Project Boundless Education (BE) -tutelage that engages and accompanies - Phase 1: Alakowe (Pilot)
(Note: This proposal was written in the second half of 2020 as part of a Grant Writing course)
Contents
Stages of change and change matrix. 13
Program budget and budget narrative. 25
Foundations that support African Education Trust (AET) 30
A list of funders that support hundred.org is available on their website. 30
Other Foundations that support educational initiatives across Africa. 30
“To realize the promise of universal education for every child, we need a global commitment to invest in three areas: getting more children into primary school; in helping more children — especially girls — stay in school through the secondary level; and improving the quality of the learning they receive throughout their schooling…There should be no debate among these priorities: we need to do all three because the success of every child — and the impact of our investment in education — depends on all three.”
– Anthony Lake, UNICEF Executive Director (2010–2017)
“Business as usual strategies based on more teachers, more classrooms and more textbooks are not enough to reach the most disadvantaged children…We need targeted interventions to reach the families displaced by conflict, the girls forced to stay home, the children with disabilities, and the millions obliged to work. But these policies come at a cost. This report serves as a wake-up call to mobilize the resources needed to guarantee basic education for every child, once and for all.” — Irina Bokova, UNESCO Director-General (2009–2017)[1]
Cover Letter — I
Ms. Susan E. Manske
Vice President and Chief Investment Officer
John D. and Catherine T. MacArthur Foundation
Office of Grants Management, Chicago, Illinois, USA
Mrs. Modupe Adefeso-Olateju
The Managing Director,
The Education Partnership (TEP) Centre, Lagos, Nigeria
Dear Susan,
Out of school children in Nigeria who are living on the streets or in communities without access to quality education look up to society for a chance at education. They deserve an education that is not just as an end in itself, but an education that empowers without any disadvantages in the process of acquiring that education.
Definitely, the model where children come to a physical location and spend substantial hours daily creates room for maximum concentration, interaction, and monitoring of performance. However, the quality of schools, teaching, and other infrastructure places a ceiling on the level of learning acquired by children. Hence, children attending sub-standard schools who are living in poverty or engaged in some economic activity in the household forgo these economic benefits and remain deprived of the full benefits of quality education.
Furthermore, disease outbreaks, humanitarian crises, and other barriers to physical attendance at schools have shown that an alternative model where school is taken to students through making educational resources available to them on various media is possible. Yet, there is so much to be explored and optimized in the model of taking school and educational resources to students where they are. As a society, we have also not fully explored the benefits of mother-tongue education (MTE), entertainment-education (EE), and translanguaging.
Through Project BE, The Education Partnership (TEP) Centre looks forward to partnering with The John D. and Catherine T. MacArthur Foundation to serve the more than 10 million children out of school children in Nigeria and many children in communities where there is no or inadequate access to quality primary education by providing primary education via radio and utilizing EE and MTE approaches.
Yours sincerely,
Dorcas
Cover Letter — II
Mrs. Modupe Adefeso-Olateju
The Managing Director,
The Education Partnership (TEP) Centre,
Nigeria
Ms. Dorcas Omowole
Master of Health Science, class of 2021
Clark University,
Worcester, US
Dear Ma,
Letter of Introduction: Project Boundless Education
As a child of teachers who taught in Nigerian public schools, as a young adult who has taught primary and secondary school students in Nigeria, as an adult privileged to study at home and abroad, one key takeaway from my experiences has been the importance of a valuable and engaging education. Initially, I was writing a proposal focused on after school education, sports, and coding programs, but soon discovered a more fundamental problem — the needs of so many vulnerable children deprived of basic primary school education and an opportunity to be literate.
It is no news that the challenges facing educational systems in many LMICs, Nigeria inclusive, is hydra-headed. Addressing one aspect of the problem usually impacts positively on other aspects. However, making education entertaining and attractive to vulnerable children will make them literate and also offer many systemic advantages. As interest in education increases, Project BE provides a pathway to secondary education or other career paths that would not have been possible without a basic education.
