Age – Grades and Community Development in Southeast Nigeria

Abstract

This paper examines the involvement and participation of age-grades in community development in the southeastern part of Nigeria. It is a known truism that many rural communities in southeast Nigeria just like many other rural in different parts of the country suffer massive underdevelopment as a result of successive governments’ lack of interest in developing the rural areas. Even when they do, it is not usually in consultation with the local people in terms of the kind of projects and infrastructures they need most in their communities. As a result, most times you find development projects that do not have any direct impact on the lives of the people. Different communities therefore resort to self-help in bringing development to their communities and age-grades remain one of the groups that are actively involved in community development in southeast Nigeria. This study focuses on the factors that give impetus to the involvement of age-grades in community development, roles that age-grades play in community development, challenges that age-grades face as a result of their involvement in community development, and measures that can be put in place to ensure continued strong participation of age-grades in community development in southeast Nigeria. The methodology used in this work is essentially descriptive. The theoretical framework for this study is role theory (functionalist approach). The study contends that some of the factors that encourage involvement of age-grades in community development in southeast Nigeria include; sense of identity, recognition and traditional titles, political relevance, lack of development, and replication of what is in place in the cities. Some of the roles that age-grades carry out in community development include, fund raising for development projects, conception, mobilization and implementation of self-help projects, conflict resolution, assisting the less privileged, and encouraging illustrious sons and daughters to bring their investments home. Some of the challenges confronting age-grades include, religious bias, poor funding, abandoned projects, poor leadership, division and lack of unity. Based on these findings, the study recommends amongst others that government should endeavor to partner with age-grades to promote community development. Also, traditional rulers should create awareness on the positive roles of the age-grade in development.