Hearing the silences: adult Nigerian women’s accounts of ‘early marriages’

‘Early marriage’ is a relatively common, but under-researched global phenomenon, associated with poor health, mental health, educational and occupational outcomes, particularly for young girls. In this article, we draw on qualitative interviews with 6 Nigerian women from Sokoto State, who were married between the ages of 8 and 15. The interviews explored young women’s experiences of the transition to marriage, being married, pregnancy and their understanding of the marital and parental role. Using Interpretive Phenomenological Analysis, we explore women’s constrained articulations of their experiences of early marriage, as they are constituted within a social context where the identity of ‘woman’ is bound up in values and practices around marriage and motherhood. We explore the complexity of ‘hearing’ women’s experiences when their identities are bound up in culturally overdetermined ideas of femininity that function explicitly to silence and constrain the spaces in which women can speak

A Rapid Assessment of the Availability and Use of Obstetric Care in Nigerian Healthcare Facilities

Background: As part of efforts to reduce maternal deaths in Nigeria, pregnant women are being encouraged to give birth in healthcare facilities. However, little is known about whether or not available healthcare facilities can cope with an increasing demand for obstetric care. We thus carried out this survey as a rapid and tactical assessment of facility quality. We visited 121 healthcare facilities, and used the opportunity to interview over 700 women seeking care at these facilities. Findings Most of the primary healthcare facilities we visited were unable to provide all basic Emergency Obstetric Care (bEmOC) services. In general, they lack clinical staff needed to dispense maternal and neonatal care services, ambulances and uninterrupted electricity supply whenever there were obstetric emergencies. Secondary healthcare facilities fared better, but, like their primary counterparts, lack neonatal care infrastructure. Among patients, most lived within 30 minutes of the visited facilities and still reported some difficulty getting there. Of those who had had two or more childbirths, the conditional probability of a delivery occurring in a healthcare facility was 0.91 if the previous delivery occurred in a healthcare facility, and 0.24 if it occurred at home. The crude risk of an adverse neonatal outcome did not significantly vary by delivery site or birth attendant, and the occurrence of such an outcome during an in-facility delivery may influence the mother to have her next delivery outside. Such an outcome during a home delivery may not prompt a subsequent in-facility delivery. Conclusions: In conclusion, reducing maternal deaths in Nigeria will require attention to both increasing the number of facilities with high-quality EmOC capability and also assuring Nigerian women have access to these facilities regardless of where they live

Towards A Responsible Entrepreneurship Education and the Future of the Workforce

Highlights • PRME provides a Compass for universities to embed responsible education. • Limited information is available on the stream of African Entrepreneurship education. • Many universities are ill-equipped to develop adequate skills required for the modern job market. • This study is based on the Curricular, Co-curricular and Extra-curricular Learning Pipeline Model. Abstract This article explores how entrepreneurship education (EE) could be adopted towards improving graduate’s skills and preparing the future workforce. It adopts interviews with 30 experienced higher education academics, executives of employment and work placement agencies in Nigeria that reveals substantial benefits of adopting entrepreneurial pedagogics, critical thinking and problem-based learning (PBL). The critical question is how can EE practices be utilised in higher education to improve future workforce? Linked to the UN Principles of Responsible Management Education (PRME), this study is based on the model of curricular, co-curricular and extra-curricular learning pipeline that focuses on ‘learning in the curriculum’ and ‘learning beyond the curriculum’. The model somehow links to the six domains that formed our analytical model – knowledge and cognitive learning, innovation in teaching pedagogy, change in thinking, change in attitudes, social learning and change in action

Additional file 4 of Mapping age- and sex-specific HIV prevalence in adults in sub-Saharan Africa, 2000–2018

Additional file 4: Supplemental results.1. README. 2. Prevalence range across districts. 3. Prevalence range between sexes. 4. Prevalence range between ages. 5. Age-specific district ranges