Also, Project BE would showcase the perfect example of a teacher who teaches children “how to learn” and understands “why it is important to love learning” and take us closer to the goal of an “inclusive, equitable, and high-quality education to every child that calls himself a Nigerian child.”[2]
Yours sincerely,
Dorcas Omowole
List of Acronyms
BE — Boundless Education
EE — Entertainment Education
IRI — Interactive Radio Instruction
MTE — Mother Tongue Education
NCEE — National Common Entrance Examinations
TEP — The Education Partnership Centre
UNESCO — United Nations Educational, Scientific and Cultural Organization
UNICEF — United Nations Children’s Fund
Summary
Alakowe is the pilot phase of Project Boundless Education (BE). Alakowe means an “intellectual” or “learned” person in Yoruba language-the main language is spoken in Western Nigeria. The pilot phase of Project BE will create engaging radio classes using English language and Yoruba language. These classes will focus on the primary school curriculum, especially preparatory training for the National Common Entrance Examinations (NCEE) subjects — Mathematics and General Science, English and Social Studies, Quantitative and Vocational Aptitude, and Verbal Aptitude.[3] There will be a minimum of 210 episodes, 30 episodes per subject, and other episodes focused on reading and writing utilizing translanguaging approaches.
The radio studio sessions will mimic a classroom setting and will have at least a female and male teacher and a female and male student. The male and female student will be actors. The adapted script from the curriculum content will be comical, make use of mnemonics, songs, traditional stories, daily experiences, and any other methods that are engaging and enhance learning for children. There will also be review sections after each class. In partnership with local libraries, churches, business centers, children will have access to tests, evaluation materials and be able to submit completed assignments.
Many out of school children cannot go to school for reasons beyond their control. These reasons include homelessness, poverty, attending to economic concerns during school hours, among others. For these children, Project BE will provide audio recorded classes that these children can listen to at a schedule that works for them. These audio classes will be available on dedicated radio stations (per subject and have schedules provided), online, on cable television, traditional television, libraries. They will also be available to CBOs, NGOs, and persons who want to use them to teach students. There are also plans to have a dedicated portable solar-powered mobile device that out of school children can have their classes stored on. They can carry this device with them in a pouch and listen to their classes.
This project will cost $56,337/N21,408,000 ($1=380) over the next 1 to 2 years to convert the NCEE curriculum to scripts, infuse local language, mnemonics, and other verbal educational aids. It also includes the costs of studio sessions, postproduction, and dissemination of classes. Apart from project evaluation costs and beneficiary satisfaction interviews, additional yearly operational and management costs will be minimal. Mentors for out of school children will be volunteers and have a standard reporting template.
Problem Statement
Globally, there are 50–75 million children who are not enrolled in school.[4] In Nigeria, the population of out of school children (OOSC) is more than 13 million[5] and no less than 8.6 million homeless children on its streets.[6] Getting these children to school is one thing. Getting the education to them where they are another. Both are important to provide learning to every child irrespective of where they are located.
Poverty, distance to a school location, child labor, pursuit of income opportunities, and limited employment opportunities are some of the reasons many children and adolescents are out of school. Some communities do not have schools. When schools are available, they are also not without their challenges. The school environment is unfriendly to learners because of inadequate infrastructure.[7] And other reasons. There are shortages of teachers and caregivers at all levels of Basic Education (primary school and the first three years of secondary school) Schools in Nigeria.[8] Teachers are “often untrained and not paid enough.”[9] There are incessant strikes and low teacher commitment.
Image of students from Aperin Oniyere Commercial Grammar School, Orita Aperin in Ibadan South East Local Government with inadequate infrastructure.
Homeless children who lack access to school education are likely not to maximize their productive contributions to society or might be forced to take up a life of crime. It is important to find ways for out of school and homeless children to access an education that is tailored to their needs. Although there are concerns that only “7% of Nigeria’s $24 billion 2018 budget is earmarked for education,”[10] there is no evidence that increasing budgetary allocations is what is needed to bring homeless out of school children to the four walls of a “traditional” school.
