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Pathways to health and learning inclusion among young women in South Western Nigeria

尼日利亚西南部年轻女性的健康和学习包容之路

基本信息

批准号：
ES/X007375/1
负责人：
Ayomide Oluseye
金额：
$ 11.92万
依托单位：
The Open University
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2023
资助国家：
英国
起止时间：
2023 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FX007375%2F1
关键词：
Pathways health learning inclusion among

项目摘要

In Nigeria, an estimated 19% of women aged 15-19 years have begun childbearing while an additional 4% are pregnant with their first child (National Population Commission, 2018). Numerous policy and academic studies depict early pregnancy and motherhood as a phenomenon that creates poor health, economic and social challenges for both mother and child (Adegbola & Sanusi 2019). This has reinforced negative attitudes towards young mothers. However, the effects of these remain understudied. My PhD findings showed how discriminatory community, educational and health practices reinforced marginalisation, poor health, and socio-economic outcomes among young mothers. Currently, there is poor awareness of the health and wellbeing impacts of stigma and discrimination. There are also no official/formal interventions to support school retention of pregnant girls and ensure the effective re-integration of young mothers into formal education in Nigeria. I plan to use this fellowship to set a foundation for future work in this area.My overall aim for this fellowship is to develop foundational skills which will enable me to undertake research, formulate policies, and suggest best practices for improving the wellbeing of young women in low and middle-income countries (LMICs). My first objective focuses on publishing two journal articles to contribute to limited knowledge on young mothers' experiences of stigma and discrimination in Nigeria and sub-Saharan Africa. To maximise reach, I plan to publish blogposts of these articles at 'The Conversation Africa' and present at seminars.A focus on the next steps from my PhD aims at using co-creation methods to stimulate engagement and contribute to evidence on reducing learning and healthcare exclusions. Within the Faculty of WELS at The Open University, researchers have expertise in using digital co-creation methods to improve health and learning outcomes in LMICs. By attending formal and informal training/workshops within WELS, I plan to develop methodological skills in these areas and understand how to conduct workshops effectively. Thirdly, to build my networking and collaboration skills, I plan to conduct a dissemination session with key stakeholders (e.g., health and educational practitioners, policymakers, NGOs) in Nigeria to disseminate findings and raise awareness on the implications of educational and healthcare stigma and discrimination on young women's wellbeing. This session will also discuss the added benefits of using qualitative and creative methodologies to generate quality data in Africa. Afterwards, I will conduct a two-day data-gathering workshop with key stakeholders (e.g., practitioners, policymakers, and NGOs) in education and related sectors to co-create knowledge on school re-entry and retention for young women. The workshop will explore causes of learning exclusions, challenges, and opportunities for improving educational inclusion. By analysing the workshop's discussions, I will add participants' insights to a briefing on non-formal existing practices that aid school re-integration and explore potential pathways for improving school retention. This brief can support educational policymakers and practitioners working to improve educational inclusion. The 2030 agenda for the Sustainable Development Goal is to leave no one behind (Buzeti et al. 2020). Investing in female education, particularly among marginalised populations (such as pregnant adolescents and young mothers) is crucial to promoting gender equality and improving health and wellbeing outcomes (Ibid). At the end of my fellowship, I plan to submit a grant to document best practices and analyse successful case studies that have improved school retention in sub-Saharan Africa, to identify transferrable elements for a Nigerian context. To learn more about developing grants, I plan to shadow my mentor and activities within the Centre for the Study of Global Development (CSGD) at The Open University.

在尼日利亚，估计有19%的15-19岁妇女已经开始生育，另有4%的妇女怀上了第一个孩子（国家人口委员会，2018年）。许多政策和学术研究将早孕和早育描述为一种对母亲和儿童造成健康不良，经济和社会挑战的现象（Adegbola & Sanusi 2019）。这加剧了对年轻母亲的负面态度。然而，这些措施的影响仍然没有得到充分研究。我的博士研究结果表明，歧视性的社区，教育和健康做法如何加强边缘化，健康状况不佳，以及年轻母亲的社会经济结果。目前，人们对羞辱和歧视对健康和福祉的影响认识不足。在尼日利亚，也没有官方/正式的干预措施来支持怀孕女孩继续上学，并确保年轻母亲有效地重返正规教育。我计划利用这个奖学金为未来在这一领域的工作奠定基础。我的总体目标是发展基本技能，使我能够进行研究，制定政策，并提出改善中低收入国家（LMIC）年轻女性福祉的最佳做法。我的第一个目标是在期刊上发表两篇文章，以增进对尼日利亚和撒哈拉以南非洲年轻母亲遭受羞辱和歧视的经历的有限了解。为了最大限度地扩大影响力，我计划在“非洲对话”上发表这些文章的博客文章，并出席研讨会。我博士学位的下一步重点是使用共同创造的方法来刺激参与，并为减少学习和医疗排斥的证据做出贡献。在开放大学的WELS学院内，研究人员拥有使用数字共同创造方法来改善中低收入国家健康和学习成果的专业知识。通过参加WELS内的正式和非正式培训/研讨会，我计划发展这些领域的方法技能，并了解如何有效地举办研讨会。第三，为了建立我的网络和协作技能，我计划与主要利益相关者（例如，在尼日利亚，与卫生和教育从业人员、决策者、非政府组织合作，传播研究结果，并提高人们对教育和保健污名化和歧视对青年妇女福祉的影响的认识。本次会议还将讨论在非洲使用定性和创造性方法生成高质量数据的额外好处。之后，我将与主要利益相关者（例如，教育和相关部门的实践者、政策制定者和非政府组织）共同创造关于年轻妇女重新入学和继续上学的知识。研讨会将探讨学习排斥的原因，挑战和改善教育包容性的机会。通过分析研讨会的讨论，我将把与会者的见解添加到关于非正规现有做法的简报中，这些做法有助于学校重新融入社会，并探索提高学校保留率的潜在途径。这份简报可以支持教育政策制定者和实践者努力提高教育包容性。可持续发展目标的2030年议程是不让任何人掉队（Buzeti et al. 2020）。投资于女性教育，特别是边缘化人群（如怀孕少女和年轻母亲）的教育，对于促进性别平等和改善健康和福祉成果至关重要（同上）。在我的研究金结束时，我计划提交一笔赠款，以记录最佳做法，并分析成功的案例研究，提高了撒哈拉以南非洲的学校保留率，以确定尼日利亚的情况下可转移的因素。为了更多地了解发展赠款，我计划在开放大学全球发展研究中心（CSGD）内跟踪我的导师和活动。