vices in Nigeria

university campuses like campus cult activities, cases of examination malpractices, and

drug abuse and addiction (Nwokwule, 1992).

Life in the university is expected to be relatively comfortable and satisfactory

for students to develop their potentials psychologically, socially, politically, mentally

and professionally. School-life satisfaction, therefore, is a major phenomenon in

institutional management.

15
 Life satisfaction has been described as an overall cognitive assessment of one’s

quality of life. This assessment is based on how people believe their life should be in

relation to how it is (Nasir, 2014). Satisfaction can be defined as a state felt by a person

who has experienced performance or an outcome that fulfil his or her expectation

(Hanaysha, Abdullah, & Warokka, 2011). Satisfaction can also be perceived as the

intentional performance which results in one’s contentment (Malik & Usman, 2010).

Obviously, satisfaction is a function of relative level of expectations and

perceived performance. The expectation may go as far as before the students even enter

the higher education, suggesting that it is important for the institutions to determine first

what the students expect before entering the university (Palacio, Meneses & Perez,

2002). Carey, Cambiano and De Vore (2002) believe that satisfaction actually covers

issues of students’ perception and experiences during the college years. Student

satisfaction is being shaped continually by repeated experiences in life on campus.

Institutions that desire to deliver quality programmes and services to students must be

concerned with every aspect of the students’ experience on campus. This to a large

extent determines students’ school-life satisfaction.

School-life satisfaction is a major issue facing most institutions in developing

nations, especially in the present age where globalization has opened up doors to socio-

economic and technological events in developed countries of the world. Educational

institutions struggle to achieve student satisfaction in order to attract more customers to

the institutions. The level of satisfaction of students with services offered by the school

also aids their school-life satisfaction. Institutional-life satisfaction involves the

students’ perception about the quality of life enjoyed in the school system. It refers to

16
how individual student views the quality of services enjoyed in the school system as

they pursue their academic goals and aspirations (Hasnain, 2013). School-life

satisfaction also refers to the outcome of individual student’s evaluation of the

experiences in an institution. The satisfaction of students is more important in highly

competitive economy or private institutions where the quality of service provided is a

strong determinant of students’ satisfaction as well as the institutions survival. In most

advanced countries of the world, where educational institutions compete for both

national and international students, adequate provision of quality service that meets the

needs of the students are appropriately provided in order to stay above competitors

(Thiuri, 2010).

DeShields, Kara, and Kaynak (as cited in Hassanain, 2008) stated that higher

educational institutions should view their students as the major customer and as such

ensure they genuinely provide services that will satisfy the needs of these students in

the school. Obviously, this should be the basic goal of institutions and they must

continually strive to exceed the expectations of the students. Jarvis (as cited in

Hassanain) noted that the success of these higher education institutions depends upon

the satisfaction of their students which is used by these institutions to search out their

strengths and weaknesses. Student satisfaction is a key component of student life and

learning, and a gauge of whether an institution is providing an experience that students

deem worthwhile (Noel-Levitz, as cited in Thiuri). Hassanain (2008) stated that student

satisfaction does not depend only on the teaching but a detailed evaluation of the

different factors, services and programmes in an institution.

17
 One of the key features students and their parents are concerned about when

enrolling in a university is the availability of student welfare services. The significance

of basic amenities as a major determinant of man's welfare, life sustenance and survival

cannot be over emphasized. Ajayi, Akuankawa, and Yusuf (2015) opined that welfare

services have and will always be a prime concern to individual, family, community and

the nation at large. According to Nabil, Al-Jaber, and Hussein (2014), one would want

to know about the quality of education being provided to students, their level of

satisfaction, achievement and absorption capacity, as these people represent the nation’s

future. It is therefore imperative for schools to give students welfare a top priority while

building the reputation of the school among other contemporaries with the ultimate aim

of enhancing students’ satisfaction.

Students’ satisfaction is the students’ feeling of pleasure attained by comparing

the school’s welfare services or university management performance (outcome) in

relation to his or her expectation. If the management’s performance falls short of

expectations, the students are dissatisfied. If the performance matches the students’

expectation, the students are satisfied. Wiers-Jenssen, Stensaker and Grogaard (as cited

in Stoltenberg, 2011) also opined that students' satisfaction has to do with the students’

assessments of the services provided by universities and colleges. Several factors within

the school system that influence or determine students’ satisfaction and motivation to

learn include; accommodation, security, power supply, instructional delivery, internet

facilities, convenience and relaxation facilities, transportation and road network, and

medical facilities among others. Changes in any of these variables will affect students’

satisfaction in one way or the other. When students are dissatisfied with school life,

18
especially resident students, they express it in so many ways including protests either

peaceful or such that could lead to wanton destruction of school programme or

properties that could hinder the smooth running of the university. It is noteworthy, that

university student satisfaction is an important component in attracting and retaining

high achievers, who, in turn, improve the reputation and standing of the university

(Nabil, Al-Jaber & Hussein, 2014).

