An Assessment of Global Partnership for Education in Subsaharan Africa in the Context of Covid-19 Pandemic

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dc.contributor.authorBabamaragana, Lawan Abba
dc.contributor.authorMuna, Wilson
dc.date.accessioned2023-07-17T07:06:01Z
dc.date.available2023-07-17T07:06:01Z
dc.date.issued2022
dc.descriptionArticleen_US
dc.description.abstractDespite decades of heightened calls for global cooperation presented by the advocates of globalisation, power asymmetry between the Global North and Global South continues to define the policy agenda on education to the detriment of Sub-Saharan Africa. In this regard, Africa has emerged as lacking agency in policymaking on issues of global concern such as health and education. Emerging evidence related to COVID-19 response has exposed deep rooted systemic vulnerabilities amongst developing economies. This study is guided by critical globalisation and interdependency theories. Using desk review method, it interrogates the effectiveness of global efforts, with a particular bias on Global Partnership for Education –a multi-stakeholder partnership and funding initiative that attempt to mobilize international support for education in developing countries. It particularly assesses interventions with a focus on vulnerable children and youths. It also examines the effectiveness of assistance accorded to governments in the South as an attempt to improve on dispensation of equity in learning through strengthening their education systems in the times of COVID-19. The study questions why, little, if any, impact on education has been realized -despite the establishment of the GPE evidenced by continued high levels of dependency on solutions emanating from the Global North. The findings suggest that the speed with which GPE responded to the challenge has enhanced the net gain of its commitment beyond its face value. It also established that timing of a response is a more critical factor than the intervention itself. Thus, whenever there were delays in processing GPE, the amount expended ends up recording lesser successes than the timely meager sum invested. However, agency and adequacy have not matched the success of the timing. We recommend broadening of SSA countries’ agency on interventions that target their citizenry.en_US
dc.identifier.citationBabamaragana, L. A., & Muna, W. (2022). AN ASSESSMENT OF GLOBAL PARTNERSHIP FOR EDUCATION IN SUBSAHARAN AFRICA IN THE CONTEXT OF COVID-19 PANDEMIC. Zamfara Journal of Politics and Development, 3(2), 14-14.en_US
dc.identifier.urihttps://zjpd.com.ng/index.php/zjpd/article/view/105/95
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26241
dc.language.isoenen_US
dc.publisherZJPDen_US
dc.subjectCOVID-19en_US
dc.subjectGPEen_US
dc.subjectGlobalizationen_US
dc.subjectSSAen_US
dc.titleAn Assessment of Global Partnership for Education in Subsaharan Africa in the Context of Covid-19 Pandemicen_US
dc.typeArticleen_US
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