osun civic engagement impact

Content Analysis

Common Goals from Students:

As encouraged by the course, all projects were based in community and community engagement. Most projects involved education rather than a specific call to action. The most common form this education took was a workshop or a series of classes focused on a specific problem that requires more awareness in the community. In addition to educating a broader community, many projects focused on specific groups. For several projects this meant raising awareness among college age students. For other projects, the focus was on younger students who project leaders identified as lacking key skills, necessary education, or civic awareness.

Progress Rates for Project Implementation:

 out of the 14 projects were implemented. 7 projects have been completed and 3 are still ongoing as they were designed to continue serving their communities. The discrepancy comes from one project leader who used the skills acquired in the course to focus on a project that was very different from the one proposed at the end of the course. 

Impact Commonalities:

All projects aimed to connect members of a community to information and resources that were unavailable or hard to access prior to the project’s implementation. The most common way for the community to interface with the project was from workshops or sessions that brought multiple people together at the same time to discuss the same issue. Many projects also offered an online component for advertising, more information, or over the internet participation in workshops.

Similar Barriers Faced:

The most common reported barrier to project completion was budget. Several projects were able to receive funding or microgrants from one or more sources outside of OSUN. Some projects were able to find financial support from OSUN. All but two projects that did not receive any support were not implemented. Most of the projects that were based on the African continent were unable to find a funding source
Another common barrier was safety. Violent crime or lawlessness coincided with some of the communities addressed in the projects. The concern for safety has stopped the implementation of one project and diminished the ability for another project to operate in person.

Taking OSUN Course with Other Students Improved my Understanding of Civic Engagement 

Statistics: On a scale of 5, 86% of students rated the statement 4 or 5, reflecting a strong overall endorsement.

Summary: The feedback shows that the majority of students (86%) felt that taking the Civic Engagement course with students from around the world enhanced their learning of the subject matter, with an average score of 4.14 out of 5. While most students were highly positive, one low score suggests an opportunity to learn more about individual student experiences

  1. I am more equipped to lead in my community as a result of taking this course.

On a scale of 5, the average score of 3.79 shows that, overall, students agreed they feel more equipped to lead in their communities after the course. 78% of students (11 out of 14) gave a 4 or 5, reflecting a strong positive outcome.

Summary: Most students (78%) agreed or strongly agreed that they feel more equipped to lead in their communities as a result of this course, with an average score of 3.79 out of 5.

  1. I have a better understanding on how to use civic engagement practices to make positive change in my community.

Statistics: On a scale of 5, the average score of 4.14 shows that, overall, students agreed they have a better understanding of how to use civic engagement practices to make positive change in their communities. 86% of students (12 out of 14) gave a 4 or 5, reflecting a strong positive outcome.

Summary: The feedback shows that the majority of students (86%) felt that the course helped them gain a better understanding of how to use civic engagement practices to make positive change in their communities, with an average score of 4.14 out of 5. 

  1. After taking the course, I am better equipped to work with community members to build civic engagement initiatives. 

Statistics: On a scale of 5, the average score of 4.07 shows that, overall, students agreed they are better equipped to work with community members to build civic engagement initiatives. 79% of students (11 out of 14) gave a 4 or 5, reflecting a strong positive outcome.

Summary: The feedback shows that the majority of students (79%) felt better equipped to work with community members to build civic engagement initiatives after taking the course, with an average score of 4.07 out of 5. While most students responded positively, one low score suggests an opportunity to understand individual challenges more deeply.

  1. After taking the course, I have a better understanding of core notions of citizenship and power and their connection to civic engagement.

Statistics: On a scale of 5, the average score of 4.0 indicates that, overall, students felt they gained a better understanding of core notions of citizenship and power and their connection to civic engagement. About 93% of students (13 out of 14) rated their understanding at 4 or above, demonstrating a strong positive outcome.

Summary: The feedback shows that the vast majority of students (93%) believe the course improved their understanding of citizenship, power, and their link to civic engagement, with an average rating of 4.0 out of 5.

  1. After taking this course, I have a better understanding of the contexts civic engagement takes place in – at different levels (local, national, global) and between/across state and non-state organizations/ groups, as well as in countries with different levels of political, socioeconomic development and diversities of population.

Statistics: On a scale of 5, the average score of 3.93 reflects that most students feel they have improved their understanding of the diverse contexts in which civic engagement occurs—across local, national, and global levels, involving both state and non-state actors, and within countries of varying political and socioeconomic conditions. Approximately 93% of students (13 out of 14) rated their understanding at 4 or above, indicating a largely positive response.

