In the changing world of global education, Nigeria’s poor communities struggle with a big problem: needing more access to digital tools.
The question is: Can we help teachers in these areas get better at their jobs, or is it just a wishful idea?
In an interview with Tribune Online, Iyanuoluwa Olalowo shares how local innovation makes a difference in teaching.
Can we meet you?
I am Iyanuoluwa Emmanuel Olalowo from Nigeria. I studied Early Childhood Education at the University of Ibadan and Childhood Education at TASUED in Nigeria.
I also got certifications from Yale University and the University of Amsterdam.
I co-founded the Foundation for Rural Education and Empowerment (FREE) in Nigeria, a group that uses people and technology to improve poor communities’ lives.
I am part of some organisations, like the American Education Research Association and the Early Childhood Association of Nigeria.
Tell us more about what you currently do.
I am currently a Ph.D. student of Curriculum and Instruction at Kent State University, United States, and work as a Graduate Research Assistant at the Child Development Center.
My current research focuses on early childhood education teachers’ preparation, recruitment, and professional development for/from underrepresented groups.
I am also interested in university laboratory schools’ role in quality early childhood professional development.
In the fast-paced evolution of education in the digital age, the question of inclusivity looms large. Going by your work in bridging the education divide generally, is the dream of comprehensive professional development for teachers in underserved communities a mirage, or can we turn it into a reality in Nigeria?
The digital divide remains a significant hurdle in Nigeria’s educational landscape.
While urban centres boast advanced technology infrastructure and access to the latest tools, the story is starkly different in underserved communities.
During my engagement with UNESCO in a research program, one significant concern while assessing the learning opportunities of youths during the COVID-19 lockdown was the lack of reliable internet and limited exposure to digital resources, which created a substantial gap that needs urgent attention.
It is very much possible that we have an all-engaging professional development for teachers, and this, I believe, could begin by first providing an assessment of the mirage.
The harsh reality is that many educators lack the fundamental resources required for effective participation in the digital age.
The absence of a level playing field poses a threat to the quality of education provided to students in these regions.
How do you envision the education sector overcoming this obstacle:
Well, amidst these challenges, I would say glimmers of hope emerge.
Initiatives aimed at addressing the digital gap are gaining traction from what I observe and from my work with some of them.
From collaborative efforts between government bodies and NGOs to corporate sponsorships of technology infrastructure, there could be a palpable momentum to bridge the digital divide.
But what matters more is transforming these efforts into sustainable, scalable solutions that empower teachers in underserved areas.
Talking about ensuring sustainable solutions for this cause, you convened a colloquium for teachers in the heat of the pandemic in 2020; what insights into sustainability can you share from that?
I would like to state here that we should begin looking into more contextual professional development.
One philosophy that influenced that colloquium was an attempt to decontextualize the one-size-fits-all approaches to professional development, which are inadequate in addressing the diverse needs of educators across Nigeria.
The colloquium, which over four hundred teachers attended, has metamorphosed into a knowledge-sharing/exchange digital platform that maximizes a user-friendly chat system in different communities based on the geographical status and education level that the teachers identify with.
Tailored programs that consider the unique challenges teachers face in underserved communities must be at the forefront.
These programs should encompass digital literacy, technology integration, and innovative teaching methodologies relevant to their local context.
How does your current engagement in research and leadership intersect with your larger concern?
One thing I have found out, particularly in my work in an international landscape, is leveraging the combination of glocal research and locally-informed data for professional development.
Using glocal (a combination of global and local) research findings with data that are not just for but from the Nigerian community.
This kind of approach has proven significant in providing professional development that is an adequate representation of the needs within a system.
For instance, countries like Finland, Singapore, and Canada have adopted evidence-based approaches, utilizing research to understand the specific needs of teachers and students.
These nations conduct regular assessments, collecting data on educational practices, student outcomes, and teacher effectiveness.
This research-driven model enables the development of targeted professional development programs that address the unique challenges faced by educators.
Research data can illuminate key areas such as infrastructure deficiencies, learning gaps, and the specific needs of early childhood educators.
This localised approach ensures that professional development programs are not only relevant but also effective in addressing the distinct challenges within Nigeria’s diverse educational landscape.
Any final thoughts?
Even though helping teachers in poor areas in Nigeria might seem hard, it’s not impossible.
We can make it real by working together, making smart plans, and being fair to everyone.
Technology should be something that helps every teacher in Nigeria, not just a few. It’s time to turn our wishes into a plan for a better and more digital education system in Nigeria.
We can learn from other countries and make solutions that fit Nigeria’s unique needs.
This will make things better for us and show the world how we can make early childhood education a success.
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