It is apparent that availability of these essential services is crucial to the

achievement of the goals and objectives of institutions of learning. However, findings

on students' welfare services have been reported in several literatures yet many offer

little discussion on how or whether the aforementioned welfare services are a correlate

of school-life satisfaction. This research targets this gap by investigating the correlation

between the selected students’ welfare services (medical, hostel accommodation, and

security services) and school life satisfaction at the University of Lagos, Lagos, Nigeria.

Students’ welfare services can be referred to as all the services provided by the school

to cater for the well-being of the students in order to bring about satisfaction and

motivation to learn. These include Medical services, Hostel Accommodation, Security

Services, Power supply, amongst others. The importance of these services cannot be

over emphasized. This is because when the students are satisfied with the provision of

these services, they cooperate with the management team for the smooth running of the

institution. On the other hand, when they are dissatisfied and ignored, they express their

grief through unionism.

Students' dissatisfaction is one of the management problems facing most public

tertiary institutions in Nigeria. In Nigerian public universities, there had been several
19
strike actions, violent protests, management-students’ clashes, lecturer-student clashes,

extension of school calendar, and complete shutdown of schools, amongst other issues

that arose because the students were dissatisfied with the state of services provided by

their various institutions.

It seems adequate provision of these welfare services and the proper

management of existing ones is paramount to addressing the issue of students’

dissatisfaction and other spillover effects it has on the institution’s reputation.

20
 CHAPTER THREE

METHODOLOGY

3.1 DATA COLLECTION

The research study was focused on Ife-East Anglican Diocese of Osun State,

Nigeria. Method of data collection need to consider, the social and economic aspects of

a population. A case study was carried out in order to have a comprehensive

understanding on which crucial role the church play in community building and

uplifting the standard of living for its followers or community within its vicinity in the

aspect of provision of educational welfare.

Data was also collected from the church and its partners. The diocesan bishop

was interviewed as community leaders can give vital information like community

history and background to form the basis of the study. The bishop was interviewed alone

in order to attain first-hand information on the church mandate and its position on

community development.

Another interview was with a group of three participants. Participants from this

group were from ages of 50 years and above (two males and one female). Some of the

participants in this group were from the time the church was established and purpose of

setting this group was to have a wider view on what role the church has played in

provision of educational welfare since its establishment.

The last phase of the interview was with a group of three participants from the

ages of 18 – 30 (Two females and one male). This group is the direct beneficiary of

21
educational welfare as they can be categorized as students. Their opinions were highly

beneficial to the research study.

Before carrying out the interviews, the participants were informed about the

purpose of the study and their ethical essences. The participants were promised that

their identities will be kept anonymous.

22
 CHAPTER FOUR

RESULTS

4.1 CHURCH POSITION IN THE COMMUNITY

The Anglican church in Ife East Diocese has taken a strategic position to support

community development activities in the local area context. Almost every participant

paid attention to the need to fight poverty by transforming the community through

development. According to the bishop, the development activities undertaken by the

Diocese are not meant only for the church members but are focused on the whole

community.

The bishop stated that: “It will be wrong for the church to engage in preaching

evangelism while the community members are languishing in poverty. The church is

the community and there is no church if the community is suffering. Development is

the key to manifest true word of God”

To achieve development objectives, the bishop reported that the diocese has

been collaborating with other churches and non-governmental organizations to uplift

people of Ife East from poverty. According to him, Anglican church in Ife East has

partnered with churches like African inland church (A.I.C) and Catholic church to help

the orphans as well as create awareness on HIV/ AIDs and support those suffering from

this deadly disease. The bishop reported that to improve the well-being of the

community most vulnerable, the church has partnered with two other non-governmental

organizations. These organizations have been extensively working with the community

23
to improve lives and fight poverty. The organizations have assisted financially in

housing projects, education on entrepreneurship, HIV/AIDs awareness, mentoring and

spiritual development.

4.2 CHURCH FOCUS ON EDUCATION, LIVELIHOOD AND ECONOMY

The Anglican church in Ife East seeks to eradicate poverty and empower its

community members through education and ventures that support entrepreneurship.

According to the bishop, education can help empower the community with the

necessary knowledge and skills to adapt to the global changes. He pointed out that, the

church cannot be able to eradicate poverty among its community members by just

preaching evangelism. The church need to come up with smart educational ideas that

benefit the whole community.

