Teacher-Community Nexus and Rural Schools as Community Knowledge Hubs: A Program Implementation in Western Nigeria
Saved in:
| Title: | Teacher-Community Nexus and Rural Schools as Community Knowledge Hubs: A Program Implementation in Western Nigeria |
|---|---|
| Language: | English |
| Authors: | Sakirat Olayinka (ORCID |
| Source: | Journal of Professional Capital and Community. 2025 10(3):260-272. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Rural Schools, Foreign Countries, Teacher Participation, School Community Relationship, Rural Education, Networks, Workshops, Community Involvement, Community Needs, Community Development, Lifelong Learning, Community Education |
| Geographic Terms: | Nigeria |
| DOI: | 10.1108/JPCC-02-2024-0026 |
| ISSN: | 2056-9548 2056-9556 |
| Abstract: | Purpose: This study explores a program to transform rural schools in Kwara State, Western Nigeria, into community knowledge hubs by leveraging local networks and community-based workshops. It aims to demonstrate how local resources are utilized to enhance educational outcomes and community engagement in rural settings. Design/methodology/approach: Employing a qualitative research methodology, the study analyzes the implementation of this program through interviews with 13 teachers and in-field participation, examining the perspective of local teachers. Findings: The findings reveal that this program has significantly enriched community engagement with practical skills both for students and the adult population, fostering collaboration between community and schools. Local teachers, leveraging their rural networks and knowledge, have been central to mobilizing networks and integrating practical education that addresses community-specific issues. Research limitations/implications: The critical role of participatory educational strategies is highlighted, designing interventions for the distinct needs of communities. It notes the variability in potential outcomes due to the self-designed networks by local teachers, suggesting a need for exploration into how these networks' configurations are developed in different places. Practical implications: This study advocates for the creation of comprehensive programs including all local stakeholders in developing a dedicated support community network. It emphasizes non-formal education to offer a variety of learning experiences, which may be more effective in fostering community-wide educational engagement. Originality/value: This study contributes to the academic literature by highlighting the critical role of local networks in African rural education settings. It provides a novel perspective on how rural schools can serve as hubs for community development and lifelong learning for the whole community, extending beyond traditional educational outcomes only for students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483330 |
| Database: | ERIC |
Be the first to leave a comment!
