Innovations in educational access: Applying the diffusion of innovation theory

Abstract

Africa is recently battling with huge statistics of children exclusion from formal education, prompting examination into how new ideas for education accessibility are spread, accepted or rejected in the drive for universal education of out-of-school children in Ogun State (OoSCiOS). Previous studies on Rogers’ Diffusion of Innovation Theory in Nigeria have asserted that fresh products or technologies are usually spread through interpersonal routes, but not on the drive for universal education of OoSCiOS. A sample of nine participants were purposively chosen and interviewed, using Management of Out of School Children Interview Guide (MOSCIG). The qualitative data were thematically analysed. From the content analysis reports, Rogers’ assertion was validated, since it was discovered that interpersonal communication channels, such as, community platforms, religious leader mobilisation and peer networks alter the knowledge and enrollment behaviour of students who are not in school far more effective than the traditional mass media programmes. Therefore, the article posits that the level of adoption depends largely on perceived relevance, the proximity of rehabilitation centres, trustworthiness, and the cultural adaptability of the new solutions. Recommendations emphasise a well-thought-out commitment to locally-specific innovations, underpinned by incessant conversations and the ability to respond to change, will be a major factor in facilitating access not only to children who are excluded but also to all children in Ogun State.