Radio education and mother tongue education (MTE) are innovations that are yet to be fully explored in addressing the educational needs of homeless and/or out of school children. Mother tongue education refers to “any form of schooling that makes use of the language or languages that children are most familiar with. This is usually the language that children speak at home with their family.”[11] Research has shown that children’s first language is the optimal language for literacy and learning throughout primary school.[12]Also, when a child’s primary language is not the language of instruction in school, the child has an increased likelihood to drop out of school or fail in early grades. With MTE, children learn better, enjoy school more, and parent participation is increased.[13] Although the benefits of mother tongue education benefits are stated in reference to mainstream and traditional schools, they hold true for education, either in school, on radio, or on any other platform, as long as the teachers are motivated and able to engage the children or other learners.
Radio has proved to be an effective educational medium. It can be harnessed to enhance an education campaign since it can span great distances and reach a large number of listeners.[14] However, the setting-up and using of radio and television as tools to provide distance education has challenges. These challenges include: “the absence of pre-existing partnerships for the design and broadcasting of the educational content, the need for communication and collaboration between education specialists and the professionals of the audio-visual sector for the production of educational programs,” and the lack of the know-how and expertise in monitoring and evaluation of learning.[15] While many educational initiatives are mostly online, requiring the use of data and internet-enabled devices,[16] there is considerable evidence and support for the view that radio is an effective medium of instruction. This includes data from the world bank[17] on the positive impacts of interactive radio instruction (IRI). Power99 in Pakistan is an example of a successful IRI program.[18] The widespread availability of radio in delivering educational content in developing countries underscores its educational potential and importance.[19]
In Nigeria, there are programs such as the UNESCO Revitalizing Adult and Youth Literacy (RAYL) with lessons available in English, Igbo, Hausa, and Yoruba languages but with a focus on being able to read and write.[20] [21] This is the same approach used by a UNICEF European Union backed Project in Cameroun and Niger.[22] Listen Africa, another radio education program in Nigeria donates solar-powered radios to listeners but is focused on engaging listeners in socio-political discussions.[23] Other programs are built with a short term scope.[24] During the 2020 coronavirus outbreak, radio was utilized to bring educational content to children in Nigeria. There was a schedule of classes with the time of broadcast.[25] Radio education was also intensively used in Sierra Leone during the Ebola virus outbreak. The Malala Fund supported this initiative by providing radios and creating informal classrooms.[26]
Images of children learning during the Ebola virus outbreak in Sierra Leone, 2015
The content and infrastructure created by BE (Boundless Education) would not only meet the educational needs of homeless and/or out of school children. They will also complement the learning needs of children in schools with poorly motivated teachers. The pool of educational content and resources created by BE will be a “common good” with long term use and reuse value. BE will also leverage community involvement in providing educational content. Homeless and/or out of school children will not have to abandon their source of income as they pursue their goals of being literate and educated. This project will be piloted in Western Nigeria, a region that historically places high esteem placed on literacy and being learned (anecdotal evidence). Thus, Boundless Education (BE) will provide accessible education to out of school children where they are, as it propels them to where they need to be.
Implementing partner
This Project will be implemented by The Education Partnership (TEP) Centre and Dorcas Entrepreneurship and Academic Resource (DEAR).
The Education Partnership (TEP)[28] Center is “Nigeria’s pioneering education partnership organization with a mission to improve the overall design, implementation, and evaluation of education initiatives through effective, enduring, and scalable partnerships.” TEP believes that “well-designed partnerships not only have the ability to leverage the strengths of each sector but also to provide equitable access to functional and stimulating education to teeming masses of Africans.” TEP provides educational consultancy services, evaluates educational innovations, provides policy guidance, and also provides technological support to support learners and educational projects.
Dorcas Entrepreneurship and Academic Resource (DEAR) is a startup social enterprise that is committed to empowering vulnerable populations. Based on a per-project basis, DEAR works in partnership with implementing partners within and outside Nigeria.[29] DEAR[30] will work with The TEP Center to raise funds, coordinate and partner with the Ministry of Education (MoE), governments, teachers, translators, entertainment-educators, media, and technology partners, local libraries, and other implementation partners in western Nigeria to achieve the goals of Project Boundless Education (BE).
