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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1814-6627 1753-5921 |
| DOI: | 10.1080/18146627.2023.2243033 |
