Local Research Consultant
Led a local research team on Return to Learning case studies that seeks to offer both description and analysis of processes of Return to Learning in a bid to contribute evidence towards gaps in understanding and addressing the needs of the most vulnerable learners within education sector in wider national recovery plans and strategies
Education Policy and Research Intern
The Centre for the Study of the Economies of Africa (CSEA) is a non-profit think tank that conducts independent, high-quality applied research on economic and development issues in Nigeria and the rest of Africa.
Education Under Attack Research Intern
New York, United States
Global Coalition to Protect Education from Attack is a unique inter-agency coalition formed by organizations from the fields of education in emergencies and conflict-affected fragile states, higher education, protection, international human rights, and international humanitarian law in 2010 to address the problem of targeted attacks on education during armed conflict.
Publications and Academic Articles
Financing Education in Africa through Diaspora Bonds by Gideon Olanrewaju
One of the challenges facing many African countries today is the decline in the budgetary allocation to education despite the increase in the enrolment of students in public schools. This review article seeks to address the potential of financing education in Africa through the diaspora remittances, with special reference to Nigeria.
It reviews the evidence that suggests “Diaspora Bonds” is a significant alternative source of domestic funding. Informed by the successful exploration of the patriotic devotion of large emigrant populations of Indian and Israeli emigrant populations, the article critically evaluates the potentials and limitations of a Diaspora Bond Policy.
Equity and Quality in Education for Disadvantaged children: A Critique of Teach for All’s Theory of Change in India
This article analyses critically the efforts of Teach for India (TFI), a non-governmental organisation (NGO) working in marginalised districts of India to provide quality education to disadvantaged children through its alternative teacher credentialing programme. It examines the underlying assumptions that inform the de-contextualisation of the model, analyses the key features of the intervention approach and presents the critiques and limitations. The main argument is that while a working partnership between TFI and the Indian government holds great potential to ensure educational opportunities for disadvantaged children, the organisation needs to re-evaluate its intervention approach to suit local realities of its beneficiaries and needs to become conscious of the socio-cultural and political economy of education within the Indian society.