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Subsistence farmer knowledge of strategies alleviating food insecurity in the context of climate change in the lower river region of the Gambia
Sustainable development goals (SDGs) for education in Nigeria: an examination of Etisalat corporate social responsibility in Nigeria’s post-basic education sector
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa
Subsistence farmer knowledge of strategies alleviating food insecurity in the context of climate change in the lower river region of the Gambia
by Ebrima Sonko
Knowledge of strategies to improve farm household resilience to food insecurity and counter adverse weather events and poor resource endowment is a pre-requisite for implementing solutions fitting local conditions. This paper examines subsistence farmer knowledge of strategies to cope with food insecurity and progressive climate change in the Lower River Region of The Gambia. The study applies survey data collected from the predominantly agricultural, poorly urbanized region in 2017 with regard to knowledge of eleven strategies, nine strategies directly related to farm practices and two related strategies associated with insufficient food crop production. Farmer strategy knowledge is estimated using the logit technique and identified farmer, farm household, farm practice, and environmental characteristics and factors significantly influencing such knowledge. The calculation of probability changes quantified the effect associated with a particular factor on knowing a strategy. Formal education, secondary household activities, gender, government support, farm size, and income influence the knowledge of selected strategies. Additionally, knowledge of some strategies is also associated with certain practices, e.g., planting trees. Insights gained from the study into the factors driving illiterate, ultra-poor farmer knowledge of available strategies are of use for multiple stakeholders helping to channel their efforts to reduce food insecurity in the studied region, The Gambia, other regions, which share similar socioeconomic and environmental conditions.
Sustainable development goals (SDGs) for education in Nigeria: an examination of Etisalat corporate social responsibility in Nigeria’s post-basic education sector
by Bello, I.
The post-basic education sector is critical to the achievement of the SDGs because this sector increase employability, helps build life skills, and most importantly, improves youth development. No doubt, if post-basic education improves, it will help in the actualisation of the seventeen goals of SDG. Findings reveal that Etisalat intervention in post-basic education includes Adopt a school programme, STEM camps for girls to promote knowledge of science education, career-counselling session serves as an opportunity for students to learn about career opportunities that they could select as they proceed to tertiary institutions. The adoption of has led to improvements in infrastructure and learning outputs at the post-basic-sector. All these are done in accordance with the SDGs. This study adds to the literature on the role of non-state actors especially Multinational Corporations towards developing the education sector in Nigeria and the achievement of sustainable development goals around the globe. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa
by Kingiri, Ann
Mentorship may be conceptualised in terms of the form it takes, function it serves or it’s learning centred nature which makes research in mentoring to receive attention within different disciplines. This article attempts to understand how a mentoring programme can contribute to enhanced research capacity building in the field of Innovation and Development (I&D) studies in Africa. It does this through a qualitative study of an African-oriented research capacity building network (AfricaLics) that aims at building a critical mass of scholars in I&D studies in the continent of Africa. Drawing on theoretical approaches in higher education that support systems of interaction thinking, the paper finds that more systematic and extensive mentorship, and awareness about different types of mentorship can enhance capacity building in the field of I&D studies. The paper recommends that development of an I&D mentorship programme must consider a mix of both structured and unstructured elements that are aligned to the local context. These context-specific elements are critical to building sustainable research capacity building programmes in academic disciplines that are transdisciplinary in nature such as I&D studies. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
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