The participants for instance pointed out the need of education and job training

provision for the youths. Participants from the ages of 50 years and above seemed to

acknowledge and insist on the importance of education particularly for the youths.

The church needs to safeguard the lives of the young generation who are the people of

tomorrow. To secure their future, the church has sort education as an area of interest

where members of the community can be empowered. The bishop reported that

education is a good mechanism of promoting economic growth.

One practical and visible development activity is the church library. According

to one of the participants in the interviews, the library was started as an effort to promote

literacy in the community. The library is moderately equipped and it’s managed by the

church.

24
The library is opened for everyone in the community to ensure inclusivity.

“Everyone is welcome to use the library facility and to make the library more accessible,

no registration is required.” The library is very popular among the students. One of the

participants said during the interview:

“I don’t know what I will do without the church library. My grandchildren use it almost

daily during the school holidays. This way, I always have peace in my mind because I

know my grandchildren are not engaging in bad behaviors like taking drugs. I always

know where to find them if they are not anywhere to be seen during day times.”

The library is open from Monday – Saturdays and from 8.00 am – 16.00 pm.

The provision of an accessible and moderately equipped library for the community is

valued as one of the most important contributions of church to the community. The

participants agreed to the vital role the library has played in the community.

“Not only does the library serve as an education facility, it also serves as place where

young and old gather to socialize. The library is an empowering engine for the

community as it gives the community an opportunity to learn from one another, thereby

gaining knowledge and skills. The library has created a good reputation within the

community that even other organizations have been contributing for its expansion and

maintenance.”

The church also promotes education by helping the orphan’s relatives in school

fees payments. “There are many orphans in this community whose parents have died

from HIV. These orphans are left under the care of their grandparents or relatives who

25
are financially strained. Secondary schools and colleges are not free here. As a church

member I feel it’s my responsibility to help these children get proper education.”

The church organizes fundraising projects and the funds raised are used to pay for the

orphan’s school-fees. One participant reported on the matter.

“You see, when we as church members notice that one of us is struggling to pay school

fees for her/his children, we take the matter in our hand. First, we inform the church

committee, who then organize a fundraising project and through that the school fees are

paid. Everyone contributes to these projects. Am proud when I see these children going

to school.”

Some other ways that the church contributes to educational welfare is by

providing access to education for children from low-income families. The diocese at

most time offer scholarships and financial assistance to students who would otherwise

be unable to afford quality education. These scholarships often cover the cost of tuition,

uniforms, books etc. The bishop informed me that the diocese has a committee and an

account set aside for this particular project. Less financially privileged members of the

community can approach the church to request for educational welfare support.

To empower community members economically, the church runs a micro-

finance project within the church facilities. The objective of the micro-finance project

is to encourage entrepreneurship and thereby creating small businesses into the

community that boost employment. The project assist community members who cannot

get loans from conventional banks. Anybody within the community can come and get

a small loan e.g. to start a business, pay school fees, pay medical bills, farming etc.

26
Students have been observed to also benefited from the loans to settle some urgent

academic bills. Most students that are business minded have also benefited from the

opportunity to start up small scale business that fetch them money to take care of their

academic needs in school.

To get a loan one need to register with the micro-finance and save part of his/her

income for six months. According to the bishop, those who do not fulfill the criteria’s

and need a loan are directly assisted by the church. One participant reported that the

micro-finance is a God sent project. Community members are now able to start up small

business as well as farming ventures like poultry and rabbit farming.

“People here are so poor. Many people around here don’t own anything, they have no

land or anything to show as collateral damage if they go to the big banks, like those in

Nairobi, but lucky us we have the micro-finance and people are able to make a living

through small loans. We get loans just like that and nobody is coming after your house

if you are not able to pay back the monthly installments on time. Beside the micro-

finance loan interest is so low that everyone can afford.”

The bishop reported that the micro-finance project has opened new frontiers that

even people from abroad, Tanzania and Ghana are coming to learn how micro-finance

operates. The micro-finance project works with other organizations to empower the

community to have mean-full transformation. The bishop said that one of the church

partner train community members on business management, microfinancing, leadership

as well as entrepreneurship startup.

27
4.3 ANGLICAN CHURCH AND NGOS: COLLABORATIVE EFFORTS

Education is a fundamental right that lays the foundation for a prosperous and

equitable society. Recognizing its significance, the Anglican Church, along with Non-

Governmental Organizations (NGOs), has been at the forefront of providing education

welfare programs that uplift communities and empower individuals. Through their

collaborative efforts, they strive to ensure quality education for all, regardless of social,

economic, or geographical barriers.

