The Implications of Health Financing for Health Access and Equity in Nigeria

The Nigeria health system has performed woefully against all vital health indices, trailing behind many African countries despite its enormous potentials. The reason for this is mainly due to the financial risk Nigerians face in accessing health care. This study addresses the implications of the current health care financing in Nigeria on access and equity. It shows the imperativeness of an alternative health care financing in line with best practices, from comparable Low- and Middle-Income Countries (LMICs), apart from the current National Health Insurance Scheme (NHIS). The findings from this study recommend that the NHIS should be strengthened through the policy reform to embrace fund pooling/risk-sharing, subsidisation for the poor and the vulnerable, mandatory enrolment, and fragmentation of NHIS. Other considerations include increasing domestic fiscal space for health and utilising a tax-based financing mechanism that has been progressive in all LMICs, thereby preventing the need for unsustainable reliance on external funding. A comprehensive package of health at the point of care is also necessary. However, all these recommendations require the government to show a commitment to improve the country’s healthcare system through its health spending.

The Nexus of the Critical Trio: Access, Equity and Quality in Distance Learning

Emergency remote teaching due to the Covid-19 pandemic has fast-tracked the need for transformation of distance learning, amplified issues of access and equity, and exposed the necessity to assure and ensure quality distance learning. This study applied a qualitative literature and material review by using the MAXQDA-analysis method to identify whether the current measures (following Covid-19 protocol) are accessible to all students at the right time and establishing links regarding access equity and quality. The results revealed that online distance education is a strategy to be enhanced towards ensuring credible distance learning. The results show the intersection and fit of access, equity, and quality in distance learning as perpetual social justice issues. Online education and what is required to make it accessible, related online learning material that is accessible for all, and needy students’ support should therefore be prioritised.

TRANSITIONING TO ONLINE EDUCATION IN ENGLISH DEPARTMENTS IN BANGLADESH: LEARNER PERSPECTIVES

During the brief coronavirus-induced hiatus in March and April 2020, educational institutions in Bangladesh including public universities began preparations for online classes. By the end of June, almost all private universities and a few public universities had started online classes with limited or no preparation which was met with appreciation as well as censure from different stakeholders. Against this backdrop, this study was conducted with a view to examining the online teaching learning scenario at Bangladeshi public universities from the perspective of one important stakeholder, the students, with a specific focus on the challenges they faced in this new mode of instruction. Suggestions were also sought from them regarding how the barriers to online instruction could be overcome. Data were collected from 26 students of English Departments of 11 public universities through semi-structured interviews. The major challenges reported in the data include issues of access and equity, inadequate logistic support and poor infrastructure. Concerns related to curriculum, pedagogy, assessment and psychological issues were also highlighted. In addition, lack of prior experience and training were identified as serious obstacles. Major suggestions from the participants include ensuring access and equity, providing training opportunities and digital devices to students and engaging in curriculum and assessment reforms.