In implementing Project BE’s pilot, Alakowe, BE will partner with Teke Global as a fiscal sponsor. Teke Global[31] is a 501(c)(3) organization that has over two decades of experience “strengthening nonprofits, associations, and social enterprises in the United States and in several African countries, serving women and youth.” The Principal Consultant, Celena Green, “co-developed and led the Vital Voices’ GROW Africa Fellowship, a year-long accelerator program providing leadership and entrepreneurship training, technical assistance, and grants to women entrepreneurs leading small/medium enterprises” and has worked with “Global Kids, Inc., leading capacity-building and youth leadership training programs in the US and internationally.”
Theory of change
Stages of change and change matrix
The process of change requires different strategies at various stages. Therefore, Project BE will prioritize addressing attitudes and skills deficits that might prevent the uptake and optimal use of Project BE resources. Project BE will ensure that users have all the information/knowledge needed to access Project BE resources. Project BE will also support users with solar-powered portable radios, facilitate mentorship and community partnerships to ensure continued engagement with Project BE resources.
Note:
· At the pre-contemplation and contemplation phase — Project BE will focus on addressing attitudinal and behavioral constraints to the uptake of education in any format. This include lack of confidence in abilities to excel and not being convinced of the ability to combine learning with daily economic activity;
· At the preparation phase — Project BE will ensure that out of school children, and their parents or guardians know where and how they can access Project BE resources;
· At the action and maintenance phase — Project BE will be responsive to answer any questions users have so that they are skilled users of our content. Project BE would also point users to mentors and community partners in their locations;
· To avoid relapse — Project BE will continue to address attitudinal and behavioral constraints towards the uptake of education in any format.
The logical framework
Goals and objectives
The goal of Project BE is to create and ensure increased access to literacy and educational content based on the Nigerian national school curriculum for out of school children (OOSC), children that are under-schooled, and all students. This educational content will be in a bilingual format, entertaining, and available on various media platforms, especially radio.
Our objectives are as follows:
· At the end of the third year post-release, 75 percent of out of school and under schooled children in Yoruba speaking areas of Nigeria access Project BE educational resources.
· At the end of the third year post-release, 50 percent of out of school and under-schooled primary aged children in Yoruba speaking areas of Nigeria who access Project BE resources and mentorship are able to read and write a simple essay.
· At the end of the third year post-release, at least 30 percent of Project BE resource users receive career, educational, and vocational counseling and have plans towards committing to their education long term.
· At the end of the sixth year post-release, 30 percent out of school and under schooled children accessing and using Project BE educational resources for their educational needs register and pass the common entrance examination (the final primary school leaving exam).
Program plan
At the beginning of project implementation, the focus will be on gathering materials and employing staff. Since there have been a couple of educational content based on the curriculum and delivered via radio and television, the starting point will be to reach out to those with these resources, ask if they have their content in text format, and they can offer it as an in-kind contribution to Project BE. All these contents will be converted to word or an open-source script editing software, trebly.[32]
After the textbooks and educational content has been converted to text format, teachers, entertainment educational consultants, radio education consultants, Yoruba translators, and presenters will have meetings to convert these contents into a format that is engaging, bilingual, easy to use, and entertaining for radio production.
When these scripts are ready, they will be produced in the radio studio and edited. Since various teams will be working concurrently, it will be possible to complete radio production in 1 to 2 years.
After the first few episodes are recorded, there will be focus groups with some out of school children about their views. There will also be separate groups for parents and farmers in rural areas and parents of out of school children in urban areas. The focus groups will also explore how participants think this kind of resource will be useful in their community, reasons they think so, and the best platforms or ways of dissemination. There will be a total of 12 focus groups.
For TV production, the same audio files used in the radio production will be used, and the content will be created for slides. Audio clips will be attached to slides. These slides will be light on text and involve as much as possible the use of images and animations. English language and Mathematics slides will be as recommended by educational consultants.
