Overview

With comprehensive examples from researchers across East Africa, West Africa, and Southern Africa, the book examines how primary, secondary, and tertiary education was affected by the pandemic and how its effects are shaping the future of education in Africa. This book addresses diverse issues relating to COVID-19 and education, including the gendered-, classed-, and disability-related effects of the pandemic; African educators’ and students’ experiences with different remote learning technologies; and the outcomes of government interventions in education, such as prolonged school closures. The chapters and case studies highlighted in the volume represent the voices of African educators, students, and parents as they share their experiences of the pandemic and their perspectives on how learning should be optimised to better manage future disruptions to education. This book is the first of its kind to comprehensively examine the effects of COVID-19 on education in Africa and will be essential reading for researchers, academics, and scholars of African education, international and comparative education, and education policy.

Full Product Details

Author:   Lydia Namatende-Sakwa (Kyambogo University, Uganda) ,  Sarah Lewinger (Boston University, USA) ,  Catherine Langsford (University of Cape Town, South Africa)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.660kg
ISBN:  

9781032216997

ISBN 10:   1032216999
Pages:   240
Publication Date:   18 November 2022
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Part I: Experiences of Students and Families 1. Strengthening homes as sites of learning during emergency: Lessons from COVID-19 lockdown in Uganda 2. ""I will not allow my child to go to school"": Parents’ perspectives on school reopening during the COVID-19 pandemic 3. The aftermath of COVID-19 school closures in Uganda: Exploring the willingness of teenage mothers to re-enter schools Part II: Impact on Marginalised Students 4. ""We are as valuable as non-disabled students"": Learning experiences of female learners with disabilities during the COVID-19 pandemic in Uganda 5. ""If we eat lunch, then supper, no"": Effects of COVID-19 school closures on HIV-infected and affected girls and young women in Uganda 6. Underprivileged school children’s experiences of COVID-19 preventive measures: Tales from rural Uganda Part III: E-Learning Strategies and Issues 7. ""Online lessons are a waste of time"": Peer-to-peer reflections on online learning in the aftermath of COVID-19 school closures in Uganda 8. Students' experiences using online learning during the COVID-19 pandemic: The case of Kyambogo University, Uganda 9. Institutional approaches to supporting students during the COVID-19 pandemic: A comparative study of two Ghanaian public universities' online learning experiences Part IV: Emerging Educational Issues 10. The relevance of modern technologies in counselling tertiary education students in the COVID-19 era: A study at the University of Energy and Natural Resources in Ghana 11. Remote data collection for educational research during Uganda’s two-year school closure: Challenges and adaptations 12. Writing the effects of COVID-19: Emerging perspectives in Ugandan literary texts 13. Risk management strategies for teaching and learning in Ghanaian public universities during the COVID-19 pandemic"

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Author Information

Lydia Namatende-Sakwa is Senior Lecturer at Faculty of Education, Kyambogo University, Uganda. Sarah Lewinger is pursuing doctoral degree in Anthropology at Boston University, USA. Catherine Langsford is pursuing a doctoral degree in Education at the University of Cape Town, South Africa.

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