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Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria

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Title: Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria
Language: English
Authors: Michael Watts (ORCID 0000-0002-6194-0798), Oladele Akogun (ORCID 0000-0003-3534-4711), Terry Allsop (ORCID 0009-0001-0724-8063), Nafisa Waziri (ORCID 0000-0003-1698-8968)
Source: Africa Education Review. 2022 19(3):101-118.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary Education, Educational Policy, Foreign Countries, Educational Research, Trust (Psychology), Educational Strategies, Equal Education, Outcomes of Education, Educational Practices, Teacher Recruitment, Teacher Effectiveness, Capacity Building, Feedback (Response), Mentors, Educational Cooperation
Geographic Terms: Nigeria
DOI: 10.1080/18146627.2023.2243033
ISSN: 1814-6627
1753-5921
Abstract: Mistrust between practitioners and academics in Northern Nigeria's primary education sector has severely limited the potential for intra-sectoral collaborations that could lead to the development of robust policy-focused research. This paper examines a Research Capacity Strengthening Strategy (RCSS) intended to bring the two sub-sectors together. The RCSS had five components: (1) engaging in policy-driven research; (2) partnership; (3) mentoring; (4) repeated policy feedback; and (5) hands-on support. These components are examined here in the context of a collaborative study aimed at generating policy recommendations for the identification, recruitment, and deployment of effective primary school teachers. The RCSS was a success but it highlighted the problem of intra-sectoral mistrust. It was evaluated through a qualitative case study. Here that mistrust and its resolution are explored and explained with reference to social identity theory. Although the findings are context-specific, they have considerable significance for addressing concerns about intra-sectoral mistrust in and beyond Northern Nigeria.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1405999
Database: ERIC
FullText Links:
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  Data: Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria
– Name: Language
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Michael+Watts%22">Michael Watts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6194-0798">0000-0002-6194-0798</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oladele+Akogun%22">Oladele Akogun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3534-4711">0000-0003-3534-4711</externalLink>)<br /><searchLink fieldCode="AR" term="%22Terry+Allsop%22">Terry Allsop</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-0724-8063">0009-0001-0724-8063</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nafisa+Waziri%22">Nafisa Waziri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1698-8968">0000-0003-1698-8968</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Africa+Education+Review%22"><i>Africa Education Review</i></searchLink>. 2022 19(3):101-118.
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  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Recruitment%22">Teacher Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 1814-6627<br />1753-5921
– Name: Abstract
  Label: Abstract
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  Data: Mistrust between practitioners and academics in Northern Nigeria's primary education sector has severely limited the potential for intra-sectoral collaborations that could lead to the development of robust policy-focused research. This paper examines a Research Capacity Strengthening Strategy (RCSS) intended to bring the two sub-sectors together. The RCSS had five components: (1) engaging in policy-driven research; (2) partnership; (3) mentoring; (4) repeated policy feedback; and (5) hands-on support. These components are examined here in the context of a collaborative study aimed at generating policy recommendations for the identification, recruitment, and deployment of effective primary school teachers. The RCSS was a success but it highlighted the problem of intra-sectoral mistrust. It was evaluated through a qualitative case study. Here that mistrust and its resolution are explored and explained with reference to social identity theory. Although the findings are context-specific, they have considerable significance for addressing concerns about intra-sectoral mistrust in and beyond Northern Nigeria.
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  Data: As Provided
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1405999
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        Value: 10.1080/18146627.2023.2243033
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 101
    Subjects:
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Research
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      – SubjectFull: Equal Education
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      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Teacher Recruitment
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria
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