View source for Playbook/Bauchi: Providing career guidance to secondary school students

{{Playbook entry
| circle = Bauchi
| city = Bauchi, Nigeria
| bucket = Education & learning
| status = Won
}}
'''Steward:''' Gideon

'''Summary:''' Logos Circle Bauchi organised a career guidance session at a local secondary school to help students understand different career options and the educational pathways leading to them. The session reached more than 100 students, around six of whom sought further guidance from professionals. The Circle also donated a stocked first-aid box to the school and planned a follow-up visit to support students who had not had enough time to speak with a relevant mentor.

== The issue ==
Secondary school students in Bauchi often make decisions about their futures with little information about the careers open to them. Many don’t know which professions exist beyond the few they see around them, which subjects and class combinations different careers require, or what the routes into university and other further education look like, including courses, institutions, affordability and entry requirements.

== Why was it winnable ==
The issue was specific and actionable: students needed better information about careers, subject choices and pathways into further education. The Circle could address this directly without waiting for a major change to the education system by bringing working professionals into a school to speak with students and answer their questions. Members already had experience across fields including healthcare, law, technology, academia, social work, construction, civil service and Web3, giving the Circle the people and knowledge needed to run the session itself.

== Who was affected ==
Students at the school and  its teachers who benefited from the support of the Circle where they lacked the experience / knowledge.

== The goal ==
Speak with at least 60 students to broaden their understanding of career options and explain the subject choices, class combinations and tertiary education pathways required for different careers. Match students interested in specific careers with Circle members who can act as mentors, providing ongoing guidance and answering questions about relevant university courses, available institutions, affordability and entry requirements.

== What the Circle did ==

# Chose career guidance as the issue. The Circle identified the lack of career information available to secondary students as an issue and agreed that a practical first step would be to bring professionals into a school to speak directly with students.
# Identify a school to work with. A Circle member volunteered to survey schools and identify a suitable school where the activity could take place.
# Use the Circle's existing skills and networks. Members from different professional backgrounds were invited to speak, giving students exposure to a range of careers including healthcare, law, technology, academia, social work, construction, civil service and Web3.
# Agreed the format with the school. The Circle worked with the Principal and teachers to organise the session and determine how to reach the students. When it became clear that there was no hall large enough for everyone, the group adapted by using two classrooms.
# Ask students about their ambitions. Rather than giving a generic careers presentation, speakers first asked students what they wanted to become and used their answers to shape the discussion.
# Broaden students' understanding of career pathways. Speakers introduced students to related professions and explained the subjects, qualifications and tertiary education pathways that could lead to them. For example, students interested in becoming doctors were introduced to related fields such as pharmacy, physiotherapy and radiography.
# Create a route for follow-up. Students who wanted additional guidance were given the steward's contact details, allowing them to continue the conversation after the session. About six students expressed interest in further guidance, and the Principal was asked to refer other students who might benefit.
# Respond to a practical need identified by the school. After learning that the school had needed a first-aid box, Circle members contributed money to purchase and donate a stocked first-aid box.
# Reflect on the activity and improve the model. The Circle identified practical improvements for future sessions, including allowing more time, creating smaller interest-based groups and leaving more time for questions and discussion

== Who we worked with ==
12 Circle members, including seven members who spoke about their professional fields; four teachers who supported the session; the school Principal, Mr Abubakar Bala; and a delegation from the Local Government Education Secretary’s office. The school staff helped organise the students and provided input on their needs, while Circle members provided the career guidance and professional perspectives.

== What worked ==
Hearing directly from working professionals gave students valuable insights grounded in real industry experience. Students were curious and engaged, partly because speakers had been briefed in advance about their interests and could tailor their guidance accordingly. Support from teachers helped the session run smoothly. Circle members also contributed directly towards purchasing a first-aid box for the school, responding to a practical need. Finally, the winnable issue attracted four new Circle members who found it meaningful and wanted to contribute.

== What didn't work ==
Not enough time set aside for questions and answers. 100+ students with different interests made it difficult to interact with all of them.

== The outcome ==
More than 100 students took part in the career guidance session. Around six students expressed interest in receiving further guidance and were connected with relevant professionals by phone. The Circle also donated a first-aid box to the school to address a practical need. To ensure students who had not had enough time to speak with a suitable mentor could still receive guidance, the Circle planned a follow-up visit in coordination with the Principal.

== What we learned ==
Exposure widens ambitions. Use smaller interest-based groups, allow more time, add more Q\&A, and consider small participation prizes.

== What could another Circle replicate ==
A one-morning career-guidance session at a local secondary school, using Circle members and other local professionals to introduce students to different career paths, the subjects and qualifications they require, and possible tertiary routes. The model is relatively low-cost: identify a school and its needs, recruit speakers from a range of professions, ask students about their ambitions and interests, and structure the session around those interests. A simple follow-up channel can allow students who want more guidance to stay in contact with speakers or the Circle. Where possible, Circles could also respond to a practical need identified by the school, such as the first-aid box provided in Bauchi.

== Resources ==

Photos and video: https://drive.google.com/drive/folders/1ak-9E2SyfqD5GnYZxMNckoHbONlWGGXR

School session outline: https://drive.google.com/file/d/1aq_NGh60OoMg_PcgyK20HEyZaPsGE1nD/view