The revitalised role of non-state actors such as non-profit organisations and education reform movements in educational provision and delivery has contributed to the global circulation of uninformed transnational adaptation of ideas and practices around educational change. In adapting models in one place for emulation in another place, educational non-profits often lose sight of the local realities, thereby decontextualizing cultural differences and normalizing the language of generalization. Such is the case of the Teach for India (TFI), a non-governmental organization (NGO) working in marginalized districts of India to provide quality education to disadvantaged children through its alternative teacher credentialing program. TFI’s theory of change and intervention approach revolves around the model of Teach for All (TFA), an international movement whose model and belief of equitable educational access and opportunity continues to spread on a global scale through transnational actors. Through an extensive literature review, this article analyses critically and discusses how the TFAll’s Model is operationalised in India, through TFI that was established in 2009 to promote the universalization of Elementary Education (UEE) in India. While examining the underlying assumptions that inform the de-contextualisation of the globalised and philanthropy backed reform model, it analyses the key features of the intervention approach and presents the critiques and limitations. Beyond contextualisation, the paper makes a case for the need for non-state actors to take into account significant sociocultural and political differences in voluntary transfer of reform ideas. While acknowledging the significance of policy mobilities in bringing entrepreneurial solutions to educational problems across continents, the article recommends that such transfer must be driven by perceived necessity within local contexts.
Women and girls especially face gendered disadvantages in health, political representation, and the labour participation. As a result, this study explored the perception of men and women on gender inequality in Nigeria as it relates to labour participation, power between men and women, and social expectations. This study was descriptive and cross-sectional in design and used an online-based structured survey to elicit data from 238 men and women. Perception related to labour participation, power relations, and social expectations were determined on 8-item, 6-item, and 10-item perception scales, respectively. The majority (78.2%) were females, and the average age was 25.0±7.2 years. More men had unfavourable perceptions across the assessed perception categories compared to females. More than half (57.6%) of the respondents had unfavourable perceptions related to labour participation of women and men. Furthermore, one-third (31.1%) of respondents had unfavourable perception on power relations that exist between men and women. The majority (86.6%) of the respondents had favourable perception of social expectations of men and women. Sex was significantly associated with all perception categories (P ≤ 0.05). The high proportion of unfavourable perceptions related to women’s labour participation and power relations could be addressed through comprehensive social norms interventions that will lead to positive perception change.
The COVID-19 pandemic contributed to a digital economy transition by emphasizing the importance of digital infrastructure while exposing the digital gaps between countries and communities. Inequalities in digital access has impeded educational gains made towards achieving the sustainable development goals. While major studies have been carried out on digital learning there is currently a dearth of knowledge on the digital gaps and needs of students in remote communities in Nigeria. To this end, this study explored the digital gaps and needs of rural secondary schools in remote communities and its implications on e-learning across 6 Nigerian states during the COVID-19 era. The study adopted a concurrent embedded mixed method design approach to collect data from rural secondary schools from 6 Nigerian states. Findings from the study identified lack of ICT strategies and policies in Nigeria, socio-economic status, poor internet connectivity, electricity, and a high poverty level as the major drivers of digital gaps in remote communities.
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