Scaling up comprehensive sexuality education in Nigeria: from national policy to nationwide application     

Silvia Huaynoca  Venkatraman Chandra-Mouli  Nuhu Yaqub Jr.  Donna Marie Denno 《Sex education》2014,14(2):191-209

Nigeria is one of few countries that reports having translated national policies on school-based comprehensive sexuality education (CSE) into near-nationwide implementation. We analysed data using the World Health Organization-ExpandNet framework, which provides a systematic structure for planning and managing the scaling up of health innovations. We examined how Nigeria's nationwide programme was designed and executed. Since 2002, Nigeria has developed a well thought through strategy to scale up CSE. Crucial attributes that facilitated the scaling up included technical consensus about the innovation and clarity about its components, dissection of a complex intervention into manageable components for implementation by organisations with complementary expertise, strong political leadership and championship in concert with advocacy and technical support from non-governmental organisations, proactive and energetic involvement of community stakeholders, effective programme management, and improvements to the information management system to ensure on-track implementation and mid-course corrections to keep stakeholders, including funders, informed and engaged. Challenges included programmatic values, competing priorities for available human resources and a lack of predictable funding for sustaining a rapid scale-up effort. Despite some weaknesses, implementation has largely proceeded according to plan. The lessons learned from Nigeria's experience can and should be used in other settings to achieve wide-scale coverage.  相似文献   

Serendipity: Towards a taxonomy and a theory     

Ohid Yaqub 《Research Policy》2018,47(1):169-179

Serendipity, the notion of researchers making unexpected and beneficial discoveries, has played an important role in debates about the feasibility and desirability of targeting public R&D investments. The purpose of this paper is to show that serendipity can come in different forms and come about in a variety of ways. The archives of Robert K Merton, who introduced the term to the social sciences, were used as a starting point for gathering literature and examples. I identify four types of serendipity (Walpolian, Mertonian, Bushian, Stephanian) together with four mechanisms of serendipity (Theory-led, Observer-led, Error-borne, Network-emergent). I also discuss implications of the different types and mechanisms for theory and policy.  相似文献   

Economic analysis of World Bank education projects and project outcomes     

Ayesha Yaqub Vawda  Peter Moock  J. Price Gittinger  Harry Anthony Patrinos 《International Journal of Educational Development》2003,23(6):645-660

This paper tests the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis. Analysis shows a strong relationship between the quality of cost–benefit analysis and cost–effectiveness analysis and the quality of project outcomes. Economic analysis of projects is a tool for weeding out potentially poor investments and selecting potentially worthwhile ones. Good practice education projects require good economic analysis—analysis of demand, of the counterfactual private sector supply, of the project’s fiscal impact, of lending’s fungibility—and strong sector work before project design.  相似文献   

Peer Assessment of Group Projects in Civil Engineering     

Yaqub Rafiq  Hazel Fullerton 《Assessment & Evaluation in Higher Education》1996,21(1):69-81

This article traces one university's approaches of peer assessment to develop fair and reliable systems of mark distribution resulting from group projects and to adapt one model to the specific requirements of civil engineering. It is the result of a two and a half years' experience with peer assessment in classes of different combinations of size, entry qualifications and experience. Initially, the methods devised by Goldfinch & Raeside (1990) were used; the relevance and drawbacks of this two‐part method of assessment in the field of civil engineering are discussed and new ideas are proposed. That article had suggested that the model is transferable. It has proved to be the case and in this discipline, that project diaries which the tutor uses to allocate individuals a mark, offer a unique alternative to Part 1 of the assessment process.  相似文献