At the planning phase, the bulk of the work will be deciding on staffing, how best to make the content engaging, making scripts, audio recordings for radio, making slides, and doing screen recordings for TV. Since the preparation of materials and presentations will be a year-long engagement or more, recent graduates from the department of education, drama, and radio production will be employed and paid salaries. Some episodes will have known comedians and Yoruba artistes on the show acting as additional mock students. The use of artists could help enhance the engagement and uptake of BE classes. These resources will be available online for free access and download. Persons who want to use them for mini schools in their communities can obtain them electronically in a storage device. They can also change a token for their mini school if students are taking their assessment tests. However, users who are given audio and video files will sign documents that prohibit them from the sale of the files or profiteering from them in any other way.
Additionally, learners will be able to ask questions by chat or call in during live check-in sessions from 2:30–4:00 pm every day. These numbers to call will be toll-free. These calls would be routed to volunteer teachers to answer questions from learners. We will also sign up and screen volunteers who can serve as mentors for out of school children. We would work with those in senior secondary school or higher education and who are members of recognized Christian or Muslim fellowships. We will also reach out to local NGOs and libraries to help connect mentors to children. These partners will be widely publicized in the community.
Project BE might need to rent its own recording space and recording equipment if existing media partners do not have excess capacity for this purpose. The low cost dedicated solar radios or phones will also be a huge capital investment — but those can be staggered and made available to those who really cannot afford one and have no access to any listening device at a very discounted rate. These phones will have a memory card big enough for audio files (educational content) the class user is in saved by day. Students can then navigate to where they need to be per day. The phones will be WhatsApp enabled, will only be able to call the toll-free number and other learners. After each class, students return the phone/device/radio to be able to obtain another device or content for the next class. They must also have completed at least 40% of assignments and tests made available through mentors, CBOs, NGOs, and churches.
Evaluation plan
During the planning and implementation phase, formative research will be conducted with potential users of Boundless Education resources. This will gauge their interest, the likelihood of usage, elicit other ways to tailor the resource to their needs, and ways that they think this resource will be utilized in their communities. There will also be qualitative interviews on understanding barriers and identifying ways to integrate children from Alakowe school who are doing well and are interested in attending mainstream “traditional” schools. Project BE resources will continue to be relevant either for out of school or in-school learners. All student/learner and volunteer data will be disaggregated by gender, state, and other variables that could be relevant for planning.
The evaluation plan of Phase 1 of Project BE, Alakowe, will include the following:
Monitoring data:
· Data on the level of usage of Project BE resources on all platforms, especially on radio, TV, online, and those who reach out to Project BE to use resources for mini schools.
· The number of out of school and other students who turn in assignments, engage on Whatsapp, ask questions using the toll-free number, and those in mentorship.
· The satisfaction of out of school and other students with Project BE resources in terms of their level of engagement, increase in literacy, and assimilation of new knowledge.
· Feedback from volunteer teachers, NGOs, CBOs, local libraries on students who access Project BE resources and assessments through them.
· The number of out of school students using Project BE resources who register, sit for and pass the common entrance exams, junior and secondary school exams.
· Understanding barriers to usage for out of school children who are not using resources from the Alakowe school.
Evaluation data:
· Assess the level of effectiveness of various Project BE partnerships.
· Check if project objectives were met and to what extent they address the needs of out of school children.
· Assess the level of uptake and impact of Project BE by out of school children and communities.
· How effective was Project BE in enhancing literacy and imparting curriculum-based knowledge to learners?
· Assess the extent to which Project BE was cost-effective and provided value for money.
· Assess the intended and unintended outcomes of Project BE and ways to address unintended negative outcomes, if any.
Program budget and budget narrative
The budget below is for the planning and implementation of the pilot phase of Project Boundless Education, Alakowe.
Budget narrative: *using the exchange rate of $1 = NGN 380.
· 2 teacher/presenters and 2 student/actors are expected to work until all recordings for their class and NCEE are completed. They will work for 12 months, work 36 hours per week, and earn NGN 3,500/hour ($9.2/hour). This will be a total of $15,916 ($9.210526316 * 12 months * 36 hours * 4 cast). Benefits and all fringe benefits are included in the salary.