Recognizing the need for broader reach and impact, the Anglican Church

actively collaborates with NGOs to extend its education welfare initiatives. These

partnerships enable the pooling of resources, expertise, and innovative approaches to

address educational challenges on a larger scale. NGOs bring specialized knowledge,

funding opportunities, and community outreach capabilities, complementing the

Anglican Church's existing infrastructure and commitment.

Anglican Church and NGOs collaborate in the following ways:

Expanding Access to Education

One of the key areas of focus for the Anglican Church and NGOs is expanding

access to education, particularly in underserved and marginalized communities. They

establish and support schools in remote areas, slums, and conflict zones, where access

to quality education is limited. These educational institutions provide a safe and

nurturing environment for children, empowering them with knowledge and skills to

break the cycle of poverty.

28
Ensuring Quality Education

The Anglican Church and NGOs understand that education goes beyond mere

access; quality is equally crucial. They work together to enhance teaching

methodologies, curriculum development, and teacher training programs. By ensuring

well-trained educators and relevant educational materials, they strive to deliver high-

quality education that equips students with the skills necessary for their personal and

professional development.

Supporting Special Needs Education

Inclusive education is a core value upheld by the Anglican Church and NGOs.

They recognize the unique needs of children with disabilities and ensure that their right

to education is upheld. Collaborative efforts result in the establishment of special needs

schools, teacher training programs, and advocacy initiatives aimed at fostering an

inclusive educational environment that promotes the full participation of all children.

Addressing Socioeconomic Disparities

The Anglican Church and NGOs actively address socioeconomic disparities that

hinder educational opportunities. They implement scholarship programs, school feeding

initiatives, and infrastructure development projects to alleviate financial burdens on

families and create an enabling environment for learning. By doing so, they break down

barriers that restrict educational access based on economic status.

29
Advocacy and Policy Influence

The Anglican Church and NGOs play a vital role in advocating for educational

policy reforms that prioritize the welfare of learners. Through research, policy analysis,

and engagement with policymakers, they raise awareness about the importance of

education and lobby for equitable and inclusive policies at local, national, and

international levels. Their collective voice helps shape educational agendas and ensures

that education remains a central focus in the development discourse

30
 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 DISCUSSION

The Ife East Anglican Diocese has in its own way as a religious organisation

tried to contribute immensely to the assistance of the community in areas of educational

welfare. The diocese has over the years engage in this assistance by providing loans,

scholarship and other supports for students of the community. The diocese sometimes

donates educational materials to schools. They also engage in the counselling and

medical service provision to students in the secondary schools in the community.

The diocese has a special committee to facilitate these provisions and make it

available to the community and those in dire need of the support. Members of the

community have also testified to the immense contribution of the diocese to the

provision of academic welfare to the community and they are very grateful.

5.2 CONCLUSION

This research work has succeeded in conceptualizing the role of the Ife East

Anglican Diocese on Educational welfare in Nigeria especially in assisting the

financially less privileged. The church has contributed so much to the educational and

social development of its community both in terms of human development and physical

transformation. Despite the contributions of the Church to adequate educational welfare

provisions in the community which remains unparalleled, a lot more is needed to be

done.

31
 The implication of the findings in this research to the church is that as a kingdom

of priests, the Church is to demonstrate to the society what God expects; the Church is

to be exemplary. In other words, Christians are to be the light of the world; they are to

be the salt of the earth (Matthew 5: 13, 14). The task now is to spell this out in practical

even if short terms in relation to the educational welfare in Nigeria. This involves both

the Church as an institution and the individual as a Christian.

Having x-rayed the contributions of the Ife East Anglican Diocese as an

organisation towards improving education in the community through their provision of

academic welfare, these contributions and assistance are a welcome development.

The people of the community confirmed that the Anglican Diocese has truly in its small

capacity contributed to the improvement of the educational welfare of their wards. The

provision of financial assistance in form of scholarships, loan and grants has gone a

long way to assist the less privileged to get quality education. Therefore, the Ife East

Anglican diocese can be said to have greatly contributed its quota in the improvement

of education in the community.

5.3 RECOMMENDATIONS

Based on the above discussions, the following recommendations are made:

i. There should be synergy among the Diocese and other organizations in rendering

educational welfare to the needy. This will help the diocese to mobilize enough

resources.

ii. Government should support Churches and Church Organizations that have the

interest of the poor masses at heart. Government should release funds meant for

32
 social welfare to such Churches. This will help reduce mismanagement and

ensure the delivery of relief materials to the vulnerable members of the society.

iii. The Diocese should mobilize their members in different professions such as

teachers, medical doctors and counsellors to assist the poor and the needy in

different ways such as provision of educational, medical, financial and

counselling services.

33
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