Closure of Schools During Covid-19 Pandemic: An Assessment of Learning Interventions by Governments on Limiting Disruptions of Education Programme. A Case of Uganda

Abstract

This study is about the Closure of Schools during the Covid-19 Pandemic: An Assessment of Learning Interventions by Governments on Limiting Disruptions of Education Programmes The study focused on “how effective and efficient are the learning interventions, especially to the disadvantaged children and families in the remote rural district of Uganda” It assessed the recommended interventions by governments on the use of radios, e-learning, printed study materials and how they have limited disruptions in the teaching and learning process. Key interviews were carried out to interface with most education stakeholders to generate their opinions, views, perceptions, and experiences on the prescribed learning interventions. Two sub-counties found at the extreme end of the study district were selected. A total of 103 respondents participated in the study and including 30 pupils, 18 students, 48 parents, 4 local leaders, 2 media officials plus 1 head of the education department at the district level. Results have indicated that most of the learners in the rural setting did not learn at all during the closure of schools. Children lacked knowledge of e-learning and most families could not afford to provide the learning technologies required for their children to learn. The percentage of those that managed to access learning materials was far below the average. E-learning was found very effective in countries that have fully invested in technological infrastructure all over the country and most importantly in rural areas. Uganda as a country needed to have invested first in technological infrastructure to effectively manage the learning interventions during covid-19.