· 1 translator and Yoruba language educator would be employed for 6 months during the script development. They will be paid the same hourly rate as teacher/presenters.
· Radio/audio technical crew will also be paid the same hourly rate as teacher/presenters.
· Project BE hopes to engage 2,000 volunteers as mentors, advocates, and in various capacities. The estimate above is based on a 12-month engagement, 12 hours per month, and NGN 2,500/hour ($6.59/hour).
· Each consultant category will be engaged for a total of 240 hours. They will be paid an hourly rate of $32/hour.
· 12 focus groups will be conducted at an average rate of $921/focus group. This includes the cost of recruitment of participants, renting of focus group facility, design of discussion guide, payment for moderators, transcripts, and report writing.
· Throughout the 3 year period, Project BE expects to conduct 3,000 quantitative interviews at an average rate of NGN 1,200/interview.
· The cost estimate for renting a studio and obtaining audio equipment is $2,328. One fully serviced studio facility will be rented for 1 year at NGN 500,000/year. Audio equipment for each facility is expected to cost NGN 400,000.
· Other miscellaneous costs not included in the proposal includes the cost of maintenance and repairs. Cost of focus groups and interviews will also be negotiated to a lower rate or discounts requested as an in-kind service from research agencies and partners.
Project BE is requesting for $36,337 grant support for the primary school portion of phase 1 of Project BE, Alakowe. $20,000 will be sourced from community fundraising events, private sponsorships, and other sources of funding available from the Ministry of Education.
Grant Research
These funders are from the Foundation Directory Online (FDO) and have funded projects in Nigeria.
Additional notes on Sustainability: NA, Project BE might also consider implementing this Project on a longer-term and have teacher/presenter and teacher/entertainment teams work at mini studios at home or meet at evenings and weekends to audio record class sessions.
Appendix
Other Grant Research
Foundations that support African Education Trust (AET)
*Comic Relief funds AET’s Speak Up Project https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf
A list of funders that support hundred.org is available on their website https://hundred.org/en/funders. Hundred supports and showcases education innovations worldwide.
Other Foundations that support educational initiatives across Africa
References
[1] Global education magazine. Retrieved from: https://www.globaleducationmagazine.com/global-report-out-of-school-children/
[2] Adefeso-Olateju M. (2017, November 9) The Next 100: Who will teach the future? Retrieved from: https://youtu.be/ieNtQ-FV4HA
[3] National Common Entrance Examination. Retrieved from: https://www.neco.gov.ng/our-exams/ncee/
[4] Ball J. (2014, February 21). Children learn better in their mother tongue. Global Partnership for Education. Retrieved from: https://www.globalpartnership.org/blog/children-learn-better-their-mother-tongue
[5] Obiezu T. (2018, December 12). Nigeria Has World’s Largest Number of Out-of-School Children. Voice of America. Retrieved from: https://www.globalcitizen.org/en/content/un-nigeria-13-million-children-out-of-school/
[6] Magyar J. (2019, December 3) Helping Street Kids Is A Win-Win For The Kids And Society. Retrieved from: https://www.forbes.com/sites/sap/2019/12/03/helping-street-kids-is-a-win-win-for-the-kids-and-society/?sh=655139ff26c3
[7] UNICEF (2012). Nigeria Country Study — Global Initiative on out-of-school children in Nigeria. Conducted within the Conceptual and Methodology Framework (CMF). Retrieved from: http://uis.unesco.org/sites/default/files/documents/out-of-school-children-nigeria-country-study-education-2012-en.pdf
[8] Basic education: Primary education and the first three years of secondary school education