Summary: The feedback suggests that the majority of students (93%) gained a better understanding of the various contexts where civic engagement happens, from different governance levels to diverse social settings, with an average rating of 3.93 out of 5.

Key Statistics Summary

  • Overall Positive Impact: Across all questions related to the OSUN Civic Engagement course, a strong majority of students (ranging from 78% to 93%) rated their agreement at 4 or 5 on a 5-point scale, indicating a consistently positive outcome.
  • Average Scores: The average ratings for key learning outcomes fall between 3.79 and 4.14, showing that students generally feel confident in their improved understanding and skills related to civic engagement.
  • Leadership and Practical Skills: While students strongly agreed they gained better understanding and tools for civic engagement, the slightly lower average (3.79) for feeling more equipped to lead suggests room for further leadership skill development.

Describing OSUN and Civic Engagement in one sentence 

  1. Describing OSUN Course Common Patterns

When students were asked to describe the OSUN Civic Engagement course in one sentence, two main themes are found from their responses. First, many students expressed that the course fostered a sense of impact, highlighting how it motivated them to contribute meaningfully to their communities and engage in social change. Second, students frequently mentioned gaining confidence to act, emphasizing that the course empowered them with the knowledge and skills necessary to take intentional, effective action. These themes reflect the course’s success in not only imparting theoretical knowledge but also inspiring practical civic engagement.

  1. Defining Civic Engagement after the participation in OSUN Course 

When students are asked to give three words of their understanding on civic engagement after participating in the OSUN Civic Engagement and Social Action Course, three key themes are found. 

  • Community and Collective Action
     Many responses emphasize community, unity, collaboration, and the idea of people coming together to address societal issues or promote positive change.
  • Leadership and Responsibility
     Words like leadership, self-responsibility, commitment, authenticity, and taking action highlight the role of individuals leading or taking ownership in civic engagement.
  • Impact and Intentional Effort
     Several responses focus on impact, deliberate effort, project implementation, and making meaningful change, showing an understanding that civic engagement requires purposeful and effective action.

4 Quantitative Analysis 

Goals and Rationale 

Social Awareness on Disability 

Women’s Economic Empowerment 

Youths Employment Skills Development 

Mental Support for Migrant Women

Personal Development for Refugee 

Gender Equality 

Civic Education for Women 

Diplomacy in Social Skills 

Common Goals across Different Projects 

  • Empowerment and Capacity Building
    All projects focus on empowering marginalized groups—whether women, youth, migrants, or people with disabilities—by developing practical skills and personal growth to increase their independence and community leadership.
  • Inclusion and Social Awareness
    A key emphasis is on promoting social inclusion and raising awareness to combat stigma and inequality, ensuring that diverse populations have equal opportunities to participate fully in society.

Common Skills Acquisition Learned by Students

  1. Leadership and Teamwork
     Students gained skills in leading diverse teams, encouraging participation, sharing a common vision, and managing group dynamics across cultural contexts.
  2. Project Planning and Implementation
     Tools like mind mapping, SMART goals, and community mapping helped students plan projects clearly, identify resources, and execute their plans effectively.
  3. Communication and Intercultural Understanding
     Students improved their ability to communicate and collaborate with people from different backgrounds, including managing conflicts and respecting cultural boundaries.
  4. Critical Reflection on Positionality
     They learned to recognize their own positionality—understanding how their background influences their perspective—and how to engage communities respectfully.
  5. Problem-Solving and Conflict Resolution
     Students developed skills to observe community issues, facilitate dialogue, and mediate conflicts to create inclusive and peaceful environments.

Overall Key Impact Patterns Across Projects

  1. Capacity Building and Empowerment
     All projects emphasized equipping participants with practical skills—whether leadership, economic, or civic—resulting in increased confidence and ability to take action in their communities.
  2. Community Trust and Engagement
     Building trust was fundamental, overcoming initial skepticism to foster participation, open communication, and a shared sense of ownership among diverse community members.
  3. Collaborative Networks and Sustainability
     Strong partnerships with local leaders, organizations, and peers created support systems that enhanced project legitimacy and helped sustain positive outcomes beyond the project timelines.

Project Sustainability: Key Insights

Students expressed a strong desire to continue their projects, highlighting the importance of ongoing efforts and community impact. However, they identified financial limitations as the primary barrier to sustainability. In addition to funding, students emphasized the need for strengthening team capacity and expanding human resources to effectively manage and scale their initiatives. These factors are critical to ensuring the long-term success and growth of their projects.