[9] Why Nigeria’s educational system is in crisis — and how to fix it. Retrieved from: https://www.bbc.co.uk/programmes/articles/3RbFXDdBw3g0HQG0fpyD0xF/why-nigerias-educational-system-is-in-crisis-and-how-to-fix-it
[10] Obiezu T. (2018, December 12). Nigeria Has World’s Largest Number of Out-of-School Children. Voice of America. Retrieved from: https://www.globalcitizen.org/en/content/un-nigeria-13-million-children-out-of-school/
[11] Rutu Foundation. What is mother tongue education? Retrieved from: https://www.rutufoundation.org/what-is-mother-tongue-education/
[12] UNESCO (2008a). Mother Tongue Matters: Local Language as a Key to Effective Learning. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000161121
[13] Rutu Foundation. Language friendly school. Retrieved from: https://www.rutufoundation.org/language-friendly-school/
[14] Duby. A (1990) The Effectiveness of Radio as an Educational Medium. Educational Media International 27:3, pages 154–157. DOI: tps://doi.org/10.1080/0952398900270303
[15] UNESCO (2020, February 26). Learning through radio and television in the time of COVID-19. Retrieved from: https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19
[16] UNESCO (2020). Distance learning solutions. Retrieved from: https://en.unesco.org/covid19/educationresponse/solutions
[17] Trucano, M. (May 11). Interactive Radio Instruction : A Successful Permanent Pilot Project? Retrieved from: https://blogs.worldbank.org/edutech/iri#:~:text=Interactive%20radio%20instruction%20(IRI)%20is,large%20scale%20at%20low%20cost.
[18]’Broad Class — Listen to Learn’: Interactive Radio Instruction Program. Retrieved from: https://hundred.org/en/innovations/broad-class-listen-to-learn-interactive-radio-instruction-program#92be4acd
[19] Nwaerondu, N. and Thompson, G. (1988). The Use of Educational Radio in Developing Countries: Lessons from the Past. Vol. 2, №2, 43–54. Retrieved from: http://www.ijede.ca/index.php/jde/article/view/315/209
[20] UNESCO (2017, April 27). Spreading literacy and education through radio waves. Retrieved from: http://www.unesco.org/new/en/media-services/single-view/news/spreading_literacy_and_education_through_radio_waves_in_nige/
[21] UNESCO (2017, September 9). How digital learning is improving livelihoods in Nigeria. Retrieved from: https://en.unesco.org/news/how-digital-learning-improving-livelihoods-nigeria
[22] Guilbert K. (2017, June 17). Children tune in for radio lessons in Boko Haram-hit Lake Chad region Retrieved from: https://br.reuters.com/article/us-nigeria-boko-haram-education-idUSKBN1A312I
[23] Coley, S. (2013, February 7). “Listen Africa” Educational Radio Project. Retrieved from: https://www.radiofordevelopment.org.uk/?p=939
[24] A radio school for displaced children. Retrieved from: https://www.unicef.org/nigeria/stories/radio-school-displaced-children
[25] Federal Ministry of Education Nigerian Education Management Information System. Retrieved from: https://education.gov.ng/wp-content/uploads/2020/04/DIGITAL-LEARNING-COMPILATION-BY-FME-NEMIS.pdf
[26] Linda Poon (2015, February 18). Now This Is An Example Of Truly Educational Radio. Retrieved by: https://www.npr.org/sections/goatsandsoda/2015/02/18/387027766/now-this-is-an-example-of-truly-educational-radio
[27] Zaccheus Onumba Dibiaezue Memorial Library. Retrieved from: https://zodml.org/about-us/zaccheus-onumba-dibiaezue
[28] The Education Partnership (TEP) Centre. Retrieved from: https://www.tepcentre.com/who-we-are/
[29] Dorcas Entrepreneurship and Academic Resource (DEAR) is a hypothetical organization that could become operational soon.
[30] Note: Paradigm Initiative Nigeria, Pass now now (they use only text), tuteria, gidimo.com, efiko, slum2school — most of these organizations are not the best fit — they are not NGOs, but social enterprises — and this free resource might affect their bottom line negatively, there is no vision alignment…so they are not the best fit as partners.
[31] Teke Global. Retrieved from: http://www.tekeglobal.com/about
[32] Trelby script writing open source free sotware. https://